Market entry dynamic framework for higher education internationalisation

Abstract

Purpose

The purpose of this paper is to critically examine higher education (HE) internationalisation in terms of international recruitment and academic collaboration, with a focus on market entry strategies and programme delivery methods, and to define an education‐specific dynamic framework.

Design/methodology/approach

A single university was chosen as the case study and 20 interviewees participated in this qualitative research. Content analysis, critical discourse analysis and categorisation of meaning are adopted as data analysis strategies.

Findings

The dynamic framework is constructed based on the analysis of both commercial internationalisation and HE internationalisation. It presents the relationship between these two areas, and creates an education‐specific pattern of HE internationalisation, including modes of entry, programme delivery methods and potential areas of further development.

Research limitations/implications

The dynamic framework contributes to rich understanding of internationalisation of HE in the case study. Further research in this area is encouraged to test the framework in other universities.

Practical implications

The dynamic framework presents international market expansion within an institutional context. This framework can help institutions better understand international development in HE, and guide universities' implementation of internationalisation by providing education‐specific modes of entry and programme delivery methods.

Originality/value

This research uses literature on commercial internationalisation to interpret HE internationalisation, explains the relationship between them, and creates an education‐specific framework, which is bespoke for international market expansion in HE.

Citation

Jiang, N. and Carpenter, V. (2011), "Market entry dynamic framework for higher education internationalisation", Journal of International Education in Business, Vol. 4 No. 2, pp. 141-158. https://doi.org/10.1108/18363261111189531