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Portraying a Growing Field of Study: A Scientometric Review of Research on International Branch Campuses

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Title: Portraying a Growing Field of Study: A Scientometric Review of Research on International Branch Campuses
Language: English
Authors: Xiaofan Zhang, Kun Dai
Source: Studies in Higher Education. 2025 50(1):183-199.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Multicampus Colleges, Journal Articles, Educational Research, Global Approach, Educational Trends, Foreign Countries, Language of Instruction, English, Intellectual History, Trend Analysis, Foreign Students, Distance Education, Productivity, Faculty Publishing, Scholarship, Higher Education, Bibliometrics
Geographic Terms: Australia, United Arab Emirates, United States, United Kingdom, Malaysia, China, Qatar, Spain, Germany
DOI: 10.1080/03075079.2024.2332413
ISSN: 0307-5079
1470-174X
Abstract: International branch campuses (IBCs) are gaining popularity among students, institutions, and countries worldwide. Despite the significant interest in this field, few studies have reviewed and analyzed the IBC research landscape. This scientometric analysis examines 173 articles related to IBCs that have been published in the Web of Science Core Collection. The aim is to systematically trace the development, contributors, and topics of IBC research. Through this analysis, researchers can gain insights into the diversified and balanced advancement of IBC research. The study also explores the academic power dynamics underlying IBC research and provides recommendations for future research. Overall, this analysis provides a scientific map for researchers to review IBC research and better understand this field.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455550
Database: ERIC
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  Value: <anid>AN0181947093;she01jan.25;2025Jan01.02:52;v2.2.500</anid> <title id="AN0181947093-1">Portraying a growing field of study: a scientometric review of research on international branch campuses </title> <p>International branch campuses (IBCs) are gaining popularity among students, institutions, and countries worldwide. Despite the significant interest in this field, few studies have reviewed and analyzed the IBC research landscape. This scientometric analysis examines 173 articles related to IBCs that have been published in the Web of Science Core Collection. The aim is to systematically trace the development, contributors, and topics of IBC research. Through this analysis, researchers can gain insights into the diversified and balanced advancement of IBC research. The study also explores the academic power dynamics underlying IBC research and provides recommendations for future research. Overall, this analysis provides a scientific map for researchers to review IBC research and better understand this field.</p> <p>Keywords: International branch campuses; review; scientometric analysis; research map; transnational higher education</p> <hd id="AN0181947093-2">Introduction</hd> <p>International branch campuses (IBCs) have gained prominence with the growing trend of internationalization, while also representing a tangible and remarkable manifestation of transnational higher education (TNHE) (Escriva-Beltran, Muñoz-de-Prat, and Villó [<reflink idref="bib16" id="ref1">16</reflink>]). Many transnational institutions position themselves as IBCs, whereas the term 'IBC' needs to be considered carefully. According to C-BERT ([<reflink idref="bib9" id="ref2">9</reflink>]):</p> <p>IBC is an entity that is owned, at least in part, by a foreign higher education provider; operated in the name of the foreign education provider; and provides an entire academic program, substantially on site, leading to a degree awarded by the foreign education provider.</p> <p>Based on this definition, Wilkins and Rumbley ([<reflink idref="bib55" id="ref3">55</reflink>]) highlighted the responsibilities of the home institutions in IBCs and the infrastructure of IBCs as 'complete' campuses. Furthermore, their modified definition reduced some restrictions on the types of programs, thus addressing the diverse forms that IBCs can adopt. According to Wilkins and Rumbley ([<reflink idref="bib55" id="ref4">55</reflink>]):</p> <p>An IBC is an entity that is owned, at least in part, by a specific foreign higher education institution, which has some degree of responsibility for the overall strategy and quality assurance of the branch campus. The branch campus operates under the name of the foreign institution and offers programming and/or credentials that bear the name of the foreign institution. The branch has basic infrastructure, such as a library, an open access computer lab, and dining facilities, and, overall, students at the branch have a similar student experience to students at the home campus.</p> <p>As of March 2023, 333 IBCs are operating globally (C-BERT [<reflink idref="bib10" id="ref5">10</reflink>]), showing significant growth of IBCs in the past decades. Many countries have established IBCs abroad or are hosting them at home, with some playing both roles. For example, China is one of the largest host countries of IBCs; it is also emerging as an export country of higher education resources by establishing branch campuses overseas (Wilkins and Juusola [<reflink idref="bib53" id="ref6">53</reflink>]). Regardless, institutions in Western countries such as the United Kingdom and the United States have remained the dominant providers of IBCs (Xu [<reflink idref="bib58" id="ref7">58</reflink>]). The asymmetrical geographical distribution of IBCs worldwide has been criticized as enabling a one-way flow of educational services and knowledge from Western developed countries to developing regions (Bobée and Kleibert [<reflink idref="bib7" id="ref8">7</reflink>]; Li et al. [<reflink idref="bib35" id="ref9">35</reflink>]; Siltaoja, Juusola, and Kivijärvi [<reflink idref="bib47" id="ref10">47</reflink>]).</p> <p>Existing research has examined the various issues about IBCs, such as the potential impacts of IBCs on source and host countries (e.g. Lane and Kinser [<reflink idref="bib33" id="ref11">33</reflink>]), the management of IBCs (e.g. Healey [<reflink idref="bib20" id="ref12">20</reflink>]), students' motivations for studying in IBCs (e.g. Ahmad and Buchanan [<reflink idref="bib2" id="ref13">2</reflink>]; Dai, Wilkins, and Zhang [<reflink idref="bib15" id="ref14">15</reflink>]), and the mobility of academic expatriates (e.g. Koh and Sin [<reflink idref="bib31" id="ref15">31</reflink>]). Given the steady growth and increasing diversity of research on IBCs, it is useful to review the current state of development and emerging research trends in the field.