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Open Access International academic franchises: Identifying the benefits of international academic franchise provision

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This paper is an exploratory study of the benefits that institutions of higher education can gain when entering into partnerships of academic franchising, an international activity which has been increasing in popularity over the past few decades. The paper looks at the current literature on academic franchising and then goes on to study, through case studies and direct observation, franchising from the perspective of four different institutions in four different countries. The paper reveals that very often there are multiple benefits to be gained which are not necessarily sought when the institutions enter such partnerships. Contrary to previous academic literature the study also reveals that there is a much greater flow of these benefits from one institution to another and thus provides a new richer model that has changed from the 'parent child' model to that of a more evenly balanced model where both partners are benefiting from mutual cooperation.

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Keywords: BENEFIT; CHANGE AGENT; DEVELOPMENT; INTERNATIONAL ACADEMIC FRANCHISE; QUALITY ENHANCEMENT; STAFF

Document Type: Research Article

Publication date: March 1, 2014

More about this publication?
  • Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.

    Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.

    LRE welcomes relevant articles and book reviews. Please email them to [email protected]

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