When we talk about language in international education, the conversation often focuses on English language proficiency. This is understandable given the global reach of English-medium education and the role that English plays in many international partnerships. However, language and communication in TNE are much broader and more complex than this.

To begin with, language is not simply about the words we use. Communication is the thread that connects every part of a successful TNE partnership, from the student experience and academic delivery to partnership management, staff collaboration and external engagement, and creates shared understanding across all stakeholders. This distinction matters because TNE partnerships bring together diverse communities of students, their families, employers, academics, professional services staff, institutional leaders and other external participants. Each group may bring different linguistic backgrounds, educational experiences, cultural assumptions and communication styles. Therefore, the success of a partnership depends not only on what is communicated, but also on whether that message is understood in the way it was intended across all groups of stakeholders.

Beyond language proficiency

One of the challenges in discussing language support is that it is often framed primarily around student ability. Institutions may focus on entry requirements, language assessments, academic writing support, or additional learning resources. These are all important. However, language proficiency alone does not automatically translate into academic confidence.

A student may meet all formal language requirements and still find themselves uncertain about how to participate in seminars, interpret feedback, structure an argument or understand what is expected when asked to “critically evaluate” a topic. These challenges are not necessarily about a lack of ability. They are often about navigating unfamiliar academic cultures.

Higher education systems vary significantly in how they approach teaching and learning. Expectations around independent study, questioning ideas, engaging in debate, working collaboratively, or expressing disagreement may differ considerably between countries and institutions. The challenge is not that one approach is better than another. Rather, it is about ensuring students understand the expectations of the environment in which they are studying. In this sense, effective communication goes beyond helping students understand academic content. Instead, it is about helping them understand how to succeed within a particular academic context.

The hidden curriculum of higher education

Many students entering TNE programmes are also navigating what is sometimes described as the “hidden curriculum” of higher education – the unwritten expectations, behaviours and conventions that experienced students and staff may take for granted. This may include:

• What does a lecturer expect when they ask students to contribute to a discussion?
• How should students approach feedback from academic staff?
• When is it appropriate to challenge an argument or ask for clarification?
• What does academic independence look like in practice?

For students who are familiar with the academic culture of their institution or the country where they study, these expectations may feel natural. For others, they can represent a significant challenge. This is particularly relevant in TNE because students may be studying an internationally recognised qualification while remaining within their local cultural and educational context or they might be pursuing foreign qualifications outside of their home country and the country of the degree provider. As such, supporting students effectively requires recognising both parts of that experience. The goal should not be to replace students’ existing educational identities or experiences. Rather, it should be to help them develop the confidence and skills to navigate different academic environments.

Communication challenges within partnerships

While student communication is clearly important, some of the most complex communication challenges in TNE happen behind the scenes. TNE partnerships are, at their core, networks of people working together across geographical, institutional and cultural boundaries. This includes academic teams, professional services colleagues, quality assurance teams, administrators, senior leaders and external stakeholders.

In my own experience, some of the most challenging aspects of international partnership work have not necessarily been related to strategic alignment or programme design, but to the everyday communication required to make partnerships operate effectively. A phrase such as “student support”, “quality monitoring”, “course”, “module”, “term”, “credit” or even “engagement” may appear straightforward, but different colleagues may interpret these concepts in different ways. Expectations around timelines, decision-making processes, escalation routes, and responsibilities can vary considerably.

Many operational challenges within partnerships are, at their core, communication challenges. Successful partnerships therefore require more than formal agreements and governance structures. They require ongoing dialogue, opportunities to build relationships, and a willingness to understand how different teams operate.

Communication across languages and locations

It is also important to recognise that not all TNE is delivered in English. Across the world, there are successful international partnerships delivered in local languages, reflecting the needs of students, national contexts and institutional strategies. In these cases, language-related challenges may look very different.

For example, a local partner may deliver a programme in its national language, while colleagues at the awarding institution who are not part of the core delivery team, may not have sufficient language capability to fully engage with teaching materials, student feedback, or academic discussions. This can create challenges around communication, oversight, quality assurance and partnership engagement, possibly even feelings of exclusion or disengagement.

The solution is not necessarily for every colleague involved in a partnership to become fluent in every language used across the network. However, institutions do need to consider how they maintain effective communication and shared understanding when linguistic differences exist. This may require additional investment in translation processes, bilingual staff capability, local expertise, technology solutions, or simply greater awareness of where communication barriers may emerge.

The role of staff capability

Much of the conversation around TNE focuses on student preparedness, but staff capability is equally important. Academic and professional services colleagues working in international partnerships need opportunities to understand each other’s contexts, expectations and ways of working. This includes understanding differences in:

• academic cultures;
• administrative processes;
• communication styles;
• approaches to student support;
• expectations around decision-making and accountability.

Staff development therefore becomes an important part of effective communication. This is not simply about induction or familiarising colleagues with institutional policies. It is about creating opportunities for academic and professional services staff from both partner institutions to learn from one another, understand different educational cultures and develop the confidence to communicate across them. Joint training, staff exchanges, peer observation, collaborative curriculum development, and regular partnership meetings can all help create a shared understanding that ultimately benefits students.

The strongest partnerships I have encountered are those where staff relationships are actively developed (and often in person) rather than assumed. Regular communication between teams, opportunities for knowledge exchange, and genuine collaboration help build the trust required for partnerships to succeed over the long term.

Communication beyond the classroom

Effective communication in TNE extends well beyond the partnership itself. Students are rarely the only audience institutions need to engage. Parents, employers, professional bodies, government agencies and local communities all play an important role in shaping perceptions of international education.

Clear communication is particularly important when explaining the value of TNE qualifications. While awareness of international education continues to grow, there can still be misconceptions about how TNE programmes compare with degrees studied on the awarding institution’s home campus. Institutions therefore need to communicate consistently that students are working towards the same academic standards and learning outcomes, while also highlighting the additional benefits many TNE graduates develop, including intercultural competence, adaptability and the ability to operate across different cultural and professional environments.

