The time for Equitable TNE is now

For decades, many universities in the Global North have relied heavily on international student revenue to sustain their operations and growth. The UK, USA, Australia, and Canada have long been the primary destinations for students seeking high-quality education abroad. However, recent global events and shifting domestic policies are forcing us to reconsider this model's sustainability and ethical implications.

Australia and Canada have recently imposed caps on international student numbers, responding to domestic pressures around migration. The potential for a Trump presidency in the US looms as a significant threat to American universities' international recruitment efforts. These developments, coupled with the UK's ongoing navigation of post-Brexit policies, paint a precarious picture for institutions that have become overly dependent on international student fees.

Historically, universities from these countries have often adopted an “extractive” approach to partnerships with institutions in the Global South. The focus has primarily been on securing fee-paying students through progression and articulation agreements, with only token efforts made towards developing meaningful, mutually beneficial partnerships. This approach not only undermines the potential for genuine collaboration but also fails to contribute meaningfully to the development of local universities and education systems in partner countries.

This approach is not only ethically questionable but also proves unproductive in practice. We need look no further than the numerous Memoranda of Understanding (MOUs) signed with Indian institutions that have yielded little in terms of actual student flow or substantive collaboration, leaving both sides frustrated and disillusioned.

However, there is a growing recognition of the importance of Equitable Transnational Education (ETNE) among universities and sector bodies. A recent report by Universities UK International highlights the need for more equitable partnerships in transnational education, emphasizing the mutual benefits that can be derived from such collaborations. Additionally, forward-thinking institutions like SOAS University of London are developing innovative models for equitable TNE partnerships, demonstrating a shift in approach within the sector.

The time has come for a fundamental rethink of how we approach progression  partnerships. We need a model that works for everyone involved – one that is transparent, equitable, and creates the necessary funding and motivation for genuine academic collaboration.

At CCG we have developed an Equitable TNE model that emphasize straight progression routes for students, allowing them to complete their undergraduate studies at their home institution before progressing to a postgraduate program at an international partner institution. Crucially, this model  incorporates a financial  mechanism for fostering long-term collaboration between partner institutions, supporting joint research projects, faculty exchanges, curriculum development, and community engagement initiatives.

This is done through working at a faculty/subject level rather than an institutional partnership and by asking both institutions to commit to the Equitable partnership, the university in the Global South agrees to promote the pathway to students and prioritise over other available partners, and the international partner agrees to put 15% of the students fee into a partnership development fund, which can then be used by the subject area academics to develop the partnership in line with the partnership development plan agreed at the start of the relationship.

This approach is receiving sector level support with Kuldeep Dagar the Joint Secretary of the Association of Indian universities saying recently in a PIE article  “"India, a rapidly emerging economy, has a burgeoning higher education sector with almost 1,100 universities and 45,000 colleges. To excel in the global landscape, improve educational quality, and foster growth, Indian higher institutions should be embracing strategic, sustainable and equitable transnational partnerships based on models like CCG’s Equitable TNE partnership model. These collaborations aim to advance alongside foreign partners, enhancing overall education quality through dynamic idea exchanges, thereby contributing to a brighter global educational future"

Adopting an ETNE approach is not just about ethical considerations – it's also a smart long-term strategy. By investing in the development of partner institutions, universities in the Global North can help create a more stable and reliable source of quality students. This approach builds trust, enhances reputation, and creates a sustainable model for international education that is resilient to political and economic fluctuations.

As we navigate an increasingly complex global higher education landscape, it's clear that some of the old models of transnational education are no longer fit for purpose. By embracing equitable partnerships and focusing on mutual growth and development, we can create a more sustainable, ethical, and effective approach to international partnerships.