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Global perspectives on Internationalization The growth of TNE and its implications

Global perspectives on Internationalization The growth of TNE and its implications. Kevin Van-Cauter the British Council. ‘The global demand for higher education is forecast to increase from 97 million in 2000 to 263 million in 2025’ Source: Global Student Mobility 2025

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Global perspectives on Internationalization The growth of TNE and its implications

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  1. Global perspectives on Internationalization The growth of TNE and its implications Kevin Van-Cauter the British Council

  2. ‘The global demand for higher education • is forecast to increase from 97 million in 2000 • to 263 million in 2025’ • Source: Global Student Mobility 2025 • IDP Education Australia • ‘Currently, the largest part of existing higher • education capacity globally is not centred • in parts of the world that will experience • substantial growth over the next 20 years’ • Source: Atlas of Student Mobility • Institute of International Education, New York

  3. TNE in context • There has been unprecedented growth in transnational education instigated by the drive of overseas governments to develop knowledge economies over the last ten years. • The consequence of this is a rapidly changing and far more competitive environment for international education.

  4. UK TNE overview • Massive growth in TNE programmes • Increased role in contributing to host countries’ national priorities • Trend towards more ‘partnership-led’ models • More research-led universities engaging in TNE • Developments in host countries are having an impact • TNE increasingly being seen as a significant priority institutionally, and part of internationalisation strategies

  5. www.britishcouncil.org 2011/12 Headlines • the number of students studying their entire UK qualification outside of the UK was 319,000 in 2011-12 • this is a 21% increase from 2011-12 and a third more than in 2010-11 • UK Universities enrolling most students in Malaysia, Singapore and Hong Kong, with Oman rising to 5th and showing the largest growth (59%) • In 2011-12 there were 807,000 students on UK university courses, 40% of these were on TNE programmes All TNE data source: HESA (excluding Oxford Brookes)

  6. www.britishcouncil.org Paradigm shift in the way UK HE is delivered to international students • UK qualifications are now delivered in 213 countries and territories outside of the UK • There are now 62 countries or territories where at least as many students study a UK HE qualification in that country compared to the number of students travelling to the UK for their education • There are 17 countries where the difference between students studying a UK qualification in country and those studying in the UK is greater than 1,000 • On current trends two-thirds of UK HE international students will be on TNE programmes within the next 5 years

  7. Study in UK vs TNE

  8. The shape of things come 2: The evolution of transnational education  l

  9. Objectives • to contribute to improved understanding of TNE activities globally by analysing all available definitions and data • to provide an insight into the impact of TNE on host countries and local communities. • By bringing all the empirical evidence together, this research also aims to project future demand for TNE and identify countries most likely to seek or expand engagement through TNE.

  10. What we did • Analysis of TNE definitions and data • Demand analysis in 50 countries • Opportunities matrix for TNE (25 countries) • Regulatory environment • Market environment • Mobility environment • 3 in depth case studies

  11. Key messages from the research • Regulatory framework essential • Data poor, TNE is evolving, complex (and often unique to host country environment) • Case studies show that impacts of TNE tend to match national policies

  12. Overall Results The Shape of things to Come 2: The evolution of Transnational Education, British Council 2013

  13. How will UK respond? Kevin Van-Cauter the British Council

  14. UK Context • Significant falls in growth rates for international recruitment • No real consensus on which models of TNE bring most value to UK • Variety of models and strategies – • low cost/high volume e.g. India • high cost low volume e.g. Singapore • Significant and growing demand • Is TNE a way of mitigating risks of falling incoming numbers? • What are the real costs?

  15. Trends • Perceptions of difficulties with student visas may be short term but damage to reputation of UK will take much longer to repair • Growth in TNE likely to continue for foreseeable future • new markets developing (emerging middle class) • TNE as first choice/ highest quality • TNE as a recruitment tool • Importance of local partners in delivering student experience

  16. What about the student?Student Insight Hot Topics: Portrait of a TNE student, British Council 2012 Kevin Van-Cauter the British Council

  17. The British Council has been conducting a questionnaire-based survey since February 2007 to collect data from prospective international students and from individuals who have expressed an interest in studying abroad. • . As of September 2012, over 150,000 responses had been collected globally.

  18. Order of choice for potential TNE undergraduates Source: Portrait of a Transnational education Student, British Council Hot Topics 2012

  19. Postgrad students – top 5 considerations Source: Portrait of a Transnational education Student, British Council Hot Topics 2012

  20. priorities that are shared by the TNE population • time commitment • the relevance of the qualification • the quality of teaching • factors associated with the awarding and host institutions • the course • But: • 72% of students prioritized considerations unrelated to the specific institution. • This indicates that potential TNE students are more interested in the relevance and impact of the specific qualification on their career and lifestyle than on the brand, reputation, or ranking of a specific institution.

  21. Quality of teaching • Participants in the survey indicated that they place much emphasis on the teaching methods and faculty involved in TNE programmes. • Potential students research the programme faculty meticulously, as well as the materials and learning methods they will be exposed to. • However, once they become students, many conveyed disappointment with the standard of teaching. • At a postgraduate level, students want more face-to-face time with professors as opposed to tutors. Students also wished that the materials for TNE courses were more culturally sensitive.

  22. Lack of recognition • Potential TNE students are now looking past the degree and to what it represents for their global citizenship and employability. • One factor that continues to be a problem is the lack of universal acceptance of TNE qualifications; • In light of this and the global economic downturn, students are placing more weight on the recognition of qualifications, both in the host country and locally. • In order to gain increased mobility and career options, students are requiring their TNE degrees to be more universally accepted and accredited. • the importance of having a degree that is applicable to their current part-time jobs and longer term career path.

  23. Institutional Reputation • ‘Branding is not so important.’ - TNE undergraduate student • ‘My awarding school isn’t great but that’s okay. Employers don’t care about where you go, but what you do.’ – TNE undergraduate student • Perhaps the most surprising finding based on student responses is that the reputation and brand of an institution only play a marginal role in the TNE decision-making process. This runs contrary to popular belief that the awarding institution’s rank and reputation are what primarily attract students. This isn’t to say that students do not care about brand; it is simply not the most important factor.

  24. www.britishcouncil.org Some motivations for TNE delivery • commercial return • TNE as a recruitment tool • Reputation and brand • increased cultural understanding • internationalisation of the curriculum • contributions to national capacity-building • widening access to education in the host country • research collaboration

  25. www.britishcouncil.org Summary • Significant and growing market for TNE globally • Impact on host countries • Increasing need to focus on student experience • Do we understand our motivations (as UK and as HEIs)? • The risks and opportunity costs in transnational education are high • UK government policy supports expansion of TNE. Support available from British Council, International Unit UUK, UKTI and others

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