Employers, too, increasingly value graduates who can work confidently across borders and cultures. Helping external stakeholders understand these strengths not only benefits graduates, but also reinforces the credibility and long-term reputation of TNE partnerships.

Technology can support communication, but not replace it

Technology has transformed the way international partnerships communicate and frankly, how we liaise with others across all industries. Virtual meetings, digital learning environments, collaboration platforms, and increasingly sophisticated AI tools have made it easier for teams and students to connect across borders. However, technology can support communication, but it cannot replace human understanding.

A translated document may communicate words, but it does not always communicate meaning. A virtual meeting may enable discussion, but it does not automatically build relationships. As TNE becomes increasingly digitally enabled, institutions will need to continue investing not only in platforms and systems, but also in the human connections that allow partnerships to thrive.

Building shared understanding

As TNE continues to expand globally and competition grows between nations and individual providers, language and communication become increasingly important. The future of international education will involve partnerships between institutions, countries, and communities with increasingly diverse linguistic and cultural backgrounds. The most successful partnerships will not simply remove language barriers. They will actively create shared understanding between students, staff, institutional partners, employers, and wider communities.

Perhaps the most important question institutions can ask themselves is not simply whether information is being communicated. It is whether that information is being understood in the way it was intended. Because ultimately, effective communication in TNE is not about ensuring everyone speaks the same language. It is about ensuring everyone understands the same purpose. In the end, successful TNE partnerships are built not simply on shared programmes, but on shared understanding.

In my next article, I will explore another important dimension of the TNE student experience: wellbeing and pastoral support, and how institutions can create environments where students feel supported, connected and able to thrive across different international contexts.

– Dr Suzanna Tomassi is Executive Director of External Affairs at NCUK, a leading UK pathway provider, and Founder of CoachEd Global, a consultancy specialising in executive coaching and global education advisory.

She is a highly experienced strategic leader and board member with over 20 years’ expertise across UK Government and higher education. Her work focuses on internationalisation, governance, risk oversight, commercial growth, and organisational transformation. Suzanna’s career spans the UK Department for Business and Trade and four major UK universities, where she has shaped national policy, strengthened regulatory and quality frameworks, and led large-scale international expansion initiatives.

An expert in transnational education and global operations, Suzanna has driven multi-country growth strategies, co-authored accreditation guidelines, and facilitated major international investments in UK higher education.

For additional background, please see:

• “Academic support and learning resources in TNE: Delivering student success across borders”
• “Beyond borders: Why student support matters more than ever in transnational education”

The post Language and communication in TNE: Building bridges across academic and cultural boundaries appeared first on 91ɬ��Monitor - Market intelligence for international student recruitment.

For students studying through TNE, academic support is often one of the most significant factors shaping their confidence, engagement, and ultimately their success. Yet it is also one of the most complex aspects of international partnership delivery.

I believe that the question is not whether students have access to support. Most partnerships can rightly point to virtual learning environments, online libraries, academic skills resources, and local teaching teams. The more important question is whether students studying thousands of miles away experience the same opportunity to succeed as their peers on the home campus. And that distinction matters.

Academic equivalence does not necessarily require identical experiences, but it should require equivalent opportunities to achieve learning outcomes. As TNE continues to diversify across franchise arrangements, validations, joint programmes, international branch campuses, articulation pathways, and increasingly flexible digital delivery models, ensuring that equivalence becomes both more challenging and more important.

Academic support is more than providing resources

It is tempting to think about academic support as a collection of services: access to journals, study skills workshops, writing centres or library inductions. But in reality, academic support is an ecosystem. Students need access not only to resources, but also to guidance on how to use them effectively. They need timely feedback, opportunities to ask questions, confidence in academic expectations, and clear pathways to seek help when difficulties arise. Many students entering TNE programmes are also navigating unfamiliar approaches to learning. Expectations around independent study, critical thinking, referencing, group work or academic integrity may differ considerably from previous educational experiences. What appears straightforward to academic staff may represent a significant transition for students.

Supporting that transition should not be viewed as remedial work. Rather, it is an essential component of helping students succeed within a different academic culture.

The challenge of delivering consistency across multiple locations

While one of the greatest strengths of TNE is its ability to bring internationally recognised qualifications closer to students, it also creates one of the sector’s greatest operational challenges.

Unlike a single campus, TNE partnerships operate across different educational cultures, regulatory systems, technological infrastructures, languages, and institutional environments. A student studying the same programme in Kuala Lumpur, Cairo, or Tashkent may technically be enrolled on the same degree, but their day-to-day academic experience can look remarkably different.

Some partnerships benefit from sophisticated digital infrastructure, extensive local library collections, and highly experienced academic support teams. Others operate in environments where internet connectivity is less reliable, access to licensed databases may be more limited, or students balance full-time employment alongside their studies. These differences do not necessarily indicate lower quality, but they do require thoughtful adaptation.

Successful partnerships recognise local realities while remaining focused on achieving equivalent academic outcomes.

Technology has transformed access, but not necessarily engagement

Digital technologies have undoubtedly reduced many of the barriers that once separated TNE students from their home institutions. Virtual learning environments, online library collections, recorded lectures, AI-enabled learning tools, digital assessment platforms, and virtual academic advising have significantly expanded access. However, access alone does not guarantee engagement.

Institutions often monitor whether students have been given access to online resources, but far fewer examine how confidently those resources are being used. Students may have thousands of electronic journals available to them while remaining uncertain about where to begin their literature search. Similarly, an extensive online study skills repository has little value if students are unaware it exists or find it difficult to navigate.

Academic support therefore requires active engagement rather than passive availability.

Partnership working makes the difference

Perhaps more than any other aspect of TNE delivery, academic support illustrates why successful partnerships depend upon genuine collaboration rather than contractual compliance alone, as responsibility for supporting students rarely sits neatly with one institution.

Home universities typically retain responsibility for academic standards, while local partners often provide much of the day-to-day teaching and student support. This shared responsibility requires strong communication, mutual trust, and clearly defined expectations. The most successful partnerships I have encountered tend to move beyond simply dividing responsibilities. Instead, they invest in joint approaches to staff development, regular dialogue between academic teams, and shared ownership of the student experience. As a result, academic support becomes something both institutions continuously refine together rather than something either side simply delivers.

