Institution Strategy in Transnational Higher Education: Late Entrants in Mature Markets -- The Case of International Branch Campuses in the United Arab Emirates

Autor/inn/en	Wilkins, Stephen; Huisman, Jeroen
Titel	Institution Strategy in Transnational Higher Education: Late Entrants in Mature Markets -- The Case of International Branch Campuses in the United Arab Emirates
Quelle	In: Studies in Higher Education, 46 (2021) 4, S.704-720 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkins, Stephen) ORCID (Huisman, Jeroen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1649386
Schlagwörter	Foreign Countries; Multicampus Colleges; Global Approach; Universities; Competition; Student Recruitment; Marketing; Web Sites; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Globales Denken; University; Universität; Wettkampf; Web-Design; Vereinigte Arabische Emirate
Abstract	Late entry into a market is an institution strategy that has been little researched in the context of higher education. The purpose of this research was to identify and analyse the different positioning and differentiation strategies adopted by late entry institutions to gain a competitive advantage. The sample consisted of seven campuses established by foreign universities in the UAE between 2012 and 2018. Data were collected from sources freely available in the public domain, such as institution websites and promotional materials, as well as wider media coverage. Applying a content analysis procedure to institution websites, the results revealed that although the communicated identities and strategies adopted by institutions are largely homogeneous, they also implement a range of positioning and differentiation strategies. One of the strongest differentiation strategies appears not related to any part of the marketing mix but to the targeted market segment -- specifically, targeting students of a specific nationality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01