</p> <p>Although previous studies have provided overviews of research on IBCs, many adopted qualitative methods to illustrate the prevailing topics in this field (e.g. Escriva-Beltran, Muñoz-de-Prat, and Villó [<reflink idref="bib16" id="ref16">16</reflink>]; Wilkins [<reflink idref="bib51" id="ref17">51</reflink>]). A scientometric analysis of the IBC research landscape is still lacking. This analysis enables a comprehensive exploration of the developmental trajectory, significant contributors, and emerging topics of a research field across various temporal and geographical contexts (Dai, Mok, and Li [<reflink idref="bib14" id="ref18">14</reflink>]; Rawat and Sood [<reflink idref="bib43" id="ref19">43</reflink>]). Thus, the current study conducts a scientometric review of IBC research to assess the research trend within the field and the potential interconnections among scholarly works. By creating a scientific map, this study offers a thorough guide for researchers to review IBC research and serves as a valuable reference for further studies of IBCs globally.</p> <hd id="AN0181947093-3">Academic asymmetry in the context of IBCs</hd> <p>Through the scientometric analysis, this study aims to trace the overall trajectory of IBC research. The scientific map of IBC research could offer a visual representation of knowledge development and dissemination within the field. Moreover, it may illuminate the activities, interests, and perspectives of researchers, who are often subtly influenced by their political and ethical stances (Mato [<reflink idref="bib38" id="ref20">38</reflink>]). This information may allow for a valuable exploration of the academic dynamics inherent in IBC studies within the broader landscape of global research.</p> <p>In recent years, global research has become more interconnected and widely dispersed, characterized by a remarkable growth in scientific productivity among emerging countries (Jöns and Hoyler [<reflink idref="bib25" id="ref21">25</reflink>]; Rottleb [<reflink idref="bib44" id="ref22">44</reflink>]). However, as Marginson and Xu ([<reflink idref="bib37" id="ref23">37</reflink>]) noted, although the Euro-American duopoly has diminished, global asymmetry still exists in knowledge production. For example, English language dominance, publication process, and research paradigms invariably support and reinforce the dissemination of Westernized academic knowledge (Marginson and Xu [<reflink idref="bib37" id="ref24">37</reflink>]; Salager-Meyer [<reflink idref="bib45" id="ref25">45</reflink>]).</p> <p>Specifically, the dominance of English as a lingua franca provides a significant advantage to Western scholars (Xu [<reflink idref="bib57" id="ref26">57</reflink>]). The establishment and operation of so-called 'high-quality' academic journals are also predominantly supported by Western publishers and higher education institutions (Salager-Meyer [<reflink idref="bib45" id="ref27">45</reflink>]). In this manner, Western research paradigms and concerns are often perceived as standardized, advanced, and universal (Mato [<reflink idref="bib38" id="ref28">38</reflink>]). Consequently, Western academic knowledge tends to exert global autonomy and dominance (Alatas [<reflink idref="bib3" id="ref29">3</reflink>]; Xu [<reflink idref="bib57" id="ref30">57</reflink>]). However, non-Western institutions and scholars' cultural impact and research capabilities may be marginalized and underestimated (Arshad-Ayaz and Naseem [<reflink idref="bib5" id="ref31">5</reflink>]).</p> <p>IBCs are closely intertwined with the production and distribution of global knowledge. Recently, an increasing number of IBCs have transformed from mere education providers to research hubs and talent pools, contributing to the dissemination and generation of diverse knowledge (Pohl and Lane [<reflink idref="bib42" id="ref32">42</reflink>]). Notably, IBCs play a crucial role in facilitating the transnational flow of knowledge by encouraging collaboration between faculty on both sides and the formation of new 'knowledge centers' (Hickey and Davies [<reflink idref="bib22" id="ref33">22</reflink>]; Lane and Kinser [<reflink idref="bib33" id="ref34">33</reflink>]). However, there are also concerns that IBCs have reinforced global knowledge asymmetry (Siltaoja, Juusola, and Kivijärvi [<reflink idref="bib47" id="ref35">47</reflink>]). For example, the presence of Western IBCs in developing countries may imply Western higher education's 'superiority' and 'world-class' nature over its non-Western counterparts (Xu [<reflink idref="bib59" id="ref36">59</reflink>]). The one-way knowledge flow from source countries to host countries may further strengthen the academic hegemony of Western institutions while marginalizing institutions in developing countries (Wilkins and Juusola [<reflink idref="bib53" id="ref37">53</reflink>]). Thus, a power asymmetry may emerge in the transmission of educational services as well as knowledge from Western to non-Western countries (Li et al. [<reflink idref="bib35" id="ref38">35</reflink>]; Lo [<reflink idref="bib36" id="ref39">36</reflink>]).</p> <p>While previous studies have discussed the asymmetrical power relations in the operation of IBCs, it remains unclear whether such asymmetry can be identified in the field of IBC research. Some issues are worth exploring: Are there differences in the participation of researchers from the common host and home countries of IBCs? Do researchers with Western and non-Western backgrounds approach IBCs from different perspectives? Therefore, this study also employs scientometric analysis to explore whether the field of IBC research is driven by underlying academic power dynamics similar to those observed in the operation of IBCs. Two research questions will guide this study:</p> <p></p> <ulist> <item> What does the scientific map of the IBC research field look like?</item> <p></p> <item> How do academic power dynamics manifest in the field of IBC research?</item> </ulist> <hd id="AN0181947093-4">Research method</hd> <p>This study conducts a scientometric analysis of IBC research to provide a comprehensive overview of the field. Web of Science was taken as the database because it is one of the most comprehensive databases in the world, with a wide range of collections (Falagas et al. [<reflink idref="bib17" id="ref40">17</reflink>]). To ensure the quality of the literature reviewed, the Web of Science Core Collection is further selected to collect data. Besides 'international branch campus', alternative and widely recognized terms such as 'offshore campus' and 'foreign branch campus' are also used to gather as much data as possible. After data screening and removal of duplicates, a total of 173 articles were identified. Table 1 shows the search details for this study.</p> <p>Table 1. Summary of search details.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Data Source</td><td>Web of Science Core Collection</td></tr></thead><tbody><tr><td>Period</td><td>2006-2023</td></tr><tr><td>Search item</td><td>Topic</td></tr><tr><td>Keyword</td><td>international branch campus*</td></tr><tr><td>offshore campus*</td></tr><tr><td>foreign branch campus*</td></tr><tr><td>offshore branch campus*</td></tr><tr><td>foreign university branch campus*</td></tr><tr><td>Language</td><td>English</td></tr></tbody></table> </ephtml> </p> <p>1 The earliest record available in the IBC field on the Web of Science Core Collection was in the Year 2006.</p> <p>After collecting literature from the database, researchers utilized CiteSpace to conduct the scientometric analysis. CiteSpace extracts networks from the selected units of analysis, such as authors, documents, and journals. In this context, units are referred to as nodes, and the relationships between nodes are represented by links (Cobo et al. [<reflink idref="bib13" id="ref41">13</reflink>]). In other words, a network consists of a set of interconnected nodes and links (Chen [<reflink idref="bib12" id="ref42">12</reflink>], 29).</p> <p>The significance of each node is measured by its size and centrality (Chen [<reflink idref="bib11" id="ref43">11</reflink>]). The size of a node primarily depends on its frequency, such as the number of publications by an author; a node with a high centrality has a considerable impact on information flow within the network, such as the influence of an author (Chen [<reflink idref="bib12" id="ref44">12</reflink>], 30). Moreover, some nodes of particular importance are distinguished by different colors. Nodes with red inner rings indicate hot spots that have gained significant attention within a relatively short period, while nodes with purple outer rings represent high centrality (Chen [<reflink idref="bib12" id="ref45">12</reflink>], 30). The thickness of links denotes the strength of relationships between nodes.</p> <p>CiteSpace maps research fields through three approaches: keyword co-occurrence analysis, collaboration analysis, and co-citation analysis. Keyword co-occurrence analysis investigates the conceptual framework of a research field by examining the occurrence of keywords in the literature (Cobo et al. [<reflink idref="bib13" id="ref46">13</reflink>]). Collaboration analysis uncovers the research collaborations among authors from different institutions and countries (Rawat and Sood [<reflink idref="bib43" id="ref47">43</reflink>]). Co-citation analysis[<reflink idref="bib1" id="ref48">1</reflink>] identifies the interrelationship between two items cited in subsequent literature (Small [<reflink idref="bib48" id="ref49">48</reflink>]). Once a map is generated, CiteSpace can extract information using cluster analysis, temporal analysis, and burst detection (Cobo et al. [<reflink idref="bib13" id="ref50">13</reflink>]).</p> <p>Using CiteSpace, this study constructs the keyword co-occurrence map, collaboration map, and co-citation map for IBC research. It delves into details through temporal analysis and burst detection. These analytical techniques enable a thorough exploration of the development, production, and topics of IBC research. Moreover, this study examines the power dynamics in IBC research by analyzing the involvement of authors, institutions, and journals.</p> <hd id="AN0181947093-5">The overall landscape of IBC research</hd> <p>Figure 1 illustrates the publication trends on IBCs from 2006 to 2022.[<reflink idref="bib2" id="ref51">2</reflink>] Since the first publication in 2006, there has been consistent overall growth in the number of publications, albeit with some fluctuations. Two particular years stand out as significant turning points in the overall development of IBC research. The first was 2011, which saw a dramatic increase in the number of IBC-related articles compared to previous years. Another significant year was 2016, after which there were more than ten publications each year, sometimes reaching 20. Considering these two pivotal years, the timeline of IBC research development can be roughly divided into three stages: 2006–2010, 2011–2015, and 2016–2023.</p> <p>Graph: Figure 1. The number of publications focused on IBC.</p> <p>Figures 2–4 provide insights into changes in authors, countries, and research topics during each stage of IBC research. Before 2011, there were no dominant authors in the field. However, a significant turning point occurred during the second stage with the emergence of Stephen Wilkins, whose prolific works and high-impact citations have established him as one of the most influential authors in IBC research. Subsequently, since 2014, there has been a rapid proliferation of IBCs worldwide, leading to an increased number of authors contributing to the field. This trend has continued into the third stage.</p> <p>Graph: Figure 2. The changes in authors in IBC research.</p> <p>Graph: Figure 3. The changes in countries in IBC research.</p> <p>Graph: Figure 4. The changes in keywords in IBC research.</p> <p>CiteSpace describes the influence and cooperation of countries by analyzing the countries in which the authors are based, offering a more comprehensive and structured perspective on researcher activities in IBC research. Authors in Australia, an early leader in exporting IBCs (Kleibert et al. [<reflink idref="bib27" id="ref52">27</reflink>]), started publishing IBC-related articles earlier. The influence of authors in the United States and the United Arab Emirates was also notable during the initial stage. In the second stage, authors with a strong presence in IBC research emerged from other countries, such as the United Kindom, Malaysia, and China. In the final stage, the study of IBCs witnessed greater researcher participation from more diverse countries and regions, such as Qatar, Spain, and Germany.