Highlights from day three

Key points arising from sessions

• Introducing the final plenary session, Professor 'Funmi Olonisakin, Vice-President International Engagement and Service, King's College, London said: "We're talking about resilience of our institutions, our ability to withstand all of the shocks that are generated from different sources and to be able to thrive and to plan for the future." (Plenary - Building resilience in tertiary education for a volatile future)
• Delivered by Adrian Chadwick, Regional Director Wider Europe, British Council, the conference summary outlined the highlights of the three-day event, which brought together more than 450 leaders from over 50 countries. He cited comments in the opening plenary by Professor Michael Ignatieff, Canadian historian, writer and former politician, on the challenges facing global tertiary education at a time when some countries are building more and more barriers around themselves. Universities were called on to defend the civic mission of higher education: protecting free inquiry, standing up for evidence and making the public case for universities with credibility and humility. (Closing summary)
• Resilience was a recurring theme at the conference: from challenges facing universities in Palestine, Ukraine and Sudan, to maintaining learning communities amid conflict in Africa and the Middle East. Speakers described how educators and administrators reimagined teaching through digital and alternative approaches, keeping learning alive in sometimes terrible conditions. Resilience requires active partnerships between policymakers, sector bodies and institutions at country level, enhanced by strong equitable international collaboration. The conference also heard how populist politics, fiscal pressures and regulatory lag are eroding confidence. Speakers urged governance reform to match the pace of events, particularly in AI, and more coherent ownership of international education policy. (Closing summary)
• Resilience in a sector or institution is crucial in this volatile world but what key factors will strengthen it? That was the question posed to Going Global 2025 delegates in a smart phone vox pop. Money was the first answer to flash on screen but it was soon overtaken by collaboration quickly followed by leadership and partnership. (Plenary - Building resilience in tertiary education for a volatile future)
• No university today can be resilient in isolation, which is why delegates from countries across the world are meeting at the British Council conference. It is not just about an exchange of resources but about a shared moral responsibility to ensure that knowledge systems across the world remain equitable, diverse and sustainable, said Dr Suman Chakraborty, Director, Indian Institute of Kharagpur, India. Resilience is about two things: the ability to sustain an organisation through short-term shocks, and adapting to medium to long term changes, said Professor David Maguire, Vice Chancellor and President of the University of East Anglia, UK. (Plenary - Building resilience in tertiary education for a volatile future)
• Job creation, poverty alleviation and entrepreneurship have to also be at the centre and at the heart of our higher education if it is going to be resilient, said Dr Mimmy Gondwe, the Deputy Minister of Higher Education and Training in South Africa.  She told how the country's system had faced a huge shock this year when 300,000 young people qualified for 200,000 places resulting in increased demands on financial aid. (Plenary - Building resilience in tertiary education for a volatile future)
• Describing the magnitude of the higher education system in Türkiye Professor Tuncay Dögeroglu, a Member of Türkiye's Presidential Policy Board and former VP of the Turkish Higher Education Quality Council, Türkiye, said the country has 208 higher education institutions (more than 60 per cent public) and seven million students - four million of whom are on campus and the rest in open and distance learning - plus 350,000 international students. (Plenary - Building resilience in tertiary education for a volatile future)
• Türkiye could become a regional hub for sustainability, said Professor Tuncay Dögeroglu, Member of Türkiye's Presidential Policy Board and former VP of the Turkish Higher Education Quality Council, Türkiye.  She went on to highlight three key factors in this development: the first being a learning sector that learns from the past and reads the future well. The COVID-19 pandemic has highlighted the importance of policies for sustainability and resilience in higher education, she added. The second factor is collaboration and the last - but not least - qualified human resources, which “means the student" she added.  (Plenary - Building resilience in tertiary education for a volatile future)
• Various sessions heard that TNE was expanding into co-created research, knowledge exchange and institutional capacity building. Its myriad models are increasingly driven by mutual value and responsive to context and local relevance. On global mobility, the outlook is continued growth with up to 10 million mobile students by 2030. To support this work, the British Council launched its refreshed Transnational Education Strategy 2025-27, with a greater focus on students, expanding access, backing innovation and aligning with partner country development goals. (Closing summary)
