1. The Shape of Global Higher Education: UK perspective

2. Outline Higher education policies and international student mobility
Shifting trends and international education hot spots
Opportunities for education engagement

3. Timeline of higher education policies and student mobility to England 1981 – 2016
Source: Ilieva, J. (2017), Do political events in a host country affect international education engagement?;

4. Tighter visa rules in the US following 9/11 events
Annual growth in international enrolments in Australia, the UK and US 2000 – 2016
Tighter visa rules in the US following 9/11 events
Education campaigns in the UK and Australia and streamlined student visas
Start of closures of education providers in 2010 followed by tighter student visas in 2012 in the UK.
Source: Ilieva, J. (2017), Do political events in a host country affect international education engagement?;

5. Milestones
9/11
Tighter student visa rules following 9/11 events led to continuous declines in international enrolments in the US
High growth to the UK and Australia
Global financial crisis
GFC mainly affected developed economies
Growing unemployment was blamed on migrant labour
GFC aftermath: political shifts towards protectionism
Tighter visa rules introduced in Australia in , closures of mainly private providers
2012 – present
full implementation of the Knight review in Australia
tighter student visa rules, limited post study work opportunities and continuous stagnation in international student numbers in the UK
Declines in Australia and UK coincides with strong enrolment growth in the US
Introduction of streamlined student visas and post-study work in Australia & strong growth since 2014

6. International students in the UK grew by 31
International students in the UK grew by 31.4% between 2006 and 2010 and 2.3% between 2010 and 2015
Source: UUK (2017), Patterns and Trends in UK higher education;

7. The world’s international student mobility increased by 22% between 2010 and Source: UNESCO Institute for Statistics

8. Observations
None of the three countries experienced growth at the same time.
The global mobility does not seem affected by countries’ tightening in student visas.
Restrictive student policies and their potential interpretation by international students diverts the flows of students to other countries

9. So, what next?

10. International student growth
(543K to 896K)
(281K to 438K)
(188K to 294K)
Source: British Council analysis of data from UNESCO Institute for Statistics (2017), HESA Student record (2017), IIE Open Doors (2017)

11. International student growth
(Growth to 123K)
(Growth to 3K)
(Growth to 60K)
(281K to 438K)
Source: British Council analysis of data from UNESCO Institute for Statistics (2017), HESA Student record (2017).

12. International student growth
(Growth to 32K)
(Growth to 123K)
(281K to 438K)
(Growth to 60K)
Source: British Council analysis of data from UNESCO Institute for Statistics (2017), HESA Student record (2017).

13. International student growth
(Growth to 32K)
(>50K additional students
In 5 years)
(Growth to 73K)
2% growth
Source: British Council analysis of data from UNESCO Institute for Statistics (2017), HESA Student record (2017).

14. The Changing shape of mobility
UK remains the 2nd most popular destination for international students….
…but many ‘sending’ countries are becoming significant ‘hosts’ of mobile students

15. Inbound and Outbound flows of students (relative)

16. Inbound and Outbound flows of students (relative)

17. Inbound and Outbound flows of students (relative)

18. Programme and provider mobility (transnational education, TNE)

19. UK TNE is predominantly In ASIA
4 Asian locations account for 39% of UK TNE enrolments
Source: British Council analysis of data from HESA AOR (2017). Note – data from Oxford Brookes and OU have been removed as these institutions account for over 50% of UK TNE students.

20. The shape of global higher education
More countries now becoming attractive destinations for mobile students
TNE/ ‘Programme and provider mobility’ becoming more prominent in Higher Education
- To what extent do domestic policies facilitate or support mobility of students, programmes and providers?
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

21. 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).

22. Supporting student mobility
Student mobility is the area of international HE most supported by national policies
Out of 38 countries studied, how many have:
A National ‘international HE strategy’? (Targets, an outward positive signal)
11 (plus a further 19 have taken some steps)
Clear, transparent, consistent procedures for obtaining student visas?
37/38 (but only 22 scored full marks, and only 18 of these have no restrictions)
Policies to make it easier to come and live in the country (including PSW)? 7
Source:

23. Supporting programme and provider mobility
Which countries allow for branch campuses?
Which countries allow for cross border provision (twinning, articulations, distance learning)
Dynamic policy area – Thailand, Vietnam, Philippines…
Source:

24. 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)

25. The future of mobility

26. Growth in mobility and all its shapes
Future growth in the international mobility of:
Education programmes
Education providers
Students
Research
TNE is likely to increase in future:
Supports national HE access agendas and widens participation
Widens access to international education
Pressures on public finance has resulted in reductions in government scholarship programmes: can these be replaced by TNE
The potential of TNE to support countries’ aspirations to become education hubs (Malaysia, UAE, Singapore, Hong Kong (SAR))
Advanced economies’ development assistance programmes are likely to support TNE

27. Possible disruptions At institutional level
Tensions between long-term strategy and pressures to generate financial returns in the short-term: TNE is a long-term endeavour and requires support at the highest level
Long-term commitments may shift bilateral partnerships into multilateral (teaching and research)
At regulatory/system level:
TNE in the long-term will demand a greater recognition of degrees, qualifications and credits
It will require the student finance system to support students irrespective of their study location
Current data capture is based on data definitions which are possibly not fit for purpose

28. Is there a role for the UK in these developments?
Will growth in TNE (with varying quality) undermine its value over time?
Is there a role for the UK in these developments?

29. Thanks! Any questions? michael.peak@britishcouncil.org @mjpeak
@janetilieva