Listening to students

One of the most valuable sources of insight is often the students themselves. Student surveys frequently measure overall satisfaction, but they may not always reveal the practical barriers students encounter during their academic journey. Questions such as these can often generate more meaningful conversations:

• Do students know where to seek academic help?
• Are support services available when students actually need them?
• Do students feel comfortable asking questions?
• Are learning resources accessible within local contexts?
• Do students understand what academic success looks like?

Listening to these experiences allows institutions to identify relatively small improvements that can have significant impacts on student confidence and achievement.

Moving beyond compliance

Quality assurance frameworks rightly examine whether institutions provide appropriate academic support. Increasingly, however, universities are recognising that compliance should represent the starting point rather than the destination. As competition within international education intensifies, the quality of the student experience is becoming an increasingly important differentiator.

Students are unlikely to judge their university primarily on the wording of partnership agreements or the sophistication of governance structures. Instead, they will remember whether they felt supported when they struggled with an assignment, whether feedback helped them improve, whether they could easily access learning materials, and whether they felt genuinely connected to their university. Those everyday experiences often shape perceptions of institutional quality far more than the organisational arrangements operating behind the scenes.

Looking ahead

As TNE continues to evolve, academic support will become increasingly important. Artificial intelligence, personalised learning technologies, hybrid delivery models, and expanding global partnerships will all create new opportunities to support students more effectively. At the same time, these developments will require institutions to think carefully about digital inclusion, staff capability, academic integrity, and equitable access across diverse international contexts.

Perhaps the most important question institutions that are serious about TNE and their student experience can ask themselves is not whether overseas students receive the same support as students on the home campus. Instead, they should ask themselves whether they are “giving every student, wherever they study, an equivalent opportunity to succeed?”

The answer is unlikely to be found in a single policy or platform. It will emerge from thoughtful partnership working, continuous dialogue, and a shared commitment to placing students at the centre of international education.

In my next article, I will explore another important dimension of the TNE student experience: language and communication, and how institutions can help students navigate both academic expectations and intercultural learning across increasingly diverse partnership environments.

– Dr Suzanna Tomassi is Executive Director of External Affairs at NCUK, a leading UK pathway provider, and Founder of CoachEd Global, a consultancy specialising in executive coaching and global education advisory.

She is a highly experienced strategic leader and board member with over 20 years’ expertise across UK Government and higher education. Her work focuses on internationalisation, governance, risk oversight, commercial growth, and organisational transformation. Suzanna’s career spans the UK Department for Business and Trade and four major UK universities, where she has shaped national policy, strengthened regulatory and quality frameworks, and led large-scale international expansion initiatives.

An expert in transnational education and global operations, Suzanna has driven multi-country growth strategies, co-authored accreditation guidelines, and facilitated major international investments in UK higher education.

For additional background, please see:

• “Beyond borders: Why student support matters more than ever in transnational education“

The post Academic support and learning resources in TNE: Delivering student success across borders appeared first on 91ɬ��Monitor - Market intelligence for international student recruitment.

Roughly 380,000 foreign students from nearly 200 countries were in China during the 2024/25 academic year, according to a senior Chinese education official quoted in the . While this is down from nearly 500,000 before the COVID-19 pandemic, it is a huge increase (+96%) from the 255,700 low in 2021. China closed its borders for longer than any other major study abroad destination or economy during the pandemic, opening up again only in January 2023.

This steady post-pandemic increase contrasts with the -20% drop in Chinese students abroad in 2025 (570,000) compared with 2019. There is also a rising trend of Chinese foreign-educated graduates returning home for studies (535,600 in 2025, suggesting about a 90% return rate).

Part of the plan

The uptick in international students in China is intentional. The 15th Five-Year Plan (2026–30) includes the prioritisation of the “Study in China” brand. Speaking with the China Daily in May, Wang Daquan, a Ministry of Education spokesperson, said, “We have confidence in that goal [of China becoming one of the world’s most attractive destinations for international students], and we will continue to make efforts to achieve it.”

Of China’s total foreign students in 2024/25, more than half (54%) were seeking a higher education degree. More of than a third (35%) of those degree students were in postgraduate programmes.

In terms of subject preference, more than a quarter (28%) were in engineering degrees.

Asian students dominate

The Ministry of Education reports that in 2024/25, Asian students made up the largest share of foreign enrolment at 61%, while African and European students accounted for about 16% each. Country-level figures have not been released, but top markets in recent years include South Korea, Indonesia, Thailand, Vietnam, Malaysia, and Pakistan. Emerging markets that China invests heavily in developing are in Africa and Belt and Road countries in general.

Why the decline in outbound?

Nous Group principal Matt Durnin estimates that Chinese enrolments across Australia, Canada, the UK and US have fallen by approximately -13% since their peak in 2019/20. Posting on in late-2025, he wrote:

“There are a lot of factors driving the decline, but the one that I think deserves more attention is the rapid improvement of perceptions in the quality of Chinese universities.”

The 2026 QS rankings include 72 Chinese (mainland) institutions, compared with 192 in the US and 90 in the UK, putting China into third place globally. When Hong Kong universities are included, China moves into second place with a total of 99.

Another factor in weakening Chinese demand for study abroad is that the country’s disposable income growth has slowed, and consumers have become more cautious and price-sensitive. In May, consumer spending (measured in terms of retail sales) fell by -0.6% compared with May 2025 – the first year-on-year decline since the pandemic. Chinese consumers are using more of their income to pay off debt, and in a major departure from habits in the 2010s, they are becoming much more interested in discounted and second-hand goods.

Amid these consumer trends – and with so many high-quality Chinese and international universities close at hand – Chinese students have less reason to study abroad than in the 2020s.

The Chinese government wants to see the number of Chinese students enrolled in transnational education programmes to rise from 800,000 to eight million, and it is rapidly expanding international research collaborations, branch campuses, and joint programmes with foreign institutions.