• Introducing a session exploring issues affecting inclusive leadership and equitable higher education, Dr Romyen Kosaikanont, Vice-President for International Affairs, Mae Fah Luang University, Thailand, warned against the use of unverified data that can create a “parity illusion” which suggests greater progress has been made in this area than is the reality. One of the aims of a gender, equity, diversity and inclusivity project between higher education institutions in 11 South East Asian countries and the British Council is to build a reliable data and evidence base to accurately measure shortfalls and track true progression, she said. (Inclusive leadership and equitable higher education: a cross-regional view of vision into action) 
• In order to stimulate changes that promote inclusive leadership and equitable higher education, the sector must be prepared to address its own biases and then select change agents within institutions who are not just from the top levels of management, but staff at any level who can make things happen, argued Dr Romyen Kosaikanont, Vice-President for International Affairs, Mae Fah Luang University, Thailand. (Inclusive leadership and equitable higher education: a cross-regional view of vision into action) 
• In breakout groups, delegates discussed how challenging it has been to achieve outcomes through initiatives to create inclusive leadership and equitable higher education. One group heard that while female academics are well represented across all disciplines in Sir Lanka, there are few female leaders, largely due to cultural rather than formal barriers. Another group considered the situation in Brazil, where more data is needed to understand the issues: academic staff and students need to be brought into the conversation, they concluded. Better data is also needed in Indonesia, which faces challenges of fragmentation and short-term project sustainability in this area. (Inclusive leadership and equitable higher education: a cross-regional view of vision into action)
• A new focus on students and alumni represents a “pivotal shift” in the British Council’s updated Transnational Education Strategy, said Eduardo Ramos, Head of Higher Education Systems and Internationalisation at the British Council. “The strategy recognises that students need to be at the heart of UK TNE; that their voices, experiences, and outcomes should inform programme design, delivery and evaluation, and that alumni communities should be supported to stay connected with the UK and also among themselves, and contribute to development at the local level and help with global impact,” he added. (Student-focused transnational education: understanding its impact and reimagining its purpose)
• A commitment to a more student-focussed approach in the British Council’s new TNE strategy is not just kind words, said Eduardo Ramos. Specific actions in the strategy include improving data and insights on the student experience and graduate outcomes; a commitment to build a UK TNE alumni network to highlight achievements and foster advocacy; efforts to include the student voice in moves to inform policy development; and showcasing the transformative power of TNE. (Student-focused transnational education: understanding its impact and reimagining its purpose)
• Dr Sladana Krstic, Head of Research, Australian Council for Educational Research (ACER), outlined the findings of a British Council study capturing views of individuals who have experienced UK TNE across 70 countries. Alumni reported the relevance of their UK TNE qualifications, enhanced skills, increased confidence, stronger leadership capabilities, and a more pro-active mindset. They said they applied their skills to pressing local challenges in sectors such as healthcare, sustainability and education. The study demonstrated how TNE alumni become advocates for UK HE and foster meaningful cultural understanding and positive sentiment towards the UK. (Student-focused transnational education: understanding its impact and reimagining its purpose)
• In breakout groups delegates agreed that TNE students are developing the skills necessary for success in their careers, and choosing programmes that fit their local labour market needs; but they concluded that the indicators for success in TNE must be looked at holistically, which presents challenges when collecting data. Another area where capturing impact can be challenging is in measuring the power of TNE to address equity and inclusion, as national priorities do not always align with student interests. (Student-focused transnational education: understanding its impact and reimagining its purpose)
