1 Faculty Experiences in Delivering an American University Curriculum in an International Branch Campus: A Case Study of the University at Buffalo, the State University of New York Undergraduate Program at the Singapore Institute of Management A dissertation presented by Kevin F. McKelvey to The Graduate School of Education In partial fulfillment of the requirements for the degree of Doctor of Education in the field of International Higher Education College of Professional Studies Northeastern University Boston, Massachusetts March 2019 2 ACKNOWLEDGEMENTS I dedicate this dissertation to the memory of Professor George W. Gibian (1924-1999), who was my advisor at Cornell University (1986-1991). I would also like to thank the members of my doctoral thesis committee at Northeastern University: Dr. Lynda Beltz, Dr. Kristal Clemons, and Dr. Leslie Hitch. I am especially grateful to Dr. Beltz, whose enthusiasm has been the source of great motivation to me and many of my classmates. I am also very grateful to my colleagues at the University at Buffalo, the State University of New York, and the Singapore Institute of Management. Dr. Stephen Dunnett, the Vice Provost of International Education at UB, in particular, has been a mentor both professionally and personally since I joined UB over 25 years ago, and I am especially thankful for his guidance and persistence throughout this project. Finally, I would like to thank my wife, Jane Garcia McKelvey, who has patiently supported me through the many years of the making of this dissertation. 3 Abstract This instrumental case study explores the experiences of visiting faculty members at an American university’s international branch campus (IBC) in Singapore. It is concerned with one aspect of the broader topic of quality assurance in transnational higher education: the manner in which faculty hybridize their home campus course curricula for use at the IBC. This problem of practice is analyzed in relation to Hofstede’s (2001) theory of cultural dimensions and follows from the research of Coleman (2003), which deemed that variation between campuses in transnational educational projects is not necessarily problematic. The study is comprised of a rich description of the University at Buffalo, the State University of New York undergraduate program at the Singapore Institute of Management, interviews of 13 visiting faculty members, and document analysis; it also includes a comprehensive review of the literature on quality assurance in transnational higher education. It was found that visiting faculty members primarily adjust their course curricula to account for some structural and cultural differences at the branch campus, but strive to maintain the character and objectives of the American higher education that originates from the home campus. The thoughtful and purposeful engagement of faculty in this process of hybridization contributes to the quality and success of the IBC. 4 Table of Contents Acknowledgments ........................................................................................................................ 2 Abstract ……………………………………………………………………………………….3 CHAPTER ONE: INTRODUCTION ......................................................................................... 8 An Overview of the Topic ..................................................................................................... 8 Significance of the Problem ................................................................................................ 12 Central Research Question .................................................................................................. 14 Theory Selection and Features ............................................................................................ 15 Hofstede’s Cultural Dimensions: Detailed Descriptions .................................................... 19 PDI—Power Distance ................................................................................................ 19 UAI—Uncertainty Avoidance ................................................................................... 20 IDV—Individualism .................................................................................................. 21 MAS—Masculinity .................................................................................................... 22 Application of the Theory ................................................................................................. 23 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 25 Introduction and Organizational Statement ......................................................................... 25 Part I: General Approaches to Quality Assurance in TNHE ............................................... 26 Part I: Summary ................................................................................................................... 31 Part II: Case Studies in TNHE............................................................................................. 32 Part II: Summary ................................................................................................................. 37 Part III: Semantic and Critical Perspectives ........................................................................ 37 Part III: Summary ................................................................................................................ 41 Part IV: Peripheral Studies .................................................................................................. 42 Part IV: Summary ................................................................................................................ 44 Summation and Advocacy Argument ................................................................................. 45 CHAPTER THREE: METHODOLOGY ..................................................................................... 48 Methodological Overview ................................................................................................... 48 Positionality Statement ........................................................................................................ 49 Research Paradigm: Constructivist ...................................................................................... 57 Research Design: Qualitative .............................................................................................. 57 5 Research Tradition: Case Study .......................................................................................... 58 Participants (Sample Size and Selection) ............................................................................ 60 Recruitment and Access ...................................................................................................... 61 Data Collection .................................................................................................................... 62 Data Storage and Management ............................................................................................ 63 Data Analysis....................................................................................................................... 63 Trustworthiness ................................................................................................................... 66 Protection of Human Subjects ............................................................................................. 67 Informed Consent ................................................................................................................ 68 Obtaining the IRB Approval ............................................................................................... 69 CHAPTER FOUR: FINDINGS .................................................................................................... 70 Introduction ......................................................................................................................... 70 Part I: Historical Background and Context ......................................................................... 71 My Background.......................................................................................................... 71 Institutional Background: University at Buffalo (UB) .............................................. 73 Institutional Background: Singapore Institute of Management (SIM) ...................... 73 The Origins of the SIM-UB Undergraduate Program ................................................ 74 Launching the Program .............................................................................................. 76 Instruction and Academic Calendar ........................................................................... 76 Program Growth ......................................................................................................... 78 Admissions ................................................................................................................. 78 Orientations for Students, Parents, and Faculty ......................................................... 80 Academic Advisement ............................................................................................... 83 Student Council .......................................................................................................... 83 UB Bound and SIM-UB Scholarship / Study Abroad / Assistant Resident Director 84 Technology................................................................................................................