</p> <p>From 2006 to 2010, alongside 'offshore campus' (the most commonly used alternative term for IBC), the prominent keywords included 'transnational education' and 'international education'. The management of IBCs was also a focal point during this period, as effective management is crucial for ensuring the stability of an IBC in its early stages. Since 2011, the discourse on IBCs has expanded significantly, encompassing diverse topics such as quality, choice, mobility, experience, and strategy, which have become primary focus areas in IBC research. In the most recent stage, the study of IBCs has continued to evolve with various topics, leading to further diversification in the field.</p> <p>The involvement of authors from a broader range of countries and regions, coupled with the rise in publications and the diversification of research topics, collectively demonstrate the prosperity of IBC research. In general, the scientific landscape of the field reveals a positive trajectory in IBC research.</p> <hd id="AN0181947093-6">Academic power dynamics in IBC research</hd> <p></p> <hd id="AN0181947093-7">Leading authors</hd> <p>Table 2 and Figure 5 highlight Stephen Wilkins as a prominent figure in IBC research, as evidenced by his significant number of publications and co-citations. Other authors with similar prominence include Jason E. Lane and Nigel Martin Healey, who also have numerous publications and co-citations. Jeroen Huisman, Jana Maria Kleibert, Carrie Amani Annabi, Lan He, Sara Hillman, and Tim Rottleb have also contributed substantially to IBC research. Works by Jane Knight, Philip G. Altbach, Simon Marginson, and Grant McBurnie are highly cited. While these four scholars primarily focus on the internationalization of higher education (IHE) and TNHE rather than explicitly targeting IBCs, their research remains foundational, given the close association between IBCs and IHE/TNHE. As shown in Figure 6, authors based in the United Arab Emirates, the United States, the United Kingdom, China, Malaysia, Australia, and Qatar have the highest number of publications. These countries have played a significant role in the development of IBCs. Australia, the United States, and the United Kingdom are earlier participants in the IBC establishment in other areas and dominate the market as foremost providers. The United Arab Emirates, China, Malaysia, and Qatar have quickly become places with a high concentration of IBCs (Kleibert et al. [<reflink idref="bib27" id="ref53">27</reflink>]). The diverse IBC programs could offer researchers more opportunities to explore various aspects of IBCs. Thus, it is no surprise that these countries are leading in IBC research.</p> <p>MAP: Figure 5. The co-citation map of authors in IBC research.</p> <p>Table 2. Most productive authors of IBC research.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Author</td><td>Institution</td><td>Frequency</td></tr></thead><tbody><tr><td>Stephen Wilkins</td><td>The British University in Dubai</td><td char=".">23</td></tr><tr><td>Jeroen Huisman</td><td>Ghent University</td><td char=".">8</td></tr><tr><td>Jana Maria Kleibert</td><td>University of Hamburg</td><td char=".">6</td></tr><tr><td>Jason E. Lane</td><td>Miami University</td><td char=".">5</td></tr><tr><td>Carrie Amani Annabi</td><td>RCSI Dubai</td><td char=".">4</td></tr><tr><td>Nigel Martin Healey</td><td>University of Limerick</td><td char=".">4</td></tr><tr><td>Lan He</td><td>Yunnan University of Finance and Economics</td><td char=".">4</td></tr><tr><td>Sara Hillman</td><td>Texas A&M University at Qatar</td><td char=".">4</td></tr><tr><td>Tim Rottleb</td><td>Leibniz Institute for Research on Society and Space</td><td char=".">4</td></tr></tbody></table> </ephtml> </p> <p>2 Authors with 4 publications are listed alphabetically, by surname name.</p> <p>Notably, classifying authors as Western or non-Western in IBC research is challenging. As the scope and significance of international academic mobility expand (Knight and Mcnamara [<reflink idref="bib30" id="ref54">30</reflink>]), a growing number of academics are studying and working outside their home countries. Additionally, it can be observed that many studies on IBCs were conducted by authors currently affiliated with IBCs. While some of these authors may work at IBCs established in their home countries, others serve as expatriate academics (Wilkins and Neri [<reflink idref="bib54" id="ref55">54</reflink>]). Therefore, dividing scholars involved in IBC research into rigid categories of 'Western' or 'non-Western' can be arbitrary.</p> <p>However, traces of Western academic hegemony can still be discerned in IBC research. Notably, a significant proportion of prolific authors within this academic domain have received their education at Western institutions. This educational background may inadvertently shape their research, resulting in the incorporation of Western perspectives and epistemologies into their scholarly work. Most highly cited authors tend to discuss IHE, TNHE, and IBC within a Western context. In contrast, standpoints from non-Western contexts have gained limited attention, which may indicate the asymmetrical power dynamics in IBC research.</p> <p>On the other hand, despite the potential impact of authors' nationality and educational background on their research, an increasing number of authors based in non-Western countries, such as the United Arab Emirates, China, Malaysia, and Qatar, have made noteworthy contributions to the field of IBC research. To some extent, they have played a role in enhancing scientific productivity for non-Western countries and institutions. Some authors have primarily studied and worked in non-Western settings, such as Lan He, whose standpoints and perspectives may be more rooted in Chinese local context and situations. This evidence could signify a shift toward a less Western-orientated and more indigenous approach to international publishing and knowledge dissemination in IBC research (Xu [<reflink idref="bib57" id="ref56">57</reflink>]).</p> <p>The links in Figures 6 and 7 illustrate the collaboration among authors in IBC research. While there is some collaboration among authors, the density and strength of these connections are relatively low, indicating that a fully interconnected collaborative network has yet to form. Only authors in the United Kingdom, China, and Malaysia collaborate more with their peers. Several countries have a high centrality, possibly because authors in these countries have undertaken extensive research and hold influential positions in the field.</p> <p>MAP: Figure 6. The collaboration map of countries in IBC research.