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Foreign Market Entry Strategy Case Analysis
Brief Description of Entry Strategy
Background
Traditionally, international education has consisted of sending students from their home nation to another country. This approach allows local interaction between students in a new social setting, and has been heralded as increasing international cooperation, enhancing national security and improving economic competitiveness. Sending students abroad or hosting international students is only one of several possible approaches to the internationalization of higher education.
In a knowledge-based economy, it would seem urgent that stakeholders investigate different alternatives to going international. Universities have not taken on a service sector leadership role in their own internationalization. Before 2006 universities have internationalized their teaching content their internal vision and operational competence have not kept pace with globalization and the transformation of society.
Student mobility is the education sector’s equivalent of what trade negotiators refer to as consumption abroad. All together, there are four modes of internationalization. A strategic type of cross-border activity of service industries identified by the World Trade Organization consists of delivery abroad, where a service is created and offered in another nation. Within the education sector, this approach would consist of faculty and academic mobility.
General Issues
Foreign market entry mode is an institutional arrangement that makes possible the entry of a company’s products and services, technology, knowledge, human capital, management, or other resources into a foreign country. The entry arrangement’s mode is among the most important strategic decisions that a school considering the international market will have to make. Institutional arrangements with firms from different countries with different economic development involve complex factors such as host government
Brief Description of Entry Strategy
Background
Traditionally, international education has consisted of sending students from their home nation to another country. This approach allows local interaction between students in a new social setting, and has been heralded as increasing international cooperation, enhancing national security and improving economic competitiveness. Sending students abroad or hosting international students is only one of several possible approaches to the internationalization of higher education.
In a knowledge-based economy, it would seem urgent that stakeholders investigate different alternatives to going international. Universities have not taken on a service sector leadership role in their own internationalization. Before 2006 universities have internationalized their teaching content their internal vision and operational competence have not kept pace with globalization and the transformation of society.
Student mobility is the education sector’s equivalent of what trade negotiators refer to as consumption abroad. All together, there are four modes of internationalization. A strategic type of cross-border activity of service industries identified by the World Trade Organization consists of delivery abroad, where a service is created and offered in another nation. Within the education sector, this approach would consist of faculty and academic mobility.
General Issues
Foreign market entry mode is an institutional arrangement that makes possible the entry of a company’s products and services, technology, knowledge, human capital, management, or other resources into a foreign country. The entry arrangement’s mode is among the most important strategic decisions that a school considering the international market will have to make. Institutional arrangements with firms from different countries with different economic development involve complex factors such as host government