For additional background, please see:

• “Inbound, outbound, and transnational: the landscape for international education in China continues to evolve”
• “China opens up to global STEM talent with new visa class”
• “China leverages higher education capacity with expanded TNE partnerships”
• “China: Two-thirds of new TNE partnerships are with countries outside the Big Four”

The post China in 2026: Slowing outbound student mobility, accelerating inbound momentum appeared first on 91ɬ��Monitor - Market intelligence for international student recruitment.

I started modestly, with two LinkedIn posts exploring aspects of student support in TNE. What surprised me was not only the level of engagement, but also the quality of the conversations these posts sparked behind the scenes and across the sector. Those discussions made one thing very clear to me: While TNE continues to expand globally, there remains a growing appetite to talk more openly and practically about the student experience within international partnerships.

That interest has inspired me to develop a short mini-series focusing on student support in TNE. At about the same time, 91ɬ��Monitor invited me to create a series of slightly more detailed reflections and articles, so here I am!

TNE as a core pillar of internationalisation

The timing of the series feels particularly relevant. Earlier this year, the UK government published a revised International Education Strategy (IES), reaffirming TNE as a central pillar of the UK’s global education ambitions. TNE is no longer viewed as a complementary activity sitting alongside international student recruitment; rather, it is increasingly recognised as a strategic mechanism for extending educational access, strengthening international partnerships, supporting skills development, and building long-term global influence across different levels and subsectors of education.

For me personally, this evolution has been especially interesting to observe. I was fortunate to be involved in several revisions and iterations of the IES following its original publication in 2019, during my time with the UK Department for Business and Trade. Over the years, it has been fascinating to see how the conversation around TNE has matured, from something often discussed primarily in commercial terms, to a much broader recognition of its role in diplomacy, skills development, capacity building, research collaboration, and student opportunity.

The scale of global international education continues to grow at pace. UNESCO estimates that globally mobile students now number more than 7.3 million worldwide, up from around 2 million in 2000, with demand .

Alongside this mobility growth, TNE itself has expanded dramatically. According to the UK Higher Education Statistics Agency (HESA), in 2024/25 there were 669,950 students studying for UK qualifications through TNE programmes overseas, an +8% increase on the previous year and . Given the drop in direct student recruitment, this figure is expected to exceed the number of international students physically studying in the UK at many institutions.

Key markets for UK TNE continue to include China, Sri Lanka, Malaysia, Singapore, Egypt, Hong Kong, Pakistan, the United Arab Emirates, and increasingly countries across Sub-Saharan Africa and Central Asia. We are also seeing growing interest and expansion in regions where demographic growth, skills demand, and pressure on domestic higher education systems are creating significant opportunities for international partnerships.

Competition intensifying

At the same time, competition is becoming far more diverse and sophisticated. While the traditional Big Four destinations (Australia, Canada, the UK, and US) remain highly influential, countries such as Germany, France, the Netherlands, Ireland, the UAE, China, Malaysia, Singapore, and even emerging regional education hubs in Central Asia and the wider Gulf are investing heavily in internationalisation and TNE capacity. In many ways, TNE is becoming one of the defining features of global higher education internationalisation.

Multifaceted potential

Institutions engage in TNE for many different reasons, and while financial sustainability undoubtedly remains important, I like to think that the motivations today are often considerably broader and more strategic.

For universities, TNE can:

• Create a springboard for multilevel strategic engagement in priority markets;
• Extend institutional reach and global visibility;
• Support international research and innovation partnerships;
• Diversify student pipelines and international engagement;
• Strengthen alumni networks in strategic regions;
• Enhance institutional resilience against geopolitical or recruitment volatility;
• Contribute to civic and diplomatic objectives;
• Create opportunities for curriculum innovation, intercultural learning, and employability.

As such, for many institutions, successful TNE partnerships are now viewed as long-term strategic relationships rather than purely recruitment channels.

Equally important are the reasons that host governments, local providers, employers, students, and families choose to engage with TNE.

Host nations increasingly view TNE as an important strategic tool for supporting national development ambitions and expanding access to high-quality higher education opportunities. In many countries, growing youth populations and rising demand for tertiary education are placing significant pressure on domestic education systems. TNE partnerships can help address this challenge by increasing capacity, broadening programme availability and enabling students to access internationally recognised qualifications without necessarily needing to leave their home country.

At the same time, governments often see TNE as a mechanism for supporting national workforce development and skills priorities, particularly in sectors linked to economic transformation, innovation, healthcare, technology, engineering and business. TNE can also help reduce outbound brain drain and the associated economic leakage that occurs when large numbers of students study overseas. By retaining students domestically, countries are often able to keep talent, investment and graduate outcomes within local economies while still benefiting from international expertise and academic collaboration. Beyond student access, many host nations and local institutions value TNE partnerships for the opportunities they create around knowledge exchange, curriculum development, staff training, research collaboration and the strengthening of local higher education capacity. In this sense, well-designed TNE partnerships are increasingly seen not simply as education delivery models, but as long-term contributors to economic development, institutional enhancement and international collaboration.

Local institutional partners may benefit through curriculum enhancement, staff development, quality assurance practices, research collaboration and international reputation. Employers frequently value TNE graduates because they bring internationally benchmarked qualifications alongside local cultural and market understanding. Students and parents may gain access to globally recognised degrees at a significantly lower cost than studying overseas, while avoiding visa, travel and living expenses. At a macro-economic level, well-designed TNE ecosystems can support productivity, innovation, human capital development, and regional competitiveness. In short, the value proposition of TNE is increasingly multi-dimensional.

But what about student supports?

Yet as TNE partnerships continue to grow globally, institutions are increasingly asking an important question: how can we ensure students studying in different locations feel equally supported, connected, and able to succeed? This question sits at the heart of many conversations I have had over recent years.

We have spent considerable time across the sector discussing quality assurance frameworks, regulatory structures, market entry strategies, and partnership models. All of these are relevant. But sometimes, the lived student experience, particularly in distributed or partnership-delivery models, receives less attention than it deserves.

The reality is that students studying through TNE may face very different challenges depending on geography, language, local infrastructure, cultural context, digital access, teaching models, and expectations around support. A student enrolled on the same UK degree in different countries may experience that programme in very different ways. And while many partnerships deliver exceptional student support, others continue to wrestle with questions around consistency, communication, ownership, and integration.

As we pilot this series of articles over the next few editions, I plan to reflect on and explore practical considerations around several areas of student support in TNE, including:

• Academic support and learning resources
• Language and communication
• Well-being and pastoral care
• Administrative clarity
• Student voice and engagement
• Employability and career development
• Partnership working in student support

Rather than to present definitive answers, my aim is to encourage discussion, share observations from across the sector, and highlight examples of thoughtful practice. TNE is now firmly embedded within the future of international higher education. But if partnerships are to remain sustainable, credible, and genuinely student-centred, the student experience must remain central to how we design, manage, and evaluate international provision.

I hope these musings spark further conversation and exchange of practice across the sector. If you are currently working in TNE, or thinking about developing provision, I would .

– Dr Suzanna Tomassi is Executive Director of External Affairs at NCUK, a leading UK pathway provider, and Founder of CoachEd Global, a consultancy specialising in executive coaching and global education advisory.

She is a highly experienced strategic leader and board member with over 20 years’ expertise across UK Government and higher education. Her work focuses on internationalisation, governance, risk oversight, commercial growth, and organisational transformation. Suzanna’s career spans the UK Department for Business and Trade and four major UK universities, where she has shaped national policy, strengthened regulatory and quality frameworks, and led large-scale international expansion initiatives.

An expert in transnational education and global operations, Suzanna has driven multi-country growth strategies, co-authored accreditation guidelines, and facilitated major international investments in UK higher education.

The post Beyond borders: Why student support matters more than ever in transnational education appeared first on 91ɬ��Monitor - Market intelligence for international student recruitment.

That combination of factors is pressuring the return on investment (ROI) calculations of prospective students, and encouraging them to consider alternate destinations outside of the Big Four (US, UK, Canada, Australia), and/or to stay in their home countries to study.

Those are the key findings of two recent surveys of prospective graduate management education (GME) students.

The first is from CarringtonCrisp. The latest edition of this long-running survey (which has operated on an annual cycle since 2009) gathers responses from 1,646 prospective students from 35 countries.

The 2026 survey finds that 31% of prospective students now plan to pursue an MBA outside their home country. That compares to the 35% who intended to do so last year, and the 39% who indicated their interest in study abroad two years ago. The overall pattern, at least within the CarringtonCrisp sample, is one of weakening demand for MBA study abroad over time.

“Getting a visa for study has become more difficult in many of the previously leading study destinations, but it has also become more difficult to get a post-study work visa, impacting the potential ROI of an MBA,” says the report.

Aside from those ROI projections for study abroad, the survey found that half of the respondents who said they would not go abroad to study felt that there were good quality business schools in their home countries. This reflects in part the rapid and continuing expansion of transnational education programmes in a number of major sending markets over the last two years, including China and India.

Those findings are reflected as well in a second study released just this week: the , which draws on a larger sample of 4,253 respondents from 145 countries.

“The direction of the future candidate pipeline is being reshaped by what, how, and increasingly where prospective students choose to study. When building new strategies, business schools should factor in the elasticity of evolving patterns in global student mobility as candidates explore a broader array of study destinations worldwide,” says GMAC CEO Joy Jones. “At the same time, candidates are becoming ever more disciplined in how they assess return on investment, challenging programs to demonstrate clear relevance and concrete outcomes. Insights from the GMAC Prospective Students Survey suggest that success in this environment will hinge on how effectively schools communicate measurable value and build trust with prospective students navigating an increasingly complex global landscape.”

Both studies cite the cost of GME study abroad as a major factor in student decision making. The GMAC survey highlights a declining in interest in study in the United States between 2024 and 2025, in favour of destinations in Europe and Asia. The report adds that, “Where prospective students choose to study is shaped by far more than academic preference. It reflects perceptions of opportunity, risk, affordability, career access, and broader social and political contexts.”

Of the declining interest in graduate business study in the United States in particular, GMAC says:

“Following the inauguration of President Donald Trump in January of 2025, non-US candidates have increasingly reported they are less likely to pursue GME in the United States under this government. Notably, a plurality of candidates are still neutral about the impact of this administration’s policies and practices on their study plans – though decidedly less than the months immediately following President Trump’s inauguration, and especially compared to the months after we first added the question prior to the election in May of 2024. Announcements related to global tariffs, potential changes to the H1-B visa program, and other economic and immigration policies – along with the informal chilling effects that accompany these formal policy positions – have had ripple effects on the global economy and migration to the United States, resulting in non-US GME candidates increasingly wanting to study elsewhere.”

The GMAC report advises that recruitment teams adjust to this shifting student demand by:

• Creating region-specific messaging that “speaks directly to why studying in your country and institution delivers distinct academic, career, and lifestyle value.”

• Addressing mobility concerns directly and early, especially as they relate to visas, work authorisations, and career transitions after study.

• Rebalancing recruitment targets and yield strategies toward markets where demand is rising “rather than relying on historical sending markets.”

For additional background, please see:

• “From the Big Four to the Big Fourteen“
• “The changing face of international student mobility“
• “What students want: The top decision factors for study abroad“

The post New survey data says demand for MBA study abroad is shifting this year appeared first on 91ɬ��Monitor - Market intelligence for international student recruitment.

The United Arab Emirates (UAE) is bearing the brunt of Iran’s retaliation because of its close Western ties. The region’s most important education hub and the world’s second-largest host of foreign/joint campuses after China, UAE is currently a country where schools and universities have been told to close until further notice and deliver classes online – out of an “abundance of caution.”

In less than a fortnight, Iranian strikes in the region have at times stranded international students and tourists trying to secure flights home; led prospective students who planned to study there to change their plans; and rattled institutions considering or already operating branch campuses in Dubai and elsewhere.

