Applying Foreign Entry Market Strategies to UK Higher Education Transnational Education Models

Autor/inn/en	Lindsay, Victoria; Antoniou, Christos
Titel	Applying Foreign Entry Market Strategies to UK Higher Education Transnational Education Models
Quelle	In: Perspectives: Policy and Practice in Higher Education, 20 (2016) 2-3, S.51-58 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3108
DOI	10.1080/13603108.2015.1062058
Schlagwörter	Foreign Countries; Higher Education; Global Approach; Interdisciplinary Approach; Free Enterprise System; Legislation; Culture; International Trade; Technology; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Freie Wirtschaft; Gesetzgebungslehre; Kultur; Trade; International relations; Handel; Internationale Beziehungen; Technologie; Großbritannien
Abstract	We take a multidisciplinary approach mapping the models used by UK higher education (HE) institutions against established international business foreign market entry strategies. We review the conditions in host markets that facilitate market entry and consider how these will determine foreign market entry strategy. We specifically consider four macro-environmental factors: (a) the existence of a market, (b) the adherence to supranational institutions and the harmonisation of national legislation, (c) the convergence of the home and host cultures as manifested by the appeal of UK degrees with the local population and (d) the penetration of technology. These four factors and the models used for exporting UK HE are mapped against market entry strategies. We conclude by exploring the key areas of emerging interest, the differences in the franchise model, the extent to which Greenfield sites differ and the lack of Brownfield activity within the current environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01