'To Educate and Liberate?'

Abstract

The international branch campus is a model of transnational higher education that establishes institutional outposts abroad to expand student access, collaborative research, language proficiency, and recognized degree programs to participants. The growing body of literature on IBCs presents this phenomenon as an exercise in intercultural managerial effectiveness, which overlooks its role in the perpetuation of colonial constructs, narratives, and practices. This article critiques the impact of IBCs on host cultures through postcolonial and decolonial theory, asserting that meaningful transnational collaborations are predicated on dismantling hegemonic belief systems as well as structural legacies of colonial relations.