International Branch Campuses in South Korea: Student Cultural Adaptation as Innovation Guide Andrew Yoo

Format:

Book

Thesis/Dissertation

Author/Creator:

Yoo, Andrew, author.

Contributor:

University of Pennsylvania. Penn Chief Learning Officer., degree granting institution.

Language:

English

Subjects (All):

Higher education.

Educational administration.

Multicultural education.

0745.

0455.

0514.

Local Subjects:

Higher education.

Educational administration.

Multicultural education.

0745.

0455.

0514.

Physical Description:

1 electronic resource (167 pages)

Contained In:

Dissertations Abstracts International 86-12A

Place of Publication:

Ann Arbor : ProQuest Dissertations and Theses, 2025

Language Note:

English

Summary:

International branch campuses (IBCs) offer university students the opportunity to pursue higher education in a trasnational setting, providing a unique model of cross-border education. While the popularity of IBCs, particularly those from the U.S. and U.K. operating in regions such as the Middle East, Southeast Asia, and East Asia, has grown, there remains limited research on student experiences at these institutions. This study addresses this gap by investigating the perspectives and experiences of students attending IBCs in South Korea through a student-centered, interview-based qualitative approach. Guided by Tinto's Student Integration Model, this dissertation explores students' academic and social integration, adaptation to the IBC curriculum, and the effects of language and cultural barriers on their educational outcomes. The literature review anchors the study by examining the origins, evolution, and motivations for establishing IBCs, alongside factors influencing student learning, social engagement, and cross-cultural adaptation. Given the scarcity of focused research on the specific faced by IBC students, particularly in South Korea, this dissertation also reviews broader contextual issues affecting transnational education. Key findings reveal that while students at IBCs encounter challenges with English language proficiency, cultural adaptation, and social integration, they also benefit from a close-knit community and enriched learning experiences through exposure to diverse perspectives. These insights underscore the need for adaptive support systems and culturally responsive practices to enhance students' educational experiences and success at IBCs

Notes:

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

Advisors: Ravitch, Sharon M. Committee members: Krishnamoorthy, Raghu; Zimmerman, Jonathan

Ed.D. University of Pennsylvania 2025

Local Notes:

School code: 0175

ISBN:

9798280783041

Access Restriction:

Restricted for use by site license