</p> <p>MAP: Figure 7. The collaboration map of authors in IBC research.</p> <p>The limited transnational collaboration among authors in IBC research can hinder the diversity of knowledge in the field. Authors' varying perspectives on IBCs may stem from their practices, ethical considerations, and political stances within different social contexts (Mato [<reflink idref="bib38" id="ref57">38</reflink>]). Cross-cultural exchanges and collaborations among authors can facilitate mutual understanding, promote appreciation of different cultural perspectives, and foster the generation of diverse forms of knowledge (Mato [<reflink idref="bib38" id="ref58">38</reflink>]). Conversely, the absence of collaboration seems to reduce opportunities for dialogues among knowledge. Western academic knowledge often dominates in the global landscape and is regarded as 'universal', while non-Western knowledge may face more obstacles in gaining recognition (Marginson and Xu [<reflink idref="bib37" id="ref59">37</reflink>]; Mato [<reflink idref="bib38" id="ref60">38</reflink>]). In such circumstances, the asymmetrical academic dynamics in IBC research tend to be reinforced.</p> <hd id="AN0181947093-8">Involvement of institutions</hd> <p>As shown in Figure 8, the two institutions with significant publication volumes are the Qatar Foundation and The British University in Dubai. The Qatar Foundation is a state-funded non-profit organization. Its emphasis on IBC research may be related to Qatar's strategy of creating an 'education hub'. Specific authors also influence the engagement of institutions in IBC research. For example, the substantial output from The British University in Dubai can be primarily attributed to the contributions of Stephen Wilkins and Christopher Hill, both affiliated with this institution. The Leibniz Institute for Research on Society and Space is also highly ranked, where Tim Rottleb works, and Jana Maria Kleibert was previously employed. However, a well-established collaboration network among institutions has not taken shape. While collaboration exists between certain institutions, most nodes are scattered across the map with a few links around them.</p> <p>MAP: Figure 8. The collaboration map of institutions in IBC research.</p> <p>National visions can be traced to institutional involvement in IBC research, particularly in the prolific output from the Qatar Foundation. The Qatar Foundation is the main sponsor and operator of the 'education hub' strategy (Garrett et al. [<reflink idref="bib19" id="ref61">19</reflink>]; Knight [<reflink idref="bib29" id="ref62">29</reflink>]). This strategy contains Qatar's aspiration to cultivate 'human capital' and foster a 'knowledge-based economy' (Ibnouf, Dou, and Knight [<reflink idref="bib24" id="ref63">24</reflink>]). The 'education hub' strategy resulted in the creation of the Education City. It includes the establishment of numerous Western IBCs in Qatar, which also provides local researchers with ample cases to examine the development of IBCs within the country. Meanwhile, the 'education hub' strategy emphasizes enhancing research capacity and sponsors researchers to engage in extensive studies (Khodr [<reflink idref="bib26" id="ref64">26</reflink>]). By offering researchers plenty of cases and sufficient funds, the Qatar Foundation may enable itself to emerge as a prominent institution in IBC research.</p> <p>Admittedly, the current scarcity of influential authors based in the Qatar Foundation and Qatar (see Table 2 and Figure 5) may signify that non-Western institutions and scholars still need to attain recognition for their work. However, while previous research (e.g. Bauder, Lujan, and Hannan [<reflink idref="bib6" id="ref65">6</reflink>]; Noda [<reflink idref="bib41" id="ref66">41</reflink>]; Salager-Meyer [<reflink idref="bib45" id="ref67">45</reflink>]) has mainly concentrated on the dominance of the Western world in generating and distributing academic knowledge, the Qatar Foundation's participation in IBC research is a significant illustration of the increasing impact and contribution of national initiatives from non-Western regions. This shift holds the potential to ease the one-way knowledge flow from Western to non-Western countries (Lo [<reflink idref="bib36" id="ref68">36</reflink>]), thus improving the asymmetric landscape of knowledge output in IBC research.</p> <hd id="AN0181947093-9">Top journals</hd> <p>The top 6 most cited journals in IBC research are the <emph>Journal of Studies in International Education</emph>, <emph>Higher Education</emph>, <emph>International Higher Education</emph>, <emph>Journal of Higher Education Policy and Management</emph>, <emph>Studies in Higher Education</emph>, and <emph>International Journal of Educational Management</emph> (see Table 3), all of which focus on global higher education. The high citation counts indicate that works published by these journals significantly impact IBC research.</p> <p>Table 3. Top 6 most cited journals in IBC research</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Journal</td><td>Frequency</td><td>Centrality</td></tr></thead><tbody><tr><td><italic>Journal of Studies in International Education</italic></td><td char=".">112</td><td char=".">0.08</td></tr><tr><td><italic>Higher Education</italic></td><td char=".">103</td><td char=".">0.09</td></tr><tr><td><italic>International Higher Education</italic></td><td char=".">74</td><td char=".">0.19</td></tr><tr><td><italic>Journal of Higher Education Policy and Management</italic></td><td char=".">73</td><td char=".">0.27</td></tr><tr><td><italic>Studies in Higher Education</italic></td><td char=".">69</td><td char=".">0.20</td></tr><tr><td><italic>International Journal of Educational Management</italic></td><td char=".">51</td><td char=".">0.23</td></tr></tbody></table> </ephtml> </p> <p>Notably, these journals are primarily established and supported by Western publishers and higher education institutions. Inevitably, the criteria used for selecting articles are often influenced by Western interests, methodologies, and scientific norms (Altbach [<reflink idref="bib4" id="ref69">4</reflink>]; Xu [<reflink idref="bib57" id="ref70">57</reflink>]). Furthermore, Western academic standards, perspectives, and even higher education systems are more likely to be labeled as 'world-class' and 'advanced' (Siltaoja, Juusola, and Kivijärvi [<reflink idref="bib47" id="ref71">47</reflink>]).