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The paper addresses critiques that such provision can function as neo-colonialism, and evaluates evidence showing transnational higher education plays a major role in the economic, cultural, and social development of host countries by expanding higher education access for young people.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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S ’ R E V I E W  \nWho benefits from foreign universities in the Arab Gulf States?  \nStephen Wilkins University of Bath, UK  \nThe Arab Gulf States are the largest hosts of international branch campuses globally. By increasing higher education capacity in the Arab Gulf States by over 30,000 places, foreign institutions have, through various forms of transnational provision, increased significantly the accessibility of higher education to young people living in these countries. However, critics of transnational higher education have suggested that it can be seen as the new neo-colonialism which benefits the providers much more than the receivers. This study aims to identify the stakeholders that might benefit from transnational higher education in the Arab Gulf States, and to examine the extent to which those stakeholders are actually benefiting from it. It was found that transnational higher education is playing a large role in the economic, cultural and social development of the Arab Gulf States.  \nIntroduction  \nDuring the last decade, transnational higher education provision increased dramatically right around the globe. In fact, by 2010, more international students were taking UK higher education programmes outside of the UK than in it (Universities UK 2010) . The term‘transnational education’ refers to educational programmes in which learners are located in a country other than the one in which the awarding institution is based (McBurnie & Ziguras 2007, p. 21) . Transnational programmes are delivered in one of three ways: distance education, partner-supported delivery or a branch campus. This article, however, is concerned only with branch campuses located in the Arab Gulf States, hereafter referred to as the Gulf States.  \nAn international branch campus may be defined as an educational facility that has its own premises (which normally include teaching rooms, a library anda refectory, and sometimes also recreational facilities  \nand student accommodation) where students receive face-to-face instruction in a country different to that of its parent institution. The branch operates under the name of the parent institution and offers qualifications bearing the name of the parent institution. It usually offers courses in more than one field of study, has permanent administrative staff and usually permanent academic staff too (ACE 2009) .  \nInternational branch campuses can be owned solely by a foreign university or jointly between a foreign university and a local partner. Ownership structures of international branch campuses vary considerably, and they can be quite complex. For example, whilst the intellectual property of degree courses taught at Murdoch University International Study Centre Dubai remain with Murdoch University in Perth (Australia), ownership of the physical assets in Dubai reside with its academic infrastructure provider, Global Institute Middle East Limited, which also employs the academic staff. Middlesex University Dubai was also established  \nvol. 53, no. 1, 2011 Who benefits from foreign universities in the Arab Gulf States?, Stephen Wilkins 73  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nas a joint venture, between Middlesex University UK and an entity called Middlesex Associates in Dubai.  \nThe situation where teaching is provided by a local partner (usually operating under their own name) and not the institution that is awarding the qualifications is usually regarded as partner-supported delivery rather than a branch campus operation (McBurnie & Ziguras 2007, p. 27) . Foreign-backed universities that have been established as, or developed into, independent institutions, such as the British University in Dubai, are also not usually regarded as international branch campuses (Verbik & Merkley 2006, p. 4) .  \nThe Gulf States have been the largest recipients of transnational higher education globally, whilst Australia, the UK and USA have been the l","cbCaijRltEwCohRC","https://ap.wps.com/l/cbCaijRltEwCohRC","pdf",159230,11,"English","# Introduction\n## Transnational education and branch campuses\n## Ownership and delivery models\n## Regional overview of the Gulf States\n# Transnational higher education in the Arab Gulf States\n## Saudi Arabia and policy shifts","[{\"question\":\"What is the main focus of the study about foreign universities in the Gulf States?\",\"answer\":\"The study identifies which stakeholders might benefit from transnational higher education in the Arab Gulf States and evaluates the extent to which they actually benefit, with particular attention to the UAE and Qatar.\"},{\"question\":\"How does the document define international branch campuses?\",\"answer\":\"An international branch campus is described as an educational facility in the host country with its own premises where students receive face-to-face instruction, operating under the parent institution’s name and offering parent-institution qualifications, with permanent administrative and usually academic staff.\"},{\"question\":\"What are the suggested benefits and the concern raised by critics?\",\"answer\":\"The literature suggests benefits for students, host countries, and the institutions owning campuses, while critics argue transnational higher education may resemble new neo-colonialism that favors providers more than receivers.\"}]","Who benefits from foreign universities in the Arab Gulf States? | PDF",1792081222,28]