In November 2015, [Warwick Economics and Development] WECD was appointed to undertake research into the scale and scope of UK higher education transnational education (UK HE TNE) for the HEGlobal programme, a joint initiative between the UK HE International Unit and the British Council to support UK universities' TNE activity. Globalisation has affected the nature and extent of the demand and supply of international education, opening up the options for learners but also creating an increasingly competitive global marketplace for higher education institutions that are adopting a range of opera
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In November 2015, [Warwick Economics and Development] WECD was appointed to undertake research into the scale and scope of UK higher education transnational education (UK HE TNE) for the HEGlobal programme, a joint initiative between the UK HE International Unit and the British Council to support UK universities' TNE activity. Globalisation has affected the nature and extent of the demand and supply of international education, opening up the options for learners but also creating an increasingly competitive global marketplace for higher education institutions that are adopting a range of operating models to enhance their presence in an international market and/or facilitate their entry into new markets. HE TNE activity involves higher education institutions delivering their educational services in another country rather than the students travelling to the foreign university to study. It can include but is not limited to branch campuses, distance learning, online provision, joint and dual degree programmes, flying in faculty for short courses, or mixed models (known as blended learning).
The report is based on a detailed survey of all UK HE providers delivering TNE in 2014/15. Responses account for two thirds of TNE students, and two thirds of those providers with significant volumes of TNE students reported to the [Higher Education Statistics Agency] HESA [Aggregate Offshore Record] AOR. The report looks at both programme and student numbers, and takes into account a wide range of particular data issues related to the overall TNE population, particularly the influence of very large providers. The survey and associated case studies show that there is great diversity to delivery models, partnerships, strategic approaches and characteristics in UK outgoing HE TNE. There is 'no one size fits all' as far as TNE programmes are concerned.
Excerpts from publication.
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