</p> <p>In contrast, non-Western researchers may spend considerable time presenting their research in a foreign language and unfamiliar academic style (Ferguson [<reflink idref="bib18" id="ref72">18</reflink>]), making it more challenging for their work to gain wide recognition. More importantly, these scholars may consciously or reluctantly abide by Western academia's perceived 'superiority', thus adopting Western academic paradigms and educational practices without critical discernment (Xu [<reflink idref="bib57" id="ref73">57</reflink>]). In this way, Western researchers' increased control of academic publishing may enhance the hegemony of Western academic knowledge and further maintain the asymmetry in IBC research.</p> <hd id="AN0181947093-10">Development of research topics</hd> <p>Figure 9 and Table 4 illustrate the most frequently used keywords in IBC research. Figure 10 displays the keywords that experienced citation bursts in IBC research. The beginning of the dark blue block represents the year in which the keyword first appeared, while the red blocks mean that the keyword has received increased attention during this period (Chen [<reflink idref="bib12" id="ref74">12</reflink>], 39). By examining the overlap and correlation among these keywords, this study categorizes the topics in IBC research into four groups: challenge and strategy (group 1), choice and decision (group 2), quality and experience (group 3), and cultural and ethical issues (group 4).</p> <p>MAP: Figure 9. The keyword co-occurrence map of IBC research.</p> <p>Graph: Figure 10. Keywords with the strongest citation bursts.</p> <p>Table 4. Major keywords with the highest frequency in IBC research.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Keywords</td><td>Frequency</td><td>Centrality</td></tr></thead><tbody><tr><td>international branch campuses</td><td char=".">47</td><td char=".">0.15</td></tr><tr><td>higher education</td><td char=".">45</td><td char=".">0.19</td></tr><tr><td>international branch campus</td><td char=".">42</td><td char=".">0.25</td></tr><tr><td>transnational higher education</td><td char=".">36</td><td char=".">0.03</td></tr><tr><td>university</td><td char=".">26</td><td char=".">0.02</td></tr><tr><td>transnational education</td><td char=".">24</td><td char=".">0.11</td></tr><tr><td>framework</td><td char=".">18</td><td char=".">0.05</td></tr><tr><td>offshore campus</td><td char=".">16</td><td char=".">0.19</td></tr><tr><td>strategy</td><td char=".">16</td><td char=".">0.16</td></tr><tr><td>education</td><td char=".">15</td><td char=".">0.16</td></tr><tr><td>quality</td><td char=".">10</td><td char=".">0.25</td></tr><tr><td>choice</td><td char=".">9</td><td char=".">0.22</td></tr><tr><td>work</td><td char=".">9</td><td char=".">0.19</td></tr><tr><td>China</td><td char=".">9</td><td char=".">0.18</td></tr><tr><td>challenges</td><td char=".">8</td><td char=".">0.24</td></tr><tr><td>globalization</td><td char=".">8</td><td char=".">0.13</td></tr><tr><td>experiences</td><td char=".">7</td><td char=".">0.1</td></tr><tr><td>decision-making</td><td char=".">6</td><td char=".">0.27</td></tr><tr><td>academic staff</td><td char=".">6</td><td char=".">0.19</td></tr></tbody></table> </ephtml> </p> <p>Group 1 focuses on the stability and sustainability of IBCs, exploring strategic and managerial issues (e.g. Healey [<reflink idref="bib21" id="ref75">21</reflink>]; Hill and Thabet [<reflink idref="bib23" id="ref76">23</reflink>]; Shams and Huisman [<reflink idref="bib46" id="ref77">46</reflink>]). Group 2 examines the motivations of stakeholders to join IBCs, in which the push–pull model proposed by McMahon ([<reflink idref="bib39" id="ref78">39</reflink>]) has been widely applied (e.g. Wilkins and Annabi [<reflink idref="bib52" id="ref79">52</reflink>]). Group 3 investigates the actual outcomes and impacts of IBCs, focusing on stakeholders' expectations and satisfaction (e.g. Ahmad [<reflink idref="bib1" id="ref80">1</reflink>]; Cai and Hall [<reflink idref="bib8" id="ref81">8</reflink>]; Yang et al. [<reflink idref="bib60" id="ref82">60</reflink>]). Group 4 includes various emerging topics in IBC research, such as English medium instruction (e.g. Wilkins and Urbanovič [<reflink idref="bib56" id="ref83">56</reflink>]), intercultural adaptation (e.g. Swenddal, Nkhoma, and Gumbley [<reflink idref="bib49" id="ref84">49</reflink>]), and geographical expansion (e.g. Kleibert et al. [<reflink idref="bib28" id="ref85">28</reflink>]). Additionally, ethical issues such as potential neocolonialism and geopolitical justifications in establishing IBCs have been suggested (e.g. Siltaoja, Juusola, and Kivijärvi [<reflink idref="bib47" id="ref86">47</reflink>]).</p> <p>Significantly, the keywords in IBC research reflect not only the interests of researchers but also their attitudes toward IBCs. For example, many studies on students' choices highlight the high-quality education offered by IBCs as a significant factor in attracting students (e.g. Ahmad and Buchanan [<reflink idref="bib2" id="ref87">2</reflink>]). Furthermore, some research examines whether IBCs can offer students an experience comparable to that of their home institutions (e.g. Merola et al. [<reflink idref="bib40" id="ref88">40</reflink>]). These studies may indicate researchers' recognition of the 'advantage' and 'superiority' of Western higher education, as they primarily focus on Western IBCs in non-Western countries. On the contrary, researchers concerned with ethical issues tend to discuss the potential negative impacts of IBCs from the perspective of host countries, particularly non-Western countries. For example, some studies (e.g. Li et al. [<reflink idref="bib35" id="ref89">35</reflink>]; Siltaoja, Juusola, and Kivijärvi [<reflink idref="bib47" id="ref90">47</reflink>]) suggested IBCs as channels for one-way transmission of Western academic knowledge and thus maintaining the imbalance of academic power between Western and non-Western countries.</p> <p>Notably, IBCs bring advantages and challenges to both source and host countries (Healey [<reflink idref="bib20" id="ref91">20</reflink>]). As researchers conduct studies within different contexts, they may experience shifts in their perspectives and attitudes toward IBCs. Nevertheless, the emergence of academic views from different standpoints could signify a broader engagement of topics, ideas, and voices from various academic communities (Lee and Stensaker [<reflink idref="bib34" id="ref92">34</reflink>]). This inclusive approach will undoubtedly contribute to a more balanced and diverse field of IBC research.