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The shape of global higher education @HEGoingGlobal

Running order The changing international HE landscape The research: The shape of global higher education Discussion the policy environment in the UK developing international HE strategy in this context

The context: A changing international HE landscape

Relevance of international engagement Students Teaching and course delivery Research engagement

International student mobility Global mobility is increasing sending countries becoming attractive study destinations countries maturing to have balanced inward and outward flows

Inbound and Outbound flows of students (absolute): 1999 Students flowing OUT Students flowing IN British Council analysis of data from UNESCO Institute for Statistics, extracted 30 June 2017

Inbound and Outbound flows of students (absolute): 1999 British Council analysis of data from UNESCO Institute for Statistics, extracted 30 June 2017

Inbound and Outbound flows of students (absolute): 2003 British Council analysis of data from UNESCO Institute for Statistics, extracted 30 June 2017

Inbound and Outbound flows of students (absolute): 2009 British Council analysis of data from UNESCO Institute for Statistics, extracted 30 June 2017

Inbound and Outbound flows of students (absolute): 2015 British Council analysis of data from UNESCO Institute for Statistics, extracted 30 June 2017

Inbound and Outbound flows of students (relative) Net SENDERS of students Net HOSTS of students British Council analysis of data from UNESCO Institute for Statistics, extracted 30 June 2017

Transnational education (TNE) TNE (programme and provider mobility) is growing (countries, students, institutions, programmes, formats) becoming more commonplace in UK HEIs Whilst proportion of UK institutions hosting international students falls, the proportion of UK institutions actively involved in TNE is rising

International students hosted by fewer HEIs Source: British Council analysis of HESA Student Record data (various years)

But TNE students spread across more HEIs Source: British Council analysis of HESA AOR data (various years). Note: analysis excludes Oxford Brookes AOR data 1 institution which accounts for 45% of UK TNE students.

More UK HEIs actively engaged in TNE Source: British Council analysis of HESA AOR data, and HESA student record (various years). Note: analysis excludes Oxford Brookes AOR data 1 institution which accounts for 45% of UK TNE students.

International research engagement International collaboration in research is growing, for UK and for institutions globally

Growing % of publications internationally co-authored Source: British Council analysis of data 2017 Elsevier B.V. All rights reserved. SciVal, RELX Group and the RE symbol are trade marks of RELX Intellectual Properties SA, used under license.

The research: The shape of global higher education

Purpose To gain a greater understanding of global policy environment for HE Institution level To support UK HEIs in strategic international HE engagement National level - To identify areas for international engagement between different countries higher education systems

Index based methodology to evaluate countries regulatory environments with regard to international higher education (IHE). 37 measures 38 countries/territories 1,406 descriptive fields Factual - refers to government guidelines and the legal framework in countries

1,400+ indicators were assessed across 38 geographies as part of this study

National-level perspective / Thematic perspective

Countries* covered *This study includes 37 countries plus Hong Kong (Special Administrative Region of China). Although the authors recognise that Hong Kong is not formally a country, we have used the term country to include Hong Kong (SAR).

Key findings The countries and territories which from policy makers perspective have the most supportive IHE policies are Germany, the Netherlands, Malaysia and Hong Kong With IHE lenses changed to reflect institutional priorities, the nations with the most rounded IHE portfolio include Australia, Hong Kong, the Netherlands, Malaysia, and the UK. Reflecting the proactivity of the HE sector: in these countries, the sector s activities have shaped many national policies. Majority of national governments are preoccupied with international student mobility Increasingly, TNE is becoming part of the standard HE provision. There are still gaps in the area of quality assurance and recognition of TNE degrees Global consensus about the important contribution of international research collaborations to HE, the economy, and society. Advanced research nations, alongside those building their research capacity, recognise internationally produced research as part of their national research assessments

International student mobility International student mobility is the most developed policy area 74% (28 out of 38) countries and territories have a strong focus here Streamlined visas for international students have the highest average score across all indicators: all countries but one have streamlined student visas in a bid to attract international students Only 7 countries (out of 38) have opened their labour market to international students Other areas receiving strong national support are study abroad scholarships and tuition in a foreign language teaching in English as a medium of instruction continues to grow

Transnational education (TNE) Transnational education has seen an increased recognition globally with most countries regulating TNE to some extent Countries on both sides of TNE inbound and outbound TNE activities are adjusting their rules of engagement to better respond to changes in the global education landscape evidenced by recent adjustments in their regulatory frameworks Quality assurance of TNE provision is still catching up some countries rely on quality assurance of the home country of the overseas HEI or the host country QA agencies in instances of outbound TNE While the majority of the countries allow TNE to take place, still 37% of the countries (14 countries) do not recognise TNE degrees

Provision of TNE and quality assurance & degree recognition 1 Very strong Quality assurance and degree recognition 0.5 Very weak 0 0 Very weak 0.5 Very strong 1 TNE provision

There is a strong link between student mobility and TNE Source: Shape of global higher education (vol. 2) ; Ilieva, J., Peak, M; British Council (2017)

International research collaborations Many of the countries (and territories) have policies which support international research engagement There is a strong national push towards funding international research and setting up infrastructure which encourages greater international collaborations (82%, 31 countries out of 38) However, there is less support for streamlined visas which allow researchers and academics to pursue their research interest beyond national borders (68%, 26 countries out of 38) This may be explained by the fact that immigration issues are usually dealt with by departments other than ministries for higher education

Global gauge of HE policy online tool

There are regional similarities in national IHE policies East Asia and Australasia Student mobility TNE Research Australia Very Strong Very Strong Very Strong China Very Strong Strong Very Strong Hong Kong Very Strong Very Strong Very Strong Indonesia Strong Weak Very Strong Malaysia Very Strong Very Strong Very Strong Philippines Strong Strong Weak Thailand Strong Strong Very Strong Vietnam Very Strong Strong Strong

Political influences on IHE and considerations: discussion High Home country political influence Low Student mobility: - student visas - post- and during study work - schoarships Research - academic visas - employment opportunities - research funding Good Will Signals - bilateral/multilateral research initiatives - bilateral/multilateral TNE - multilateral degree recognition TNE TNE - visas - visas for int'l for students int'l students on TNE on TNE programmes - visas - visas for teaching for teaching faculty faculty - regulatory environment/autonomy Host country political influence on IHE engagement High

Discussion How can universities best respond to political transitions and uncertainty? How to maximise the advantages of being internationally active: can TNE cushion some of the policy disruptions at home The autonomy of regulatory bodies and their independence from the government is of high importance. How to best protect TNE provision in countries where regulatory bodies are under government control (e.g. China) How do HEIs manage the significant challenge to maintain relevance to global audiences and yet engage and reach out to local communities which may view internationalisation as a threat

HE, politics and future strategy Vangelis Tsiligiris Principal lecturer, Nottingham Trent University Andy Westwood Professor of Further and Higher Education, University of Wolverhampton & Co Director Policy@Manchester Vincenzo Raimo Pro Vice-Chancellor (Global Engagement), University of Reading Tere Daly Pro Vice-Chancellor (External Relations), Southampton Solent University

Useful links 1. YouTube animation: https://www.youtube.com/watch?v=r_dh0rblai8 2. Summary report 3. Global gauge: interactive higher education policy monitor capturing 38 countries policy priorities https://www.britishcouncil.org/education/ihe/knowledge-centre/globallandscape/shape-global-higher-education-vol-2 www.britishcouncil.org/education/ihe/knowledge-centre/globallandscape/global-gauge Michael.peak@britishcouncil.org Janet.ilieva@educationinsight.uk