• Session chair, Professor Simon Guy, Pro Vice-Chancellor, Global, Lancaster University, explained that Lancaster has been exploring TNE for 25 years. It has a 19-year long international partnership with Sunway University, in Malaysia, which is approaching 10,000 students. Lancaster also has campuses in China, Ghana, Germany, and more recently in Indonesia, in a joint-enterprise with Deakin University, in Australia. In each partnership, the model is different. But an early partnership in India was less successful and discontinued. Professor Guy makes the point that universities that get involved in TNE “run the risk of failure, despite claims by consultants that success is assured”. The reality is “a long game, and a complex and difficult one”. (International branch campuses in a changing world: innovation, diplomacy, and mobility)
• By contrast, Cardiff University is relatively new to TNE but has recently become the first Russell Group university to establish a branch campus in Kazakhstan, prompted by an initial overture by the country’s minister for higher education and science. Professor Rudolf Alleman, Cardiff’s Pro Vice-Chancellor International, describes Kazakhstan as a rapidly developing, mineral-rich area of the world, with a rigorous secondary education system. The venture has backing from the Kazakhstan government and support from a group of investors. While financial sustainability is a necessity, Professor Alleman warns against a TNE model that is “extractive”. Partnerships should not be just about income but also boost brand recognition and be mutually beneficial. Cardiff is also exploring TNE in Singapore, China and north east Africa, including a possible model of remote delivery combined with an in-country presence. (International branch campuses in a changing world: innovation, diplomacy, and mobility)
• A new regulatory environment has opened India up to TNE, to help meet the country’s higher education enrolment target of 50 per cent and ensure internationalisation for Indian students being taught in their home country. A third driver is the push to become a geographical centre for education, attracting students from neighbouring nations into India. Rittika Chanda Parruck, Director Education, British Council, India, unveiled a new publication to help universities navigate the landscape - Easy Step Guide for UK Universities on Indian Regulation. The handbook, that will be useful to universities wherever they are based, outlines the key procedural, legal and regulatory requirements necessary for higher education institutions to establish international branch campuses. To date, partnerships have been driven by individual universities but a “consortium approach” to setting up universities has the potential to reduce risk and give greater choice. (International branch campuses in a changing world: innovation, diplomacy, and mobility)
• Professor Abhimanyu Veerakumarasivam, Provost and Deputy Vice-Chancellor, Sunway University, Malaysia, warns that TNE partnerships have to be reciprocal, particularly given the rapid rise in rankings of institutions outside of Europe and the US. Entering into partnerships with a “deficit model” mindset might have been acceptable in previous decades, given the gap in quality and experience, but now, equality in arrangements is vital. Partnerships also need to evolve to ensure that outcomes for students become as important as assuring academic quality. (International branch campuses in a changing world: innovation, diplomacy, and mobility)
• A session introduced the latest report by Jisc, the UK not-for-profit organisation focused on technology and digital learning in tertiary education. The report, entitled Global education and technology: insights into transnational student and staff digital experiences, investigated the digital challenges and experiences of students and staff in over 30 countries. Jisc talked to more than 5,000 participants to gather insights for the publication, which follows a previous study in July 2025. (How to provide an equitable digital experience to students in all global learning environments)
• The Jisc report outlined four main challenges to global digital education delivery, namely connectivity and technology access; access to digital resources such as online platforms, software, e-books and e-journals; cultural differences in educational practice and technology use; and digital skills and capabilities. (How to provide an equitable digital experience to students in all global learning environments)
• Report co-author Elizabeth Newall, Senior Sector Specialist (Digital Transformation) at Jisc, noted that institutions should be aware of the disparity in connectivity and fragmented access to resources across different countries. For example, while students in locations such as Europe and North America might have better access to reliable Wi-Fi and electricity, students in parts of Africa, Asia and the Middle East might be more likely to face connectivity disruptions, and may rely more on cellular access. For example, 86 per cent of learners in Singapore surveyed for the report reported reliable electricity, compared to 40 per cent in Ghana. (How to provide an equitable digital experience to students in all global learning environments)
• Jisc’s report features 48 recommendations for those wishing to rise to the challenges of providing digital learning for TNE students. These include discussing civil digital infrastructure challenges and digital access issues with host countries during initial negotiations, and exploring the installation of better Wi-Fi in buildings owned by the host country. Jisc also urged institutions to invest in digital resource planning to ensure students and staff can access essential materials, and to have conversations about the institutional use of AI and its possible implications. (How to provide an equitable digital experience to students in all global learning environments)
• Institutions were also encouraged to consider the “digital expectations” inherent in the delivery of courses, how much these are based on UK infrastructure assumptions, and how well these translate to other countries. In certain cases, it may be necessary to consider low-bandwidth, mobile-friendly and potentially pre-recorded resources, as well as approaches which are open to asynchronous learning while still maintaining student engagement. (How to provide an equitable digital experience to students in all global learning environments)
• Micro credentials are the future of education said Professor Gina Elfeky, President of the Academy of Scientific Research & Technology, Egypt. But they need a strong platform of networking and communication which does not exist everywhere, especially in rural areas. During the COVID-19 pandemic the scarce digital resources tended to be allocated to male rather than female students raising the question of gender equity alongside equity between urban and rural, she added. (Flexible learning ecosystems of the future: skills, credentials and digital learning)
• Fragmentation is another threat to micro-credentials because universities are innovating independently when there needs to be a common framework that allows portable, transparent and comparable qualifications, said Professor César Gutiérrez, Director Ejecutivo de Fortalecimiento Institucional, Mexico. In Mexico the Ministry of Higher Education has established a National Commission for learning throughout life, he said. (Flexible learning ecosystems of the future: skills, credentials and digital learning)
• The UK Government has said there is no need for students to have full degrees if they are not necessary for the jobs they favour and many universities have responded by breaking down their current curriculums, although there are advantages and disadvantages with this approach said Dr Jacqueline Priego, Associate Dean (Global Engagement) University of Portsmouth, UK. (Flexible learning ecosystems of the future: skills, credentials and digital learning)
• Think beyond a single building or stand-alone entity when building Centres of Excellence for technical, vocational education and training (TVET) because they are not place-based - they are about collaboration, bringing together education, industry and innovation in a particular skills and employment area, said Dawn Anderson, Pro Vice-Chancellor International, Glasgow Caledonian University, UK.(Centres of Excellence in TVET: catalysts for innovation, collaboration and internationalisation)
• The hub and spoke model has proved to be the best way to reach out to the most relevant participants with three TVET institutions connected to six hubs in the provinces and student career counselling is also very important, added Sarah Parvez, Team Lead EU TVET IV, British Council, Pakistan. (Centres of Excellence in TVET: catalysts for innovation, collaboration and internationalisation)
• In the UK, the pendulum in TVET has swung away from employers because of past tensions between industry and the education sector, but that is a mistake because working with employers might get “messy” but there is no other way of doing it effectively, according to Ben Rowland, the CEO of AELP (Association of Employment and Learning Providers) UK. (Centres of Excellence in TVET: Catalysts for innovation, collaboration and internationalisation)

Key points from research launched/debated today

A global British Council study capturing views of individuals who have experienced UK transnational education across 70 countries has revealed the substantial impact of UK TNE on graduates and on the local environments where they live and work.

The research, which draws on survey data from 550 UK TNE alumni as well as in-depth interviews with UK TNE graduates, found that at the community level, alumni reported applying their skills to address pressing challenges in sectors such as healthcare, sustainability, and education. In several cases, UK TNE served as a catalyst for social innovation, with graduates founding NGOs, influencing policy, and improving local services.

On a personal level, alumni consistently cited the relevance of their UK qualifications and highlighted enhanced skills in areas such as critical thinking, research, and communication. Many described a transformation in their career trajectories - reporting increased confidence, stronger leadership capabilities, and a more proactive mindset in both professional and civic life.

The research also highlights a strong desire among alumni to maintain ongoing connections with the UK, particularly through further study and  professional development.