Global engagement in the post?pandemic world: Challenges and responses. Perspective from the UK

Higher education (HE), particularly its international mobility element, is one of the sectors that have suffered an immediate and substantial impact by pandemic. The disruption in travel local restrictions to physical contact has caused disruptions academic planning delivery higher worldwide. Many argue recent pandemic move online blended learning will define future HE. In this paper, we explore two main themes. Firstly, pre-Covid trends education. Using national data from UNESCO, OECD other sources, analyse global developments student mobility. Secondly, focus on UK study position, share interplay between transnational (TNE) markets. We reflect findings our analysis discuss pivot pedagogical regulatory implications. role sustainability as a central strategic objective for HEIs examined through lenses TNE generating promoting United Nations (UN) Sustainable Development Goals (SDGs). ? ??????? ?????????? ??? ????????? ?? ????????? ??? ???????? ?????????????, ????? ???? ??? ???? ??????? ???????????? ??? ????? ????????? ????????? ??? ????????. ??????? ??? ??????? ???????????? ?? ?????????????????? ???? ??????? ?????? ?????????? ????????? ??????? ???? ?????????? ????????? ???????????? ???????? ??????????? ?? ????????? ???????. ?????? ???????????? ??? ? ???????? ???????? ???????? ???? ??????????? ?????? ??????? ?? ?????????? ???????? ???????? ???????????. ?? ???? ??????? ??????????? ??? ?????? ??????. ??????, ??? ???-Covid ?????? ??? ?????? ??????????? ??????????. ??????????????? ?????? ???????? ???????, ??????? ????? ?????, ????????? ?????????? ????????? ???????????? ????????. ????????,?????????? ??? ??????? ???????? ??? ?? ??????????? ?? ????, ??????? ????????????? ?????? ????????? ????????????? ???????? ??????????? (TNE). ??????????????? ??? ???????? ??????????? ??? ???????? ??? ???? ????? ???????????? ??????????? ?????????? ???????????????????????. ??????, ?????????? ? ????? ???????????? ?? ????????? ??????????? ?????? ?? ??? ???? ???????? ?????????? ??????? ?????????? ???????? ?????? ????????????????? (SDGs) ???????? ????? (???). (ISM) (QS, 2021). Interrupted HE addition, there growing considering alternative ISM offsetting travel. change model (Nørgård & Hilli, 2022; Radwan, Santos Pinheiro, 2022). At same time, others several megatrends existed are more impactful shaping (de Wit Altbach, 2021; Ilieva Tsiligiris, 2020). