Category: Transnational education

India opens its border for foreign universities campuses

“The assumption that top universities will be willing to open campuses in India in highly regulated atmosphere is wishful thinking”

India has a total of 1,072 universities as of 22 November 2022. There are 54 central universities, 460 state universities, 430 private universities and 128 deemed to be universities. But there is no university within top 150 universities of the world in QS ranking of 2023.

The National Education policy 2020 envisions India as a global study destination that provides affordable and excellent education to all. It also allows foreign universities to open campuses in India.

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2023 predictions for UAE universities

“The higher education landscape in the UAE is on an exciting and dynamic journey and is now a destination of choice for many students”

The UAE has 11 universities featured in the rankings for the top 1,000.  It’s an impressive feat for a country that founded its first university, the United Arab Emirates University, in 1976, but how have they achieved this?

When you ask anyone working in higher education what 2023 looks like, the response is positive. Post-pandemic, the higher education landscape is filled with visions of a digital age and driving research to change the world.

This stems from what has been happening on college and university campuses for the last two years; fuelled by the pandemic, worldwide digital transformation, new learning formats and exploitation of the latest innovative technologies that can take educators and learners to another level beyond the zoom’ pandemic days. The UAE is no different.

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What has happened at the branch campus in Korea for the last 10 years?

“Korea’s ambition to bring in foreign branch campuses to Korea was viewed as a booster for the economic gains, with one important conditionality attached”

In 2012, the Korea established the  East Asian educational hub, Incheon Global Campus in a government-led efforts to promote globalisation in higher education. 10 years on, I want to investigate what has happened to US campuses in Korea over the past decade.

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Complexities in the role of English in international students’ experiences in multilingual Hong Kong

“Simply stating English as the medium of instruction in the name of internationalisation leaves much room for disagreement and inconsistency”

Research over the past decade has unveiled the complexities of language issues both inside and outside the classroom. However, relatively few studies consider the experiences of students in non-Anglophone settings. My research fills this gap by examining the role of English in the multilingual context of Hong Kong.

Using interview data gathered from 24 full-time international students with little or no proficiency in Chinese, my research traces their experiences of using English in Hong Kong higher education. In particular, my work focuses on the ‘language ideologies’ of international students, especially what participants think should be the role of English in the university. The results offer food for thought.

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UK quality on the global stage

“While interest in UK higher education remains strong, the move away from international quality standards in English regulation poses significant risks”

Though it may not come to mind as an export in quite the same way as cars, oil or whisky, education contributes significantly to the UK’s international trade economy with higher education contributing 70% of the country’s total education revenue in 2019. The global reach of higher education yields numerous additional benefits including staff and student mobility, research collaboration and knowledge exchange. The UK Government’s latest international education strategy sets an ambitious target to increase the value of education exports to £35 billion per year by 2030. The UK’s ability to meet this target will rely heavily on the global confidence currently enjoyed by UK higher education.

Reputation is not built overnight and the significant trust placed in the quality of UK higher education has been the result of a concerted effort by the sector over many decades, supported by a shared vision of what high-quality teaching and learning looks like.

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Breaking barriers, building bridges through the Gateway

“Nearly all Pakistani vice-chancellors, rectors and senior higher education leaders have received training in the UK since 2010”

A recent study has revealed that University College London generated £9.9 billion of economic impact across the UK in 2018/19. This equates to the trade boost delivered by the 2012 London Olympics. According to the UCL management, this could only be achieved in collaboration with the varsity’s partners as 77% of UCL’s academic partners are based outside London.

Nothing exists in a vacuum, and higher education is no exception. This stands true for the tertiary education sector in Pakistan.

While the sector is growing fast – with more than 230 universities across Pakistan – the challenges of equitable access, quality and relevance continue to remind us of the potential this sector could possibly unleash and contribute back to society and the economy. A well-connected higher education sector can co-create, curate and cross-pollinate ideas, knowledge, experience, skills and learning across multiple platforms, and hence it is breathing, alive and always open for new interventions.

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Transforming Thai higher education through global partnership

“Thailand’s unique location in South East Asia  sees it poised to become a regional education hub, an advantage the UK cannot ignore”

In response to Thailand’s ambition to internationalise its higher education system, the flagship Thai, UK World Class University Consortium initiative pairs seven Thai universities, through 15 research projects, with 14 lead UK university partners. This impressive partnership empowers outstanding collaboration on topics high on the list of national agendas.

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A UK degree in the UK or in China? Exploring Chinese students experiences and motivations

“Many education providers have started to think about alternative ways to allow their international students to receive in-person support and experience a physical learning environment”

The Covid-19 pandemic has posed important challenges but also proposed new opportunities and solutions to international education.

Most students worldwide have had to spend most of the past two years studying remotely, which has raised pressing questions about value for money, in particular for international students, and about the quality of the student experience.

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International re-birth a step change for delivering “local and global” impact

“All learners will have an international experience, either physical travel or through digital technologies”

It may have escaped the attention of many in higher education, but at the start of this academic year Teesside University Business School quietly rebranded as Teesside University International Business School, writes the school’s dean, Warren Harrison.

Although there was no launch event, or press release landing in editor’s inboxes, for us this represents a step change around our commitment to international education and international students.

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TNE opportunities and barriers in Morocco

“What many people probably don’t appreciate about Morocco is its growing status as an economic and cultural bridge between Europe and Africa”

One thing that Covid-19 has taught us about UK universities’ approach to international engagement is the critical importance of diversifying across countries and regions, writes John Mcnamara, Global Research Manager at the British Council.

While Asia remains key for student recruitment and transnational education, opportunities in newly emerging markets is assuming a greater priority.

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