A spotlight on the risks of TNE

The past two years have witnessed a spike in interest among Western and Asian universities in transnational delivery modes such as branch campuses, joint programmes, articulation agreements, etc. New interest is particularly high in countries where government policies are affecting students’ ability to get a visa or to afford the costs of studying. Higher entry barriers for students have cut deeply into new international enrolments in Australia, Canada, and the US, prompting more universities in those countries to begin or extend programme delivery overseas.

But as interesting as transnational education opportunities can be, they also come with significant risks, and these are being highlighted by the growing footprint of this war. Some foreign universities operating branch campuses in UAE and other Gulf States – or considering doing so – are reassessing their plans because of concerns about staff safety, insurance, and margin for losses and disruption.

Speaking to about numerous Canadian institutions operating in UAE that have been caught up in the chaos, David Robinson, executive director of the Canadian Association of University Teachers, said:

“Clearly, the current conflict shows the risks facing universities in the region. There was always the danger of conflict that many institutions ignored. The illusion that the Gulf States were safe havens for Canadian and other foreign educational ventures has been shattered.”&�Բ�����; 

John Trudinger, a headteacher at a school in Dubai whose staff includes 100 Britons, told :  “The shine has definitely been taken off. ” He said that his British staff were “deeply traumatised and really struggling to cope” with the war and that they have left and won’t return.

Ambitions on hold

The war has also cast a pall on Middle Eastern states’ ambitions to attract foreign educator investment and international students to the region. Maia Chankseliani, professor of comparative and international education at the University of Oxford, told :

“Regional escalation is already raising the cost and complexity of internationalization for Gulf universities. It will prompt some partners to pause new campus commitments, intensify risk planning and make the higher education ambitions embedded in…national strategies more difficult to deliver on current timelines. There will be financial and reputational repercussions that outlast the immediate crisis, as in recent decades the Gulf states have positioned themselves deliberately as a serious site for higher education expansion, attracting branch campuses, research partnerships and internationally mobile students.”

A break in momentum

The Middle East – especially UAE – has been growing ever more popular among international students. Keystone Education Group reported that search volumes for the region were up +90% between March and June 2025, with the UAE accounting for about two-thirds of that surge.

India is by far the top market for universities and schools in the Gulf states, sending hundreds of thousands of students. According to agents interviewed last week by India’s , there is significant concern among Indian families about sending their children there. Sanjay Laul, founder of the recruitment platform MSM Unify, said: “91ɬ�� one-third of our applicants requested contingency discussions – deferrals, alternate intakes, or secondary destination options.”

Adarsh Khandelwal, the co-founder & director of Collegify, said that much will depend on timing. He predicted “a timing shock – deferrals, remote starts, and rerouting” rather than a “Canada-style volume shock.”

However, Studyportals reports that at the start of March, search traffic on its sites for study in Gulf countries was down -43% from the pre-conflict peak, and that the decline is ongoing.

Volatility continues

For international students, agents, and educators, the war is yet one more example of the challenging environment for making decisions about study plans or business strategies over the past couple of years.

The opportunities of transnational education and alternative destinations grew more compelling as immigration regimes tightened in the Big Four. But the current crisis reminds us that safety never goes away as the top concern for families considering study abroad. It also serves to illustrate the significant risk of operating a school or university in another country without always knowing if student and staff safety is as secure as it is at home.

Speaking with , higher education consultant Vincenzo Raimo noted that tensions in the Middle East tend to subside quickly once a deescalation process is agreed to, and that international educators are now very adept at pivoting in the face of disruption. Mr Raimo says the most likely lasting consequence of the Iran war in terms of transnational education activity is that there will be a slower rush to the gate among universities contemplating a new venture:

“[Any conflict] will mean greater board-level scrutiny, with leaders and governors seeking firmer assurance on scenario planning, duty of care for staff and students, and the implications for insurance, security costs, and reputation of perceptions of safety deteriorate.”

For additional background, please see:

• “Student mobility in MENA boosted by foreign partnerships and branch campuses”
• “Recruiting in the Emirates: Big goals, world-class education, and new scholarships”
• “UK transnational education enrolments poised to surpass onshore students this decade”&�Բ�����;

The post As Iran retaliates across the Middle East, schools close, students worry, and institutions reassess transnational education appeared first on 91ɬ��Monitor - Market intelligence for international student recruitment.

India, like China, has cultivated an eclectic mix of political and economic alliances across multiple regions. It is as likely to partner with the US as with Russia, and it works closely with France, Germany, Japan, and Australia on joint goals in the spheres of military, technology, and trade. In 2026, India has renewed ties with Canada under Prime Minister Mark Carney after a years-long diplomatic rift.

Higher education has become another area of strength: the number of top-ranked Indian higher education institutions is growing. In the 2026 QS world ranking, 54 Indian institutions were featured. This is five times as many as in 2015.

For all these reasons – as well as US President Trump’s dismantling of the post-WWII world order of alliances – India is an increasingly coveted trade and education partner. It is now negotiating from a very different position than it has historically: a position of strength, as an equal partner.

This is nowhere more evident than in international education. India is no longer just a source of students for the Big Four (Australia, Canada, UK, and US) – it is ever more a country with which the Big Four partner under mutually beneficial terms.

This reality is well illustrated by the warming India-Canada relationship in 2026.

The Canada–India Talent and Innovation Strategy

In February 2026, representatives from 20 top Canadian institutions travelled to India to explore partnerships centred on common areas of interest and specialisation with Indian counterparts. There, the was launched by Universities Canada and Colleges and Institutes Canada (CICan). Notably, Prime Minister Carney as well as Foreign Minister Anita Anand were present in Mumbai for the official launch, signalling the importance of the Strategy to Canada.

Out of that event alone, 13 new MOUs were signed (see ). Collectively, the MOUs cover student and faculty exchanges; joint academic programming; dual credentials; embedded work experience; post-study progressions into jobs; research collaboration including potential TNE arrangements and STEM projects such as clean energy and AI; and pathways from Indian programmes to Canadian programmes.

The collaborative approach signalled by the new Strategy is more than evident in the statements prepared by Minister Anand and Universities Canada President Gabriel Miller. Count the number of times “partner” or “partnership” appear in their quotes:

Minister Anand: “Canada and India are natural partners in education, innovation and research. Canada welcomes the new Canada–India Talent and Innovation Strategy that will create opportunities for students and researchers, drive economic growth, and reinforce the strong people-to-people ties that connect our two countries.”

Mr Miller: “This is a new chapter in a very important relationship, and it demands a new partnership on higher education and research, which is vital to the future of both our countries. We are building the foundations of a long-term partnership that will create good jobs, better incomes and communities that can thrive in a highly competitive global economy.”

An invitation to ambassadors

Also in February, Indian Education Minister Dharmendra Pradhan addressed the Study in India Edu-Diplomatic Conclave 2026 in New Delhi. In attendance were ambassadors, high commissioners, and diplomats from over 50 countries. With Indian officials, participants discussed strengthening international cooperation in higher education.

As per an article in The Hindustan Times: “[Minister Pradhan] called upon the Excellencies to collaborate with India’s fast-growing, innovation-driven, multidisciplinary and access-friendly education system.”

Minister Pradhan told the assembly that “Indian institutions are deepening global engagement through joint, dual and twinning programmes, while premier universities are expanding their international footprint.” He made particular mention of the Global South and distanced it from its colonialist interpretation: “From artificial intelligence, biotechnology and semiconductors to sustainable energy, India is emerging as a trusted innovation partner, advancing a Global South model rooted in collaboration, capacity-building and shared knowledge.”

The foreign diplomats were told that India’s previously unstructured and unregulated environment for branch campuses has been replaced with “a transparent and time-bound regulatory framework” that has seen top institutions in Australia, Italy, the UK, and the US cleared within a month.

A redefinition of India

Canada’s flurry of education and research agreements with India are but an example of momentum in the Big Four to move from a purely recruitment-focused model – i.e., enrolling Indian students at home – to a partnership model. In recent months, the UK, Spain, and Australia have all sent similar delegations to build new partnerships in India.

The shift happens as:

• The number of Indian students studying abroad in 2025 fell by -5.7% compared with 2024, according to India’s Ministry of External Affairs;
• The number of first-time Indian students in UK institutions fell -12% in 2024/25, the second year of decline;
• In Australia, Indian commencements were down -8% in January–September 2025;
• In the first half of 2025, Canada granted 9,995 study permits to Indian students – down from 76,930 in the same period in 2024 and 149,875 in 2023;
• In the US, F-1 visas issued to Indian students fell by -44% in the first half of 2025 versus the first half of 2024.

For additional background, please see:

• “The number of Indian students abroad fell in 2025“
• “The UK is quickly expanding its TNE footprint in India”

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As a result, the government is pursuing international research collaborations, opening branch campuses, and establishing joint programmes with foreign institutions as much as it is trying to attract more students to study in China. A new goal is to see 8 million Chinese students enrolled in transnational education programmes (TNE); the current number is 800,000. No timeline has been specified, but China tends to achieve targets with exceptional speed.

China’s attraction for international students

The number of Chinese universities placing in ranking systems such as Times Higher Education (THE), QS, and Shanghai (also known as the Academic Ranking of World Universities, or ARWU) continues to rise. In 2025, 108 Chinese institutions made ARWU’s top 500, just behind the 111 American institutions in that tier. This was a +10% year-over-year rise for China, compared to +2% for the US. Over the past decade, the pattern is even more striking, as shown in the following chart from Higher Education Strategy Associates. In this chart showing the changed position of 9 countries over 10 years, only Australia joined China in improved performance over time, and that was minimal. The US was the country with the greatest contraction in the ARWU rankings from 2015–25.

There is a similar 10-year contrast between the number of Chinese and US institutions placing in the top 500 on : China is way up with fewer US institutions ranked.

Ascent up the rankings is a major draw for international students considering China for study abroad, but there are also other benefits. Among them are ample scholarships offered by the Chinese government (especially at the postgraduate level) as well as relatively low tuition fees and costs of living. At the 2024 Forum on China-Africa Cooperation Summit, for example, China announced 60,000 new scholarships for African students.

What’s more, for students from over 100 Belt and Road (BRI) countries, the presence of Chinese companies in their home region offers opportunities for post-study employment. Over the past decade, Chinese companies have created millions of jobs in Africa, and China is the continent’s top trading partner.

The extensive range of the Belt and Road initiative – stretching across Asia, Africa, the Middle East, and Latin America and the Caribbean – has also fuelled the diversity of nationalities on Chinese campuses. : “No one nationality is over-represented among China’s international cohorts – an aim many institutions globally are attempting to replicate.”

QS expects international enrolments in China to increase by +2.5% annually till 2030 to about 550,000 – a lower growth rate than European countries as well as New Zealand, Malaysia, South Korea, and Vietnam, but a greater expansion than in the US, Australia, and Canada. Any growth will be thanks in no small part to China’s growing supply of English-taught programmes (ETPs). There are now as many ETPs in China as in many leading European destinations (close to 3,000), especially in STEM programmes and at the postgraduate level.

Language and cultural barriers an issue

The diversity of international students in Chinese universities is impressive, but QS notes that there is a downside: “[It] cushions against single-market volatility but also complicates recruitment strategies and programme design.” With top nationalities including Thailand, Pakistan, Bangladesh, Vietnam, and Russia – and growing numbers of African students – it is not a simple task to support all students in terms of language and cultural integration.

Integration can also be complicated because international students are often housed in separate, more well-equipped student residences than domestic students – another point of tension for Chinese families. Vietnamese study abroad consultancy notes:

“Rooms are usually more spacious, fully equipped with private bathrooms/showers, air conditioning, mini-fridges, and even balconies. Compared to dormitories for Chinese students (often 4-6 person rooms, shared bathrooms, no or limited air conditioning), the conditions for international students are clearly prioritised.”

Growing resistance to inbound student mobility

Continuing a pattern that can be observed in other major study destinations, there is mounting frustration among some segments of the Chinese public about growing numbers of foreign students in in the country, especially against a backdrop of persistently high youth unemployment rates.

That frustration is in large part driven by intense competition for well-paid jobs in the country. In published by the University of Oxford, authors Wen Wen and Die Hu pointed out that:

“China is a non-immigrant nation with a surplus of domestic college graduates … its ability to absorb foreign graduates into the labour force is low and the legal limitations for foreign students to stay are valid.”

Since that paper’s publication, China launched the K Visa in 2025 in a bid to attract more STEM researchers to the country. Those eligible for the K Visa do not need a job offer from a Chinese employer, and the visa offers considerably more flexibility regarding entry frequency, validity period, and duration of stay than other Chinese visas.

The K Visa was launched the same year that China’s graduating class numbered 12.2 million, up more than +4% over 2024 and the largest increase ever. When the new visa was announced, voicing upset, some of them xenophobic. Canada’s newspaper interviewed Zheng Yifan, a 33-year-old tech worker from Chengdu, who said:

“I feel this visa doesn’t sound wise, and many in my industry share similar views. This whole thing leaves a bitter taste in the mouths of people like me who have climbed the ladder through sheer effort. China doesn’t lack talented people – we just lack job opportunities and resources.”

Similarly, Jakky Yang, a 27-year-old investment adviser in Shenzhen, said: “The fundamental reason many people like me oppose this visa is because our own domestic needs still need to be addressed. Many people in China are caught in a cutthroat competition, struggling to survive, while foreigners can easily access the benefits we have to fight so hard for.”

“Pretending to work”

If anything suggests just how dire many Chinese youth feel about their job prospects, it is the “pretending to work” phenomenon, which dovetails with the “lying flat” trend. Essentially:

• “Lying flat” describes Chinese youth who have simply stopped looking for jobs due to dismay over limited opportunities, choosing instead to stay at home, adopt a minimalist lifestyle, and sometimes be paid to take care of ageing parents or household chores.

• “Pretending to work” is a nationwide trend in which jobless young people pay a company for office space. One example is the aptly branded Pretend To Work Company in Dongguan, which asks for US$5 a day in return for access to an equipped office where clients socialise and/or conduct job searches. In 2025, the interviewed Pretend To Work Company clients, who reported feeling less alone and less pressured by anxious parents in their rented office space.

Both “lying flat” and “pretending to work” are stark illustrations of the tension between the needs of the Chinese economy and the needs of Chinese students and workers facing barriers to landing good jobs in that economy.

Students returning in greater numbers

The situation becomes even more complicated because of the huge numbers of foreign-educated Chinese students returning home. 91ɬ�� 495,000 students returned after studying abroad in 2024, nearly 20% more than in 2025, according to the Chinese Ministry of Education. The influx is partly fuelled by unfavourable visa and political climates in some host countries. The numbers have become so large that the government has set up an online job search and start-up assistance platform just for returnees. It has done so in partnership with 50 organisations to add a talent-matching component to the service – particularly in the fields of AI and advanced materials.

As with international students, there is some resentment around the influx, as domestic students and workers worry returnees will take all the most desirable jobs. The reality is more complicated.

Ba Ran, a vice president at the online recruiting firm Liepin Group, told China’s that the swell of returnees has reduced the scarcity premium of a foreign degree. He noted: “The rise of Chinese tech giants has created a demand for locally trained talent with a strong grasp of the domestic market, an area where freshly returned graduates can be at a disadvantage.” Over the past seven years, recruitment platform Zhaopin has seen a drop in Chinese job listings asking for overseas-educated talent.

While returnees with highly specialised STEM skills continue to fare well in the labour market, those with less remarkable credentials are commanding lower salaries in the past. Ba Ran says that HR departments “are no longer dazzled by an overseas degree … now they are more focused on concrete skills and a willingness to work diligently.”

Beyond inbound

Clearly, and as in so many other countries, there are limits to how many international students and researchers China can host without jeopardising social harmony. Jobs are a hot-button issue, and many a country can trace civic unrest or even revolution to perceived injustice around who can and cannot access good job opportunities.

The Chinese government seems to have foreseen this breaking point by investing heavily in transnational education (TNE). There are now more than 1,000 Chinese-foreign joint ventures or international branch campuses (IBCs) in various regions, including China. In fact, China’s “education blueprint” explicitly states a goal of attracting foreign science and engineering universities to set up shop in China. Hongqing Yang, chief executive of the Educationist Group, a Hong-Kong based consultancy, told Times Higher Education: “China seeks to cultivate talent domestically by opening up to foreign universities, especially as it faces challenges in sending its students abroad for education, particularly STEM education.”

Evolving approach

In the first 20 years of this century, the Chinese government invested heavily in the capacity and quality of China’s higher education system even as millions of Chinese students continued to go abroad. Three factors are fuelling a further evolution of China’s approach going forward:

1. China’s emerging superpower status, massive investments in research, and well-cultivated alliances and agreements with countries all over the world now allow its universities to partner equally with top foreign universities, which is a new source of innovation.
   
   
2. More restrictive visa regimes in the Big Four study destinations, tensions with the US, and a lower premium for foreign-earned degrees are prompting Chinese families to question the return on investment of study abroad.
   
   
3. The public mood suggests that there are limits to the social licence for attracting more international students to China (a development we have seen in Canada, Australia, the UK, and the US to various extents).

The UK has always been the leader in transnational education provision. In 2026, it faces far more competition in this area. Institutions in other destinations are rushing to set up branch campuses and joint programmes – often in response to government policies limiting their recruitment of students to home campuses. China is at the forefront of this race. The Chinese Ministry of Education approved a record 285 new joint education institutes and programmes at the degree level in 2025. There are now 1,589 active TNE partnerships involving China and another country.

As QS noted in its Global Flows report, China is steadily “positioning its universities as more credible partners in shaping the future of global education.”

For more information, please see:

• “China: Two-thirds of new TNE partnerships are with countries outside the Big Four”
• “China opens up to global STEM talent with new visa class”
• “Market snapshot: International student recruitment in China today”
• “Youth unemployment reaches record high in China”

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