Transnational education holds untapped potential for global universities: report

The International Higher Education Commission recent report unveiled the untapped potential of transnational education to address global challenges in higher education. The report—the fourth in a series supporting the IHEC’s initiatives—serves as a cornerstone for the establishment of a cutting-edge “International Education Strategy 2.0.”

Aligned with the recently launched British Council Transnational Education Strategy 2023–2025, the report delved into the contextual intricacies of TNE and outlined strategies to unlock its vast potential. It aims to significantly amplify academic, operational, and financial returns for UK providers and their global partners, offering enhanced educational experiences and broader access for students. It also positions TNE as a sustainable global talent pipeline for various industries.

Key findings

The findings explored concepts relevant to TNE, accommodating institutions of varying sizes and TNE maturity levels. It also provided an introduction for those requiring a background on transnational education before delving into its recommendations.

Key findings underscored the UK’s global leadership in TNE, boasting over half a million students enrolled in overseas degree programs. Despite this, the report highlighted that TNE is yet to fully realize its potential, necessitating innovative approaches to delivery and the involvement of a diverse range of providers.

Among the report’s key observations were pockets of expertise within UK Higher Education Institutions but an overall lack of specific experience, particularly in key countries. 

The motivations of students and partner institutions were also identified as areas requiring deeper understanding.

To address these gaps, the report cited the urgency of a clear UK position on TNE, advocating for appropriate investments to enhance understanding of supply, demand, finances, risk mitigation, and staff training.

TNE was also positioned as distinct from international recruitment to UK campuses, with the two activities deemed complementary rather than in direct competition. 

The report highlighted the potential for student progression from offshore courses to UK campuses through various articulation routes, including the recognition of prior learning.

TNE, delivered primarily through international branch campuses, distance learning, and partnerships, is touted as offering the greatest potential for benefits across the board. The selection of overseas partners was identified as a critical factor for successful TNE development and delivery.

In addition to academic and financial benefits, TNE was acknowledged for its role in generating impact and contributing to the United Nations Sustainable Development Goals.

Recommendations

Among the recommendations is the urgent need for new mechanisms to systematically develop innovative academic, operational, and financial models for Transnational Education. The proposed approach aims to support both new entrants and the scaling up of existing provisions through the systematic sharing of best practices, benchmarking, and building capacity and capability.

The report suggested the establishment of a TNE academy, modeled after Advance HE, to serve as a comprehensive forum and focal point for enhancing TNE across multiple dimensions. It also cited the importance of setting clear targets for TNE growth as an integral part of the next International Education Strategy, encompassing various delivery modes. 

The report called for detailed, market-oriented, in-country research to inform and guide these growth strategies. 

Another recommendation is the creation of an appropriate “international” data and insight architecture, accompanied by the development of expertise to systematically apply this information for better understanding past, current, and potential future recruitment onto TNE programs. 

The report also advocated for a well-funded, dedicated UK marketing initiative focused on key TNE markets and segments, owned by a single entity accountable to the sector. 

Additionally, it underscored the importance of supporting overseas partners directly, recognizing their role in marketing and delivery. 

The proposal for a HESA-UK HEI working group on student data aims to improve the appropriateness, coherence, and timeliness of data for TNE and onshore UK international student enrollments. 

Lastly, the recommendations stressed the need to expand overseas-based collaborative doctoral research training centers and cotutelle programs, enhancing the development and delivery of transnational and collaborative research. 

The report also encouraged the embedding of TNE-like approaches in institutional strategies, promoting and rewarding activities such as Collaborative Online International Learning and Internationalization at Home.

“We live in a global education market and are in a global international education race for fit for purpose provision,” said Commission Chairman Chris Skidmore MP.

“If we stand still and fail to better embrace the opportunities TNE presents, then the UK will miss the opportunity to be an international leader in this field.”

The UK boasts a diverse international student community, totaling 679,970 students, as per date from Erudera. Within this cohort, 86,430 EU students are currently pursuing undergraduate studies, alongside 33,715 enrolled in postgraduate programs. 

Additionally, there are 221,040 undergraduate students from non-EU nations and 338,790 postgraduate students representing non-EU countries in UK higher education institutions.

While international undergraduate enrollment witnessed a 2.4 percent increase from 2019-2020 to 2020-2021, there was a subsequent 2.3 percent decrease in the following academic year. Notably, in the academic year 2017-2018, 206,370 international students pursued postgraduate studies in the UK, demonstrating a remarkable 80.5 percent increase by the academic year 2021-2022.