University World News’ Post

As someone deeply engaged with the education sector, I've witnessed a remarkable shift in the interest surrounding Transnational Education (TNE)—UK degree programs delivered overseas. In 2021, TNE contributed £27.9 billion to the UK economy. A recent report by Times Higher Education (THE) introduces the concept of TNE 3.0, emphasising its pivotal role in fostering sustainability and economic development in host countries. Unlike traditional international student recruitment, which focuses primarily on attracting students to study abroad, TNE involves delivering educational programs directly within the host country. This distinction creates opportunities for deeper local engagement and contributes more significantly to national development. Universities need to view #internationalisation as an opportunity rather than a threat. TNE is not a replacement for international student recruitment; rather, it complements it by providing diverse pathways for #education that benefit students and local communities. #transnationaleducation #trends #universities

New #OpenData shows the number of transnational education #TNE students studying wholly overseas for awards or courses of UK universities rose by 8% in 2022/23 to 576,705: https://lnkd.in/eZTB8RaM Transnational education (TNE) students are those who study for awards or courses of UK universities, but who study wholly overseas without coming to the UK. 75% of TNE students were registered at a UK provider, studying by distance learning, at an overseas campus, or via other arrangements such as collaborative provision with partner organisations. The remaining 25% of TNE students were studying for an award of a UK HE provider while registered at another overseas organisation or via other arrangements. 66% of TNE students were studying at undergraduate level and 34% at postgraduate level. This contrasts with non-UK domicile students studying in the UK, among whom postgraduate students are typically the majority. China, Sri Lanka and Malaysia had the highest numbers of TNE students studying for UK qualifications with these three countries accounting for over 30% of the total between them. All EU countries combined accounted for 16% of the total. Open data on transnational education going back to 2014/15 is available now on the HESA website. Data on students studying in the UK in 2022/23 is expected to be published in August 2024. #HEinsights

When it comes to higher ed’s priorities, international education can sometimes seems like an afterthought. Maybe that shouldn’t be a surprise: Half of American college presidents have no overseas experience. In this week's Latitudes, I explore how many college presidents report not having studied, worked, or conducted research abroad. So how does international education get on their radar? Plus... • Yet another country is considering a cap on international students. This time it’s Australia. • The Biden administration is asking the U.S. Congress to fully fund educational and cultural exchanges. • Heading to the NAFSA: Association of International Educators conference? Here are some times to connect with Latitudes. #internationaleducation #intled #internationalization #campusinternationalization #internationalstudents #studentvisas #internationalexchange #studyabroad #educationabroad #nafsa2024 #highereducation #highered https://lnkd.in/gywCCKtp

The problem is both significant and systemic. Having a leader with experience in International ensures that international experience integrates with what students are learning on campus. Then intercultural components are added on. That can mean making practical choices. 

Have you ever wondered how different countries define international education differently? In the UK, we refer to it as TNE when we issue degrees abroad, while in China, it's called 'internationalisation at home.' When it comes to student exchange, Chinese students choose to study part of their degrees in the UK, which is referred to as international student recruitment. Staff exchange involves Chinese staff visiting UK universities as visiting scholars and British staff delivering lectures and workshops at Chinese universities. It's interesting to see how these practices are labeled differently in different countries and what it means critically. This could also mean that we could consider the practice of international education differently? Higher Education Connected: International Education Dave Amor Mark Garratt FCIM Dr Anthony Manning Dr Vicky Lewis Chris Harris Susan 🇬🇧 Fang #tne #internationaleducation #china #ukuniversities #studentrecruitment #edi

Professor Elena Rodríguez Falcón FREng PFHEA FIET FCMI 🌈 has adeptly addressed and dispeled common myths about international education. Her clear, evidence-based arguments provide a refreshing counter to the misconceptions often propagated by critics who advocate for capping international student numbers or removing dependents’ visa etc. Elena’s personal journey as an international student and her substantial contributions to higher education in the UK add authenticity and credibility to her advocacy. It’s a powerful reminder of the transformative potential of international education. As a former international student to Australia, I deeply resonate with her narrative. Her experiences highlight the universal value of opportunities afforded by international education to individuals, institutions, and societies. And I think that international education isn’t just about financial gains. It fosters cultural exchange, mutual understanding, and international collaboration—key ingredients for addressing global challenges such as conflict resolution, peacebuilding, and sustainable development.     In an increasingly divided world, building bridges between cultures and countries through education is more relevant than ever. These connections underpin global stability and collective progress, particularly for addressing the fragility of our planet.

International student caps will have significant repercussions for all Australian #highered institutions! We are saddened by this article as Australian institutions have made significant strides in diversifying recruitment particularly in #ASEAN. “A plan to cap the number of #internationalstudents in #Australia comes at a time when local #universities are facing one of their steepest declines in global rankings. The latest edition of the Times Higher Education World University #Rankings, released last week, revealed the worst for some #Australian institutions in more than two decades. Experts are concerned that the limits on #internationalstudent enrolments starting in 2025 could threaten both the diversity & financial sustainability in Australia’s #highereducation sector, both as one of the country’s largest exports and in enhancing Australia’s soft power within the region. As a #university lecturer in #Indonesia #teaching #Australian politics & foreign policy for more than 15 years, I frequently engage my students in discussions about their impressions of Australia. When asked whether they view Australia as a friendly & persuasive country, many of my students point to #education as their primary association with the neighbouring nation. But the cap could be seen as a deterrent to engagement & feed regional resentment. This is the opposite outcome to what Australia should be seeking. As tensions escalate in the Indo-Pacific, #softpower – through education, diplomacy, & cultural influence – becomes increasingly vital in maintaining influence without resorting to military means. Australia’s #internationaleducation sector has long been one of its most effective tools for building strong diplomatic ties in the Indo-Pacific. International students do not just contribute financially – they foster long-term human connections and goodwill that enhance Australia’s influence.” Asia Careers Group SDN BHD - Investing in International Futures AUIDF Australian Technology Network of Universities (ATN Universities) British Council BUILA Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Innovative Research Universities (IRU) Independent Tertiary Education Council Australia National Association of Graduate Careers Advisory Services (NAGCAS) Regional Universities Network The Group of Eight UCAS UKCISA Universities Australia Universities Canada Universities UK Universities UK International

In today’s evolving educational landscape, Transnational Education (TNE) is more than just a strategy; it’s a bridge to global learning. As highlighted in the recent article by Suzanna Tomassi, *Breaking borders: making the case for transnational education* on The PIE News UK TNE partnerships are creating significant value through cross-border collaborations. At Practera, we see first-hand how these collaborations not only enhance learning but also shape a more diverse and resilient workforce. Read more: https://hubs.li/Q02Td8pP0 Our experiential learning platform aligns perfectly with TNE’s goals, offering students local access to international opportunities. We help institutions connect students to industry projects that foster the very skills TNE aims to build—global mindsets, cultural adaptability, and real-world experience. As TNE continues to expand, let’s work together to create sustainable, impactful partnerships that benefit students, staff, and institutions worldwide. The future of education is borderless—and we're here to help make it a reality. Educators, connect with our team today to discuss how we can support your TNE efforts through innovative, experiential learning solutions. Let’s shape the future of education together! https://hubs.li/Q02Td4-30 #TNE #HigherEd #GlobalLearning #ExperientialLearning #InternationalEducation #Collaboration #ThePIENews

Fabrizio Trifirò asks, how can we achieve the transformational & socially responsible objectives of #transnationaleducation whilst securing the financial viability & sustainability of this endeavour, particularly in a context where #TNE is generally not supported by public funding? Unfortunately in all the events attended by Trifiro, this was a question left largely unanswered! I am yet to be convinced that even in the UK, the dominant TNE player globally, that any more than a handful of institutions are actually deriving significant revenue from their TNE activity. TNE is not a “golden bullet” to solve the university funding crisis, far from it! “This was [fortunately] a question addressed in a session I was involved in at The PIE Live Europe, organised by Oxford International Education Group focused on “TNE: An answer or a distraction in a rapidly changing landscape?” The session stressed how TNE cannot be a quick solution to the need to address revenue shortfalls as a result of dwindling public funds & international #studentrecruitment at the home campus. Successful TNE, in its different modalities, is a resource-intensive endeavour requiring long-term commitment. It therefore needs to be underpinned by institutional #internationalisation strategies setting out the rationale for doing TNE, & for doing it in specific locations, through specific modalities & with specific partners. It also requires the capacity to understand & navigate diverse regulatory environments & a readiness to meet the needs of partners & align with host countries’ priorities. The current #internationaleducation landscape is definitely favourable to TNE. We are at a particular historical juncture where both the traditional receiving & sending countries of #internationalstudents are seeing TNE as the solution for their different & opposite concerns. The main receiving countries of international students are seeing TNE as a means to alleviate national concerns about high levels of #immigration, whilst the main sending countries of international students are seeing TNE as means to halt #braindrain & even start attracting international students themselves.” Despite the significant advantages advances for TNE in this uncertain time for global #highereducation, we think #universities & #colleges will have to evolve an alternative funding model & with this in mind we ask the question “are students costs or assets?” See our article in university world. Asia Careers Group SDN BHD - Investing in International Futures AGCAS British Council BUILA Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Innovative Research Universities (IRU) University Innovation Alliance (UIA) University Industry Innovation Network (UIIN) Jisc National Association of Graduate Careers Advisory Services (NAGCAS) Office for Students UCAS UKCISA Universities Australia Universities Canada Universities UK Universities UK International

There are many paths for education and this article on transnational education is interesting. It's a growing area in international education and is an important part of universities' international activities - with the Uk as a world leader in TNE. The PIE #transnational #education #UK #internationaleducation https://lnkd.in/e8Sw94vi