</p> <hd id="AN0181947093-11">Discussion</hd> <p>This study reviews the development, contributors, and topics of IBC research. The scientometric mapping of IBC research reveals a promising and expanding field characterized by prolific authors and numerous branches of topics. According to the scientific map, this study also examines the academic power dynamics within IBC research.</p> <p>Firstly, the impact of Western academic hegemony is evident in the involvement of authors, institutions, and journals within the field. Marginson and Xu ([<reflink idref="bib37" id="ref93">37</reflink>]) have highlighted that while there is a diverse range of contributors to global knowledge, with a notable presence from emerging countries, Western countries continue to dominate the publication process. As observed in this study, while more scholars from non-Western countries are engaging in IBC research, the leading journals in the field are primarily supported by Western publishers and academic institutions. This situation may hamper the emergence of non-Western scholars in the global production and dissemination of knowledge.</p> <p>More importantly, the predominance of Western countries in academic journals may compel non-Western scholars to adopt Western writing, concepts, and methodologies when discussing local cases to follow Western academic standards and practices (Xu [<reflink idref="bib57" id="ref94">57</reflink>]). Consequently, the knowledge generated by non-Western scholars within their local contexts may unintentionally bear the imprint of Western academic hegemony, resulting in a homogenization in knowledge production. This phenomenon probably undermines the overall diversity and richness of knowledge despite the growing distribution of capable scholars around the world (Arshad-Ayaz and Naseem [<reflink idref="bib5" id="ref95">5</reflink>]; Marginson and Xu [<reflink idref="bib37" id="ref96">37</reflink>]).</p> <p>Regarding collaboration, the absence of transnational and cross-cultural collaboration among authors could hinder the balanced progress of IBC research. Mato ([<reflink idref="bib38" id="ref97">38</reflink>], 417) emphasized that scholars should recognize that 'we carry out our works in diverse contexts'. Such diversity of contexts naturally leads to varied practices, resulting in the production of different forms of knowledge. Cross-cultural collaboration allows scholars to acknowledge and appreciate this diversity rather than assuming Western knowledge is universally applicable. Nevertheless, the findings of this study suggest a lack of collaboration among scholars from different countries and institutions in IBC research. This limitation significantly hampers the potential for meaningful dialogue and knowledge exchange. In such circumstances, non-Western ideas and views may encounter increased challenges in acquiring comprehension and recognition within the broader knowledge landscape (Marginson and Xu [<reflink idref="bib37" id="ref98">37</reflink>]; Mato [<reflink idref="bib38" id="ref99">38</reflink>]).</p> <p>However, the variety of contributors and research topics indicates a different trend in IBC research. An increasing number of scholars based in non-Western countries and institutions have actively engaged in IBC research. Regardless of their nationality and educational backgrounds, they all contribute to the development of scientific productivity in the non-Western world and facilitate the emergence of non-Western countries and institutions in IBC research. In addition, while previous studies (e.g. Noda [<reflink idref="bib41" id="ref100">41</reflink>]) have underscored the role of Western hegemony in shaping the global distribution of knowledge, this research highlights the significance of national efforts from non-Western countries in knowledge production, as exemplified by the substantial output supported by the Qatar Foundation.</p> <p>Furthermore, the wide range of research topics also showcases the diverse engagement of scholars in IBC research. Mato ([<reflink idref="bib38" id="ref101">38</reflink>]) pointed out the subtle influence of ethical and political stances on scholars' epistemological foundations and theoretical orientations. These differences in stances become more pronounced in IBC research, intimately tied to the nature of IBCs. Given the forms and geographic distributions of IBCs, their impact on knowledge production and dissemination between source and host countries remains debatable. Therefore, more critical viewpoints concerning cultural and ethical aspects of IBCs can signify the participation of voices from various academic communities in this field.</p> <p>In general, this study finds that Western hegemony continues to impact IBC research, resulting in an asymmetry of academic power within this field. The 'dominance' and 'dependency' in the academic power dynamics remind us of the need to amplify diverse voices and promote collaboration between Western and non-Western scholars (Kuzhabekova, Hendel, and Chapman [<reflink idref="bib32" id="ref102">32</reflink>]). However, it is also observed that non-Western authors and institutions are also challenging the Western-oriented academic system (Xu [<reflink idref="bib57" id="ref103">57</reflink>]), contributing to the diversification of the IBC research landscape.</p> <hd id="AN0181947093-12">Conclusion</hd> <p>Although TNHE comes in various forms, with different objectives, ownership structures, and targeted students (Wilkins [<reflink idref="bib50" id="ref104">50</reflink>]), IBCs have grown as a distinctive and high-profile segment of TNHE. With the proliferation of IBCs worldwide, many studies have focused on their development. To review and map the existing research on IBCs, this study employed CiteSpace to conduct a scientometric analysis of 173 articles collected from the Web of Science Core Collection. The findings present the developmental trend, the leading contributors, and the hot spots in IBC research. Furthermore, this study investigated the intricate academic power dynamics manifested in IBC research.</p> <p>This study has several implications. First, the increasing number of publications and research topics reveals the thriving nature of IBC research. Researchers can pursue extensive investigations on IBCs that align with emerging research trends. Second, there remains a need to establish a profound collaborative network among authors. Researchers should actively collaborate to explore shared issues and conduct comparative studies across diverse social and cultural contexts. Third, non-Western scholars should not only increase publication output but also critically evaluate Western academic standards, reducing excessive reliance on Western academic paradigms. Meanwhile, it is essential to implement a more diverse group of gatekeepers in international publishing. These efforts can facilitate the inclusion of localized knowledge from different countries and regions, contributing to a broader knowledge landscape of IBC research.