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Steve Phillips: Internationalisation. Home. Overseas. Both

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Internationalisation. Home. Overseas. Both

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Steve Phillips: Internationalisation. Home. Overseas. Both

  1. 1. Internationalisation: At home? Overseas? Or both? • Steve Phillips • Chair – English UK • Managing Director Transnational Education British Study Centres
  2. 2. There are two types of internationalisation of education that run in parallel: internationalisation at home and internationalisation abroad, or transnational education
  3. 3. 1. Context 2. Transnational Education (TNE) 3. Internationalise overseas 4. Internationalise at home 5. Business models, and associated risks 6. BSC: an overseas case study 7. DIT report findings, any barriers? 8. The B-word
  4. 4. Context English Language industry UK statistics (bad news) • 1.5 million Student Weeks in 2006 • 2.2 million Student Weeks in 2011 • 1.5 million Student Weeks in 2016 • Largest decreases from Japan, South Korea, Spain, Colombia, Brazil, and Russia Source: English UK Statistics reports (various)
  5. 5. Context International Student Mobility (good news) Growth rate 2012 - 2015 Ireland 42% New Zealand 39% Canada 27% USA 22% Australia 18% Germany 16% UK 0.7% Source: UUKi, Little known facts about international student mobility
  6. 6. Transnational Education (TNE) • ‘The provision of a higher education degree programme leading to a UK qualification for students based in a country other than the one in which the awarding institution is located. This includes joint, double or dual awards’ (Universities UK definition) • ‘Transnational education (TNE) is education delivered in a country other than the country in which the provider is based’ (SP definition)
  7. 7. Transnational Education (TNE) • University of Nottingham - Malaysia Campus opened in September 2000. It was the first ever branch campus of a British University established outside the UK - earning the distinction of the Queen's Award for Enterprise 2001 • Now: 4 in 5 UK Higher Education providers deliver overseas • There are currently 1.6 times as many students studying UK Higher education awards overseas than there are international students at universities in the UK Source: The Scale and Scope of UK Higher Education Transnational Education. June 2016 (HE Global)
  8. 8. • The top 5 countries that UK TNE is delivered in have remained constant since 2012/13: 1. Malaysia 2. Singapore 3. Hong Kong 4. China 5. Oman
  9. 9. • There are only 15 countries in the world where the UK does not offer any Higher education TNE • There has been around 10 years of growth for UK TNE. The growth rate between 2013/14 and 2014/15 was 13% • One third of UK international students for undergraduate studies come through TNE • 50% of Chinese students currently in the UK came through TNE
  10. 10. TNE strategic overview: higher education • Almost all higher education institutions (HEIs) plan to increase the number of TNE programmes, subjects, countries and students according to four out of five HEIs (80%). This suggests that the appetite for UK TNE is not plateauing, and overseas markets are not saturated.
  11. 11. TNE strategic overview (HEIs) • In terms of organisational and management related issues, UK institutions are predominantly responsible for: curriculum development, quality assurance, assessment, teaching, staff development • Host institutions are responsible for: learning resources, buildings and infrastructure, pastoral support and academic support.
  12. 12. TNE strategic overview (HEIs) The main drivers for TNE provision are: I. Increasing student numbers II. Increasing institutional reputation III. Increasing income
  13. 13. Internationalise overseas • BC reported that global mobility of tertiary aged students is due to increase annually by 1.7% between 2015 and 2027 • This represents a decrease from the growth of 5.7% that was experienced between 2000 and 2015 (from British Council January 2018 - International students mobility to 2027: Local investment, global outcomes)
  14. 14. Internationalise overseas • Governments’ national language policies and internationalisation strategies: Examples: Vietnam MoET National Foreign Language 2020 Project, Colombia, Kyrgyzstan • Countries keen to become education hubs Sri Lanka to establish itself as an education hub in Asia, trading on its strategic location, tourism appeal and significant development planned – which includes a GBP £1bn ambitious port city project, funded by Chinese investment. Turkey, from 140,000 to 350,000 international students in the next 7 years, government backed initiative
  15. 15. Internationalise at home • After 3 years of consecutive downturn, 2017 saw a rebound by the UK ELT industry. • An increase of 14% of student numbers from 2016 • An increase of 5% of student weeks • London & Scotland were the biggest gainers percentage- wise, both enjoying 11% growth from 2016 • Markets outside the EU generated 63% of all student weeks, while contributing 42% of students • Under 18s: 10 years ago represented 25% of the UK ELT market (students not SWs)– now 53% Source: English UK – Student Statistics Report 05/2018
  16. 16. Internationalise at home Signs of a recovery (student marketing 2018) • USA developments (helping other destinations) • Pound exchange rates helping the UK • More innovation • Destination promotion • More opportunities for UK junior market
  17. 17. Internationalise at home 2018 ICEF i-graduate Agent Barometer results Responses from 1,300 agents in 101 countries • The vast majority of agents responding to the 2018 survey – between 74% and 84% for most programme categories – said that they expect to place more students in the next 12 months than in the previous year The chart on the next slide maps changes in the reported attractiveness of major English-speaking study destinations between the 2014 and 2018 surveys.
  18. 18. Trends in overall attractiveness for leading English-speaking study destinations. Source: i-graduate/ICEF
