Transnational Education: An Imperative for Global Higher Education - October 2025
By David Pilsbury
Our ability to transform lives is our superpower – but also the root of our problems; a belief that HE has a defining role to play in each and every issue society faces. We are already dangerously overstretched - in a world of increasing financial and cultural challenge we need to refocus on the things that only we can do.
I have written on the need to go “backwards” in order to go forward - a sustainable vision of the nature and purpose of our universities has to recapture our historic role in civic society underpinning our social licence – the delivery world class education and opening up of educational opportunities for the communities we serve.
And in serving these communities, embracing the opportunities of TNE must be one of the things we choose to do. Not the tired “same old, same old” models that churn out a bit of money and marginal gains in far away places, but bold, new, approaches that substantially enhance student experiences for our traditional campuses and connect the UK to the social and economic dynamism of emerging countries around the world, generating significant financial, operational and academic
TNE’s Rising Prominence
TNE has moved from the periphery to centre stage. The UK already leads globally in its scale and diversity, and there is a real opportunity in its transformative potential for our “home” campuses and better meeting the needs of the communities we have historically served. At Coventry University, where I led the UK’s largest portfolio of collaborative TNE programmes, we saw this first-hand: enriched curricula, sector leading outbound mobility (a quarter of the UK total), industry collaboration with firms such as Geely, and deep relationships with governments and regulators worldwide.
From “Poor Relation” to Strategic Priority
Historically, TNE has been seen as the “poor relation” to traditional international recruitment. That attitude must change. A global education “race” is underway, driven by demand in emerging economies, the need for equitable partnerships, and sustainability concerns about large-scale mobility. Unless the UK seizes this moment, it will forfeit leadership in a field where opportunities “will not come again” and fail to realise the benefits for our operations in the UK.
Unlocking TNE’s Potential
The International Higher Education Commission (IHEC) concluded that UK TNE is “yet to fulfil its potential.” Its recommendations included:
National targets for TNE growth – diversifying student numbers, locations, and subjects, signalling priority and spurring innovation.
A “New Horizons” TNE Academy – equipping institutions with expertise and sharing best practice across the sector.
Integration with research and internationalisation at home – ensuring TNE supports joint research, virtual exchange, and global competency for all students.
Policy alignment – with Departments of Education, Home Office, and Trade working together to emphasise quality and value, not just quantity.
Better data – tracking student outcomes and building real-time public-private data partnerships.
Stronger branding – promoting UK TNE globally as a mark of quality.
Together, these steps would move TNE from a marginal activity to a core pillar of Britain’s International Education Strategy.
From Rhetoric to Reality: A New Model in Delhi
The University of Southampton’s new Delhi campus illustrates this shift. Rather than vague promises, it hard-wires employability into the student journey. Partnerships with firms such as Deloitte India guarantee internships and clear job pipelines. Located in an innovation park, the campus integrates education, research, and industry engagement, with curricula designed around skills demanded by global employers. Starting with 150 students and aiming for 5,000 a year by 2035, it shows the scale and ambition required. This is TNE reimagined: tailored, employment-focused, and impactful.
A Vision for Global Education
TNE is no longer about exporting courses; it is about co-creating global education ecosystems. British universities can work with partners abroad to deliver real value to students, industries, and societies. To sustain this momentum, government must treat TNE as a strategic asset, embedding it in policy, investment, and the next International Education Strategy. Universities, in turn, must be bold: innovating with new models, embracing digital delivery, and tailoring curricula to ensure graduates are work-ready global citizens.
TNE is increasingly central not only to UK higher education but to solving global challenges: expanding access, fostering intercultural understanding, and building skilled workforces. If the UK fully commits, it can cement its role as a visionary leader in truly global education. The evidence is clear and the rewards significant. As the IHEC put it: “we must seize it.”