</p> <p>This study also has limitations. It has obtained information from articles published in the Web of Science Core Collection, while discussions about IBCs also appear in other publications and databases. Thus, the map generated in this study is not comprehensive. In the future, researchers may use more diverse sources of information for a more thorough review of IBC research. In addition, considering the increasing transnational mobility of scholars, the categorization of Western and non-Western scholars in this study may exhibit some ambiguity. This aspect could be further examined and discussed by researchers. Finally, the depth of analysis in this study is restricted due to the nature of scientometrics. Nevertheless, this study offers some insights for future research, for example, investigating whether IBC researchers have experienced language bias in academic publishing or inequalities in knowledge dissemination.</p> <hd id="AN0181947093-13">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0181947093-14"> <title> Notes </title> <blist> <bibl id="bib1" idref="ref48" type="bt">1</bibl> <bibtext> Co-citation is a specific term in CiteSpace. The co-citation map shows the influence of scholars in the field and studies that are often cited together.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref13" type="bt">2</bibl> <bibtext> The data was collected in May 2023. To clearly show the overall trend of publications, Figure 1 does not include data for 2023.</bibtext> </blist> </ref> <ref id="AN0181947093-15"> <title> References </title> <blist> <bibtext> Ahmad, Syed Zamberi. 2015. 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An: EJ1455550
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PubType: Academic Journal
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Portraying a Growing Field of Study: A Scientometric Review of Research on International Branch Campuses
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Xiaofan+Zhang%22">Xiaofan Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Kun+Dai%22">Kun Dai</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Studies+in+Higher+Education%22"><i>Studies in Higher Education</i></searchLink>. 2025 50(1):183-199.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Multicampus+Colleges%22">Multicampus Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+History%22">Intellectual History</searchLink><br /><searchLink fieldCode="DE" term="%22Trend+Analysis%22">Trend Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Productivity%22">Productivity</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Publishing%22">Faculty Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22United+Arab+Emirates%22">United Arab Emirates</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Qatar%22">Qatar</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03075079.2024.2332413
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0307-5079<br />1470-174X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: International branch campuses (IBCs) are gaining popularity among students, institutions, and countries worldwide. Despite the significant interest in this field, few studies have reviewed and analyzed the IBC research landscape. This scientometric analysis examines 173 articles related to IBCs that have been published in the Web of Science Core Collection. The aim is to systematically trace the development, contributors, and topics of IBC research. Through this analysis, researchers can gain insights into the diversified and balanced advancement of IBC research. The study also explores the academic power dynamics underlying IBC research and provides recommendations for future research. Overall, this analysis provides a scientific map for researchers to review IBC research and better understand this field.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1455550
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1455550
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      – Type: doi
        Value: 10.1080/03075079.2024.2332413
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 183
    Subjects:
      – SubjectFull: Multicampus Colleges
        Type: general
      – SubjectFull: Journal Articles
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Global Approach
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language of Instruction
        Type: general
      – SubjectFull: English
        Type: general
      – SubjectFull: Intellectual History
        Type: general
      – SubjectFull: Trend Analysis
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Productivity
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      – SubjectFull: Faculty Publishing
        Type: general
      – SubjectFull: Scholarship
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      – SubjectFull: Higher Education
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      – SubjectFull: Bibliometrics
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      – SubjectFull: Australia
        Type: general
      – SubjectFull: United Arab Emirates
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: United Kingdom
        Type: general
      – SubjectFull: Malaysia
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: Qatar
        Type: general
      – SubjectFull: Spain
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      – SubjectFull: Germany
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      – TitleFull: Portraying a Growing Field of Study: A Scientometric Review of Research on International Branch Campuses
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            NameFull: Xiaofan Zhang
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            NameFull: Kun Dai
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
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            – Type: issn-print
              Value: 0307-5079
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              Value: 1470-174X
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            – TitleFull: Studies in Higher Education
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