This report, now in its sixth edition, provides a snapshot analysis of where, at what level, and through what type of provision TNE students studied during the 2020−21 academic year.
This report uses data from the Higher Education Statistics Agency (HESA) to provide trend analysis of UK transnational education (TNE) delivered by Welsh providers.
This report uses data from the Higher Education Statistics Agency (HESA) to provide trend analysis of UK transnational education (TNE) delivered by Scottish providers.
The fourth edition of our annual 'Scale of UK higher education transnational education' report uses data from the Higher Education Statistics Agency to analyse the complex story of UK TNE delivery, including regional breakdowns.
The Scale of UK higher education transnational education 2015-16 report includes a detailed analysis of regional trends according to the Higher Education Statistics Agency’s Aggregate Offshore Record (HESA AOR) data.
A report to showcase the great breadth and variety of models and partnerships in the UK's outgoing higher education transnational education, providing evidence for institutions and policy makers.
The National Security and Investment Act (also known as the NSI Act) will come into force on 4 January 2022. So, what does this mean and what do you need to know?
This study, an update of this 2021 study, published jointly by Universities UK International (UUKi), the Higher Education Policy Institute (HEPI) and Kaplan International Pathways in collaboration with London Economics, reveals the growing importance of international students to local economies throughout the UK.
Access, participation and success in higher education are rarely considered as priorities when contemplating ways to support forced migrants that is refugees, asylum seekers and others in need of international protection. Yet, education, including higher education, is critical to supporting forced migrants establish themselves in a new country.
This guidance consists of points to consider when dealing with international student hardship and examples of best practice already being undertaken within higher education institutions.
This discussion paper highlights some of the factors that universities should address when deploying staff overseas to support transnational education (TNE) programmes.
The sector has an opportunity to build a strong case not only for continued ODA investment in existing areas but increased, and more effective investment across higher education.