  19. 19. Overseas business models There is ‘no one size fits all’ as far as TNE programmes are concerned - there is great diversity to delivery models UK universities have started to move into a different type of engagement, with partnerships at the centre. There has been a trend towards more partnership-led models.
  20. 20. Overseas business models • Physical presence - branch campuses • Flying faculty • mixed models • Distance/online learning e.g. either with or without local support • Local delivery partnerships e.g. franchised delivery • joint and dual degrees, twinning arrangements • validation and quality arrangements
  21. 21. Business models: partnership opportunities Language learning models: requests for the BSC TNE team, last 24 months: • Brand licensing • Franchising • Joint Ventures • Teacher Training partnerships • Curriculum sharing • Certification services • School purchases • Start-ups • Accreditation services
  22. 22. Associated risks RISK OF REPUTATIONAL DAMAGE TRAPPED CASH RISK OF MARKET FAILURE QUALITY RISK
  23. 23. BSC Algeria case study • Franchise model – local ownership • Based in Oran, Algeria’s 2nd largest city • Opened summer 2017 • Taught over 500 students in the first year • Director of Studies is UK national (TEFLQ) • Advantages & Disadvantages
  24. 24. The barriers to delivering English Language teaching overseas Ipsos MORI research for the Department for International Trade (DIT) 2018 .
  25. 25. Delivering education projects overseas remains a key priority for UK Government and the research is to understand the capacity of the UK English language teaching industry to deliver overseas, and how UK Government can support in expanding provision .
  26. 26. The specific objectives were to: I. Examine current English language teaching provision that is delivered overseas by UK providers II. Gauge the potential for expanding provision of English language teaching overseas III. Understand the barriers to providing teaching overseas IV. Explore how government can support centres to overcome these barriers
  27. 27. Report findings • Provision of English Language teaching overseas was low. One in five centres (21%) were currently delivering courses or activities overseas, but over three-quarters (79%) were not • Two key reasons for choosing to deliver overseas: I. demand from students II. to grow or expand the business
  28. 28. Report findings • Centres were aware of the potential opportunities for delivering overseas • Centres had been approached by students, agents, businesses and schools based overseas, with regards to business proposals and/or requests to form partnerships • Centres that were currently delivering overseas (or were interested in doing so) perceived overseas delivery to be a growing market and wanted to expand their current provision.
  29. 29. Report findings • At the same time, centres had experienced a reduced or stagnated demand for delivering courses in the UK. This was felt to be caused by stricter immigration and visa rules and by a growing preference for shorter or online courses, or courses offered locally. • Shrinking demand in the UK forced some centres to pursue overseas delivery as a means of economic ‘survival’.
  30. 30. Report findings • Centres preferred to use local partners for ease and access • Local delivery partners were a popular choice of delivery mode, as they offered quicker and easier routes to market, at a fraction of the cost of setting up physical presence. • These partnerships also offered additional benefits, such as knowledge of local cultures and languages and guidance on essential administrative processes. Using foreign delivery partnerships also omitted barriers such as the need to obtain licenses or visas to send UK staff aboard. • Smaller centres struggled with competition from larger chains, which had existing, long-standing networks in big cities across the globe. This made it harder for them to access foreign delivery partners in an affordable way.
  31. 31. Research highlights: • Half of centres had received enquiries to deliver teaching overseas, mainly from Asia, Europe, and the Middle East • These enquiries were usually about English language teaching, teacher training, or preparation for academic studies • The difficulty of finding potential partners in target markets was the biggest perceived barrier to delivering teaching overseas (37%)
  32. 32. The B-word
  33. 33. The B-word In 2016 English UK polled members about their opinions on the potential business impact of the referendum: • Over 75% of member centres believe remaining in the EU is best for business • 77% said that leaving the EU would be “bad” or “very bad” for business. • 6% of members thought leaving the EU would have a positive effect on their business.
  34. 34. The B-word Hot off the press: excerpts from evidence given by the Immigration Minister to the Home Affairs Select Committee (October 2018) I. I think it is really important that as part of a future mobility framework, we continue to work closely with the EU and individual member states, to ensure that going forward we can have a reciprocal arrangement where EU citizens can continue to travel here for short- term visits for up to three months Caroline Nokes: Minister of State for Immigration
  35. 35. The B-word I. EEA passengers still can, will be able to and do use their identity cards. I have to say that that is not my preference. I wish everybody would travel on a biometric passport. Those EU citizens who use them currently will still be entitled to use them post Brexit as part of the citizens’ rights agreement that we reached with the EU up until 2025, which gives them plenty of time to plan to have a biometric passport Caroline Nokes: Minister of State for Immigration
  36. 36. A final thought: Culture eats strategy for breakfast!
  37. 37. ‘Speed now, fair guests!’ she said ‘And hold to your purpose!’ ‘A blessing on your footsteps and make haste while the sun shines!’ Goldberry from Lord of the Rings J.R.R Tolkien 1954
  38. 38. Thank you

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