Why International Branch Campuses Stutter and Stall and How to Fix Them

Over a quarter of a century, international higher education initiatives have evolved from being the exception to being essential. A substantial number of European, North American and Australian institutions have set up new ventures either as satellite campuses or as new initiatives over which they have academic supervision. I term these initiatives Expeditionary Education, bringing established educational models and enmeshing them effectively with local settings and priorities. They vary in size but are usually small to medium institutions (<5000 students). They vary in longevity, but few are older than 25 years. They vary in research impact but usually are heavily teaching-focused. However, all have a recognised, larger, older and successful institution supporting them in name and deed.Some succeed. Some do not. I’ve led such institutions in provost or presidential roles for 20 years. Some have been great successes, some have reached a stable state, and others failed spectacularly. Looking back on these two decades, I suggest there are three elements where challenges manifest and crises emerge distinct to such institutions. These may be of use to others contemplating such expeditions