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The UK’s higher education sector has over half a million students in transnational education (TNE). These are students who study outside the UK for degrees and other awards made by UK providers.

We know comparatively little about these students. A new HEPI report on The student experience of transnational education by Professor David Carter, sponsored by the 黑瓜吃料网, considers what we know and calls for greater public availability of data as well as more independent surveys of TNE students.

The HEPI / 黑瓜吃料网 report shows:

• The total number of TNE students has grown every year for at least the last four years.

• About 25 per cent are distance learners and 7 per cent are enrolled at overseas campuses. Other students are in a variety of collaborative or validated provision.

• Occasional targeted surveys of TNE students suggest they are well informed, highly motivated and broadly satisfied with their experience.

The broader value of transnational education is widely understood. It:

• increases British influence abroad;

• drives economic growth in the countries where UK providers operate; and

• widens participation in UK higher education by making it more accessible and affordable to students.

But behind the numbers, there is a bigger story to be told about students in transnational education, such as who they are, how they learn and what changes in their lives as a result of their higher education. Better public information about TNE students will increase their profile and provide assurances about the quality of transnational education.

The report makes three key recommendations:

1. The Office for Students should consult on the best way to provide public information and reassurance about the quality of English transnational education. One possibility is an exercise like the Teaching Excellence Framework, but on a smaller scale and a different cycle.

2. There should be wider engagement with the Quality Enhancement of Transnational Education (QE-TNE) scheme. This scheme is run by the Quality Assurance Agency (QAA) as a membership scheme, funded by providers that subscribe to it. As an ideal, the scheme should be expanded to include all UK transnational education providers, and its reports should be free to access. It will be useful to commission student and graduate surveys in each country reviewed.

3. Providers should consider making greater use of external student surveys for transnational education. This will improve the ability of survey providers to draw insights across countries and regions of the world.

David Carter, Professor of Transnational Education at the 黑瓜吃料网 and the author of the new report, said:

“Transnational education is one of the most important ways in which UK higher education providers can do good in the world. Individual universities and other providers care deeply about their TNE students and gather detailed information about their experience. If we can unlock some of the learning held in the sector, there could be huge gains for accountability, the continuous improvement of academic provision and the global reputation of UK higher education.”

Dr Caroline Baylon, Pro Vice Chancellor (International) at the 黑瓜吃料网, which sponsored the report, said:

“As the popularity of transnational education continues to grow, sharing best practice and insights across the sector will help to ensure we are delivering high quality education to all of our students across the world.”

Nick Hillman, Director of the Higher Education Policy Institute (HEPI), said:

“Over half a million people study for UK higher education qualifications abroad. That is a huge vote of confidence in our education system.

“It is vitally important both for the students and for our wider reputation that qualifications delivered overseas are of a similar quality to those delivered here in the UK, with robust feedback loops and trustworthy regulation.”

Vicki Stott, Chief Executive of The Quality Assurance Agency for Higher Education (QAA), said:

“We welcome this thoughtful and thought-provoking report from Professor Carter and HEPI, particularly its recognition of the value of QAA's Quality Enhancement of Transnational Education scheme and its recommendation for wider sectoral engagement with the scheme.

“TNE is an important and growing area of UK higher education so it is only right that steps are taken to enhance its quality, build public trust and ensure the student experience of TNE students is equivalent to the experience for students studying in the UK.”

Dr Nishat Riaz, Global Head of Higher Education Systems and Internationalisation for the British Council, said:

“In a rapidly changing world, transnational education serves as a bridge between cultures, aspirations, and opportunities. At its heart, TNE is not just about institutional collaborations across borders but about empowering learners to expand their horizons and create meaningful impact within their communities and beyond. This new report by David Carter places students at the centre of the conversation, shedding light on their lived realities as they navigate diverse learning pathways shaped by cultural, geographical and academic differences.

“For too long, TNE success has been measured by enrolment numbers and institutional prestige, overlooking the learner’s journey. This report emphasises a learner-centric approach, as in the British Council’s TNE Strategy, which prioritises equitable access, quality education and cultural exchange. By focusing on the voices of students, it provides insights into challenges and opportunities unique to TNE. Professor Carter’s timely work invites us to build a scalable, inclusive and sustainable TNE ecosystem where every learner thrives, driven by empathy, inclusivity and excellence.”