Middlesex University T&L Conference 2012

1. The view from over here: Branch campuses
and their role in the development of
Middlesex as a global education provider
Lois Smith

2. Session outcomes
By the end of this session, delegates will be able to:
• identify some of the main perceptions of teaching
and learning at branch campuses;
• compare and contrast academic work at branch and
main campuses; and
• have a raised awareness of the place of branch
campuses in the context of Middlesex as a global
university.

3. Middlesex as a ‘global’ university
‘Middlesex is an international university with
roots in London. The focus for now and for the
future is … realising our international
ambitions with the development of new
overseas campuses that make it possible for
students around the globe to study and gain a
Middlesex degree wherever they live.’
University Mission Statement Available:
http://www.mdx.ac.uk/aboutus/mission/index.aspx

4. Middlesex as a ‘global’ university
Currently TNE tends towards the ‘hub and spoke’
model with foreign partner institutions and fly-in
/ fly-out faculty.
BUT some institutions have moved beyond this to
full offshore campuses:
‘...a fundamental reconceptualization of the
traditional place-based concept the university.’
(Armstrong, 2007, p. 132)
What does Middlesex as a ‘global’ university mean
to you?

5. Middlesex as a ‘global’ university
Cross-campus standards:
‘In reality, offshore programmes ...can never be the same quality
because the resources built up on the home campus over
decades or centuries cannot...be reproduced elsewhere.’
(Armstrong, 2007, p.136)
A recent study of int.sts at a UK university found
that 73% felt the quality of education at branch
campuses was not as high as at the main campus.
(Wilkins & Huisman, 2011)
How are academic standards maintained?

6. What do our academic staff say?

7. MDX as a ‘global’ university
International university = nationally based but with
links to other nations.
Global university = global reach/activity (research
and teaching) with a definite continuing
presence in other countries, yet still with a
dominant presence in a single country.
Transnational university = not identified with one
country, e.g. European University.
(Barnett, 2004)

8. Maintaining academic standards: programme content
Key points from the video:
• Avoiding ‘dumbing down’ content
• Adapting content to suit local needs
• Applying ‘expected’ standards
• Using the same material – textbooks, slides etc
• Providing relevant examples from current
research

9. Maintaining academic standards: assessment
Key points from the video:
• Transparent assessment system
• Coordination with London
• Exams marked in London
• Clear structures and processes

10. Maintaining academic standards: work practices
Key points from the video:
• Reflection on results and student feedback
• Improving personal teaching strategies
• Staff appraisal system and institutional
support for CPD
• Keeping up to date with international
developments in own field

11. Student expectations of a branch campus

12. What our students say...
• ‘British education’ key factor in choice of
university
• Diversity of staff and students
• Same academic standards as London
• Strong identity with British university, but
also with the global reach of MDX.

13. To conclude...
Your branch campus colleagues and students see
themselves as part of MDX as a university that has
a strong British identity, but also has a global
presence. They are acutely aware of their own role
in upholding and developing the international
reputation of MDX.
What about you? How do you identify with the staff
and students at the branch campuses?

14. References
Armstrong, L. (2007), Competing in the global higher education market place:
Outsourcing, twinning and franchising, New Directions for Higher
Education, no. 140, Winter, pp. 131 – 138
Barnett, R. (2004), Seminar at University of Lancaster, 7th July.
Wilkins, S. And Huisman, J. (2011) International student destination choice:
the influence of home campus experiences on the decision to consider
branch campuses, Journal of Marketing for Higher Education, vol.
21, No. 1, pp. 61-83.