Branching Out & Student Belonging
As welcome week rolls out across the university sector, young adults begin their dream with trepidation and a good slice of ‘imposter syndrome’. Belonging is built, in this initial phase of arriving at an institution and let’s not forget those beginning at branch campuses and far-flung locations…
As universities increasingly diversify their locations, both in the UK and internationally, the need for these ventures to maintain both reputational strength and contribute meaningfully to the region are being considered. Setting up and rolling out new campuses is both exciting and full of latent possibilities for the home institution, but be mindful of the risks to anticipate and the differences in student demographics to plan for.
A review of OfS ‘sub-contracting’ data presents useful demographic variations to build into operational planning and quality management:
One in two live locally (49%) compared to one in four (24%) across the sector;
One in two are over 30 (49%);
Two in three (61%) are from the most deprived areas (top 2 IMD quintiles);
Student continuation is lower (B3 risk is 13% higher).
One in 13 UK undergraduate students now study through partnership provision — this has doubled in the previous five years, according to the OfS. A recent US study found 386 operational International Branch Campuses worldwide.
Indeed, satellite or branch campus models are expanding, with UK, TNE, international, franchise, sub-contracted, validated, sole and joint ventures and colleges, centres and subsidiaries all providing options for geographical assessment.
Whether learning in-class, online or hybrid, day, evening or weekend, the sense of belonging comes from real and perceived quality indicators which impact not only student experience but your students’ success:
Branching out isn’t about a global landing: a true understanding of regional needs, cultures and priorities comes from immersion. To provide a truly situated mission, the ability to provide a comparable narrative for what, where and how must be understood and integrated by your academics onsite.
A ‘home away from home’ provides both certainty and stretch: students who join your new campus will be seeking the comfort and safety of home and the stretch of ‘difference’ which studying away provides. Consider how to integrate both the local and familiar (such as industry, employment, location) with an ambitious urban or global mindset (tested across locations, reaching forward).
Environment builds ambition: ‘space, place and momentum’. Seek to devise a learning environment (no matter how scalable) where activity, dynamism and reflection can co-exist. Reflect upon signature ‘place-based experiences’ from your home campus; provide a familial extension which can ultimately grow over time.
Belonging includes being seen, valued, and supported: a diverse student demographic will have new needs, priorities and challenges. Be sure to consider, collect and feel new campus trends early. What is the same and different in support, community and social needs venue by venue?
Build both retention and progression into your collective offer: be clear that new models bring completion risks. Students who have selected diverse modes of learning may be more mobile within their planning. Build success and articulation into each level of study; ensure the roadmap of options is clear, achievable and ambitious in equal measure.
Warmth and humanity alongside intellectual depth is needed: be selective in your choice of faculty. Academic and professional support staff will need an openness and agility to their thinking to integrate learning to new situations, while reaching for and enabling your ‘quality of education’ benchmark every day.
Ultimately, branch success will build in momentum from a developed sense of both academic stretch and situational belonging.
Seek to develop (as expanded in this recent HEPI article) a ‘safe and seen’ learning environment, processes that reflect your student needs meaningfully and remember, not all students need the support structures you build, but they want to know that they’re there.
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