Will transnational education offer a real alternative for international UK Higher Education?
- Charlotte Gorse
- Oct 7
- 2 min read
As the international levy moves forward, transnational education comes with rewards as well as challenges in a time of shifting sands.
As QS best cities rankings demonstrate, global student choices have changed notably in recent years. Increasingly, international students are seeking ‘closer to home’ locations which offer a global student experience, regional graduate credibility and intercultural enrichment.
Since 2000, the number of cross-border students has tripled to almost seven million. Meanwhile, recent geopolitical changes have also seen a greater number of displaced young people seeking stability and a home for Higher Education outside their nation. As the big four (US, UK, Australia and Canada) continue to vary student visa conditions year on year, prospective customers (and their families) have started to shift away from traditional hotspots to newly emerging international hubs, looking at both regional cost control and graduate ‘return on investment’.
Some UK universities have leant into this early, through transnational (and occasionally joint-venture) campuses with over 600,000 UK HE students abroad today. Now is the time to anticipate long-term student behaviour changes. Future-proofing may indeed include TNE, collaborating with international local partners and creating new intellectual hubs, embracing a truly diverse and bespoke ageographic curricula. Remember to support peer-to-peer academic quality and strength through global pedagogical collaboration; be mindful to nurture educational innovation from the ground up as well as from a sales-led approach. This will help to reduce quality risks when finding your ideal partner and locale for transnational development.
My advice:
● Consider movement within a region: student migration may not be purely intercontinental as geopolitics evolve. Curate your offer to provide the most attractive regional experience.
● Look for similarities with communities across the world. Think how you impact your local community and consider other regions evolving socio-economically and pedagogically in the next period.
● Be aware of the regional infrastructure. Ensure your future students will be able to study safely: without Maslow's hierarchy of needs, learning and success will be hampered daily.
● Anticipate why your established international markets may want to relocate in future, and where they place their graduate reputational trust. Where might offer the new alternative to global experience and understanding?
In a time of rhetoric, the successful institutions will be those who recognise students’ desire to study abroad is evolving to investment first, with self-actualisation and independence a close second. Being fleet of foot will gain a unique market proposition early, and ultimately support more international learners in future challenges.
