As anglophone nations crack down on international student numbers, interest in transnational education (TNE) is receiving increased attention and discussion.

The UK is already a leading global supplier of TNE. The number of international students studying for UK degrees in foreign countries has been steadily increasing ¨C from in 2019-20 to in 2023-24: a rise of 42 per cent.

Over the same period, the number of international students within the UK rose from 554,375 to 732,285 (down from in 2022-23), according to released last week: a more modest 32 per cent rise.

UK degrees are now being earned in 228 countries, and TNE¡¯s higher rate of growth has led many to predict that there will soon be Similar predictions may also be made of ߣߣÊÓƵ, Canada and the US, which, in their various ways, are also cracking down on international students. ??

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Apart from immigration policies, there are other reasons for the stuttering growth in international students, too. One is the improvement of local higher education systems in sending countries, offering students more options closer to home. Western TNE plays a role in this provision, but there is also substantial development of local universities in many countries.

Second, a growing number of countries are emerging as attractive international student destinations. Countries outside the ¡°big four¡± destinations, such as Germany, France, China and South Korea, now offer compelling value propositions. In Germany, for instance, many public universities charge little to no tuition fees even for international students, and living costs in certain regions can be relatively low.

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But we should be careful before concluding that TNE enrolments will inevitably come to eclipse home international enrolments in big-four countries. As colleagues and I have illustrated in a for the UK¡¯s International Higher Education Commission, future growth of TNE will require a strategic approach that adapts to the evolving landscape of international higher education.

As capacity in offshore higher education systems develops, TNE opportunities will differ from those of the past decade. But each market is different ¨C a ¡°one-size-fits-all¡± approach is unlikely to succeed. Thorough market research will be necessary, as will a strong understanding of local regulations and a portfolio of strong partnerships with local institutions and stakeholders.

Some students, for instance, may be attracted primarily by the lower cost of TNE compared with studying abroad, while others may be less price-sensitive, prioritising the opportunity to gain a high-quality international qualification without leaving their home country.

But while markets differ in their needs and states of development, there is also a common trend for host countries and institutions increasingly to prioritise TNE and that provide a balance of benefits to both themselves and to the provider institution.

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Short-term, financially-driven TNE, motivated by fluctuations in international student mobility and solely focused on student numbers, is being increasingly frowned upon; it will become unsustainable. But meeting the demand for more advanced forms of TNE requires investment, human capital and technological infrastructure on the part of the provider institution.

Those universities need to be prepared to dedicate staff with the necessary expertise to develop culturally relevant curricula and establish robust quality assurance processes that drive continuous improvement. Our work for the British Council¡¯s ¡°¡± provides a useful starting point for this endeavour.

In short, TNE should be an integral component of a university¡¯s comprehensive international strategy. After all, a successful TNE programme often creates pathways for students to study in the home country, either through exchange programmes or articulation agreements.

Simultaneously, TNE helps international research collaboration by bringing together academics and researchers from different institutions and countries. These collaborative activities, in turn, contribute to a university¡¯s global presence, impact and reputation, attracting high-quality international students and staff.

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The interconnectedness of these elements justifies the strategic importance of long-term, high-quality TNE within a university¡¯s overall global engagement efforts.

is professor of international education at Nottingham Business School, Nottingham Trent University.

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