Innovation and alliances in international management programmes; redefining and extending the model: The Transcontinental Tracks at Grenoble EM

The purpose of this paper is to describe an innovative international management programme that has been developed across four countries for Master-level students. It first analyses the advantages and disadvantages of two of the most common forms of internationalisation in higher education; the student exchange and full-scale offshore campus model. It then shows how one programme at Grenoble Ecole de Management (GEM) has been designed to capture the best parts of both models in the creation of a hybrid, transcontinental programme. This has resulted in the creation of high quality international education for a large number of students whilst further developing a stronger alliance network between faculties and the business community.

The paper analyses the advantages and disadvantages of two forms of internationalisation. From there, it draws upon a case study of a hybrid programme based on discussions with faculty and students from four internationally accredited business schools in Vancouver, New York, Grenoble and Beijing. It is supplemented with research on the development of international higher education.

International exchange programmes and offshore international campuses can enrich the learning experience for students. However, there are limitations to both models. A hybrid model, though more complex to develop may have a much deeper impact on student learning and faculty development while also offering graduates a greater number of international employment opportunities. The paper outlines some best practices and preliminary learning outcomes.

The transcontinental project is relatively new being in its third year. Initial results are very positive, but the full implications will be understood in the coming years.

The paper outlines a framework for joint academic programmes overseas. It demonstrates that by assessing the pros and cons of different forms of international development, a third way can be designed to ensure a richer experience for students, faculty and the business community.

The programmes are designed to include a greater number of stakeholders and involve teaching, research and corporate participation. This contrasts with many international ventures in higher education institutions that may deal with only one aspect. The paper gives a clear framework for the creation of such programmes. It will be of value to academics, administrators and directors wishing to innovate in their international development for the benefit of their students and faculty.