Globalisation, policy transferring and indigenisation in higher education: the case of Qatar’s education city

Abstract

ABSTRACTQatar’s transition from a hydrocarbon-based to a knowledge-based economy spurred the development of Education City, which houses several International Branch Campuses and one home-grown university, Hamad bin Khalifa University. Through the case study of EC, this paper seeks to improve our understanding of higher education policy borrowing and the complex process of indigenisation. Using secondary data from prior studies, it offers a discussion on the key stages and challenges in Qatar’s effort to indigenise higher education and outlines areas for further research. This paper uses Phillips and Ochs four-stage Model of Policy Borrowing in Education, as a guiding conceptual model. The paper is constructed as follows: first, a discussion on international branch campuses in Education City; second, outlining the conceptual model; third, a discussion on Education City through the conceptual model; and finally, the case of the home-grown university, Hamad bin Khalifa University.KEYWORDS: Indigenisation of educationlocalisationinternational branch campuseshigher educationEducation policy transferring AcknowledgementsOpen Access funding provided by the Qatar National Library.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Qatar National Library.