This report presents survey findings and builds on evidence collected at the end of Rutherford Fund Strategic Partner Grants fellowships to demonstrate the programme’s ongoing impact.
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 information has been commissioned with the goal to help universities’ international offices in their work of sending students abroad, as well as researchers who have to visit these countries for their research.
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.
This report asks what treatment of UK higher education will be most appropriate and beneficial to the sector in the UK’s forthcoming discussions on free trade agreements (FTAs).
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.
This paper proposes a wide-ranging set of policy recommendations to enable UK universities to grow and diversify their international research and innovation collaborations.
Universities UK (UUK) has published detailed guidance for institutions on the considerations and measures they should take to guard against hostile interference and promote academic freedom.
This report provides overview of the delegation and support UK Universities to collaborate with Indonesian institutions. It sets the recent developments in Indonesia, and opportunities and challenges for UK-Indonesian collaboration.
This analysis aims to contribute to a better understanding of current levels of engagement between the UK and Brazilian higher education systems, and to inform future institutional strategies.