UK – Global
Most observers predict that a decade of growth in the number of international students coming to the UK for higher education will now be reversed, thanks to a crackdown on foreign master’s students bringing dependents. However, there is no sign of global demand for education beyond Britain’s borders. (TNE) is also ending soon.
The post-COVID-19 boom in international students to UK universities could peak at 758,855 in 2022-23, with India overtaking China, according to House of Commons Library records. Nigeria rose to third place as the top sending country.
However, the number of students who remain in their home country or move to a neighboring country to pursue a UK higher education qualification abroad is rapidly increasing.
Universities UK reports an 8.8% increase in the total number of TNE students in the UK, with 2022-2023 data showing 606,485 students from 228 countries served by 173 UK higher education institutions Indicates participation in TNE.
Two years ago, the number of TNE students in the UK passed the 500,000 mark, with 510,835 students studying abroad for a UK TNE qualification in 2020-2021.
Regionally, Asia is the largest host region for UK TNEs, accounting for 51.5% of students studying abroad for UK degrees and other qualifications, followed by Europe, the Middle East and Africa. Masu.
But the numbers stack up, as UK universities and other higher education institutions look for partners to host courses on the basis of franchises and other arrangements, or find suitable locations for international branch campuses. These are just some of the reasons to travel the world.
Despite concerns about the pressure on UK university finances and a decline in the number of UK study visa applications widely reported in the media, a three-day symposium hosted by the British Council in Manchester from 12 to 14 November Many voices were heard urging students to participate in the university. Deeper education across UK borders.
deep dialogue
Co-organized by the UK’s Higher Education Quality Assurance Agency (QAA) and international higher education consultancy Education Insight, the Manchester conference is the latest in the British Council’s ‘Deep Dialogues’ series, which will bring together universities and governments from 19 countries. Representatives participated.
We looked at TNE from the regulatory and policy environment.
Much of the discussion revolved around the need to understand the regional context and educational priorities of the countries targeted by UK cross-border education, and the need to understand the regional context and educational priorities of the countries to which UK cross-border education is targeted, and the differences between countries exporting higher education overseas (in this case the UK) and the UK’s It centered around the need to find a common understanding of the benefits for both sides. Countries hosting TNE.
To focus on these priorities, the British Council, in partnership with Education Insight and QAA, has launched a new report titled ‘A Global Framework for Cross-Border Education Engagement’.
Shannon Stowers, head of international policy and engagement at the UK’s QAA, told University World News: “We hope this report will help develop and promote high quality, sustainable and impactful TNE. I’m doing it,” he said.
To address any barriers to UK TNE growth, QAA recently announced a new £2.3m (US$2.9m) investment aimed at “unlocking export opportunities” in key target countries for UK higher education, including Kazakhstan. Obtained a 20% share of the UK Government Fund. , Uzbekistan, Qatar, Vietnam, India and China, as reported by University World News.
fair partnership
Eduardo Ramos, director of international and professional services at QAA and former head of TNE at UK International University, told delegates from around the world who took part in Manchester’s Deep Dialogue that the purpose of TNE in their countries is I asked him what he thought it was.
Most representatives of partner institutions and universities put “internationalization of domestic higher education provision” at the top of their list, followed by “improving the quality” of the higher education system, and then “widening access.” continues. 4th place was “increasing diversity,” and 5th place was “attracting international talent.”
Professor Vangelis Tsilikiris, founder of the TNE Hub based at Nottingham Trent University in the UK, said: “The top four answers demonstrate why we need to talk about equitable partnerships and the need for host countries to get something out of TNE partnerships.
“It’s not always clear to the export organization, so it needs to be built into the cooperation, but that’s not always the case.”
In response, Ramos said: “We can talk about ethical TNE, but it has to make economic sense for both partners.”
During an interactive group session at the Manchester conference, representatives from the 19 participating countries gave their views on what is holding back further progress in UK TNE.
One table, representing representatives from Peru, Indonesia, Algeria, Iraq and Malaysia, said: “TNE providers typically teach in English, but if they are drawing students from the lowest levels of the country, they may not be able to There aren’t many people who can speak English to that level, and this is one of them.” Describe the challenges of TNE.
“Americans sometimes do TNE in Arabic, but if we want to widen participation[in cross-border education]we will need to overcome the language barrier.”
The representative of Saudi Arabia said that one of the key challenges is to “ensure that TNE providers take into account the country’s culture,” adding that “TNE programs are flexible enough to align the curriculum with national strategies.” We need to give it some gender,” he said.
The representative from West Africa emphasized the importance of “finding reliable partners” who can attract students not only from the countries where TNE is based, but also from neighboring countries.
“We also need to develop local capacity and who can apply for grants to provide scholarships.
“So you have to find a partner. Don’t come in alone. In the African context, Ghana is a bit informal. If you don’t have someone to open the door for you, you get frustrated and go home. Therefore, choose a reliable partner. That is the key to success,” they said.
Responding to this argument, QAA’s International Quality Assurance and Enhancement Director Piers Walls agreed.
“Take the time to make sure this is the right partner to work with, move away from a top-down relationship and use training to develop a collaborative approach. Two partners living in different countries will work differently, he said.
“Be clear and honest and have good communication. I’ve seen examples where some people know what’s going to happen and others don’t.
“We also need to make space for contextualisation – in the UK we are insisting that the TNE student experience should be on par with the UK student experience.
“The word ‘comparable’ is a very important word that has many interpretations. So while it may be comparable, it is not the same because the contexts in which the partners operate are different. An explanation of the context is It should be positive,” he said.
sustainable model
Regarding the new TNE Framework report, Dr Janet Ilieva, director of Education Insights and one of the co-authors of the new report, told University World News: Mediates the interaction between national policy makers who set the rules of TNE engagement and higher education institutions involved in their implementation.
“Sustainable TNE Partnerships understand and address local development challenges by responding to the needs of local stakeholders and their priorities.
“But this is only possible if the priorities of the regional higher education system are clear.”
Ilieva said global universities could help expand access to higher education around the world, as well as seek to recruit more and more international students to their campuses.
“A more sustainable model of approaching higher education does not rely solely on students traveling across continents to earn a degree, but instead relies solely on students traveling across continents to earn their degrees, often partnering with local institutions to provide students with access to their own homes. is to teach students.
“Students who have the means to travel abroad will continue to do so, but most global learners are likely to study closer to home.”
Irieba has responded to criticism that cash-strapped British universities cannot afford to help other countries, such as the UAE, cut courses and make staff redundant in the UK while expanding their higher education provision. He told University World News: Soft Target – Easily blamed for troubles in the home.
“However, it is not an either-or choice. Many UK staff teach these programmes, and TNE’s initiative will maximize the use of existing staff and reduce the number of domestic or international students to home campuses. It can also be argued that it can alleviate
“It would be different if UK universities’ problems were due to a decline in TNE students, but the UAE is one of the fastest growing destinations for international students, and Dubai is particularly successful in education. “The number is rapidly increasing because there are “hubs”,” Ilieva said.
Maddalene Ansell, head of education at the British Council, told University World News:
“Providing opportunities to study for British degrees abroad could be part of the answer to sustainable and fair access to higher education around the world.
“TNE provides us with a way to remain internationally connected and relevant and continue to reach students who are seeking an international education but perhaps cannot afford to come to the UK.
“The key is to develop a model for TNE that works for all partners and meets the needs of our students.”
Nick Mitchell is a UK-based freelance journalist and PR consultant specializing in European and international higher education. His blog can be found at www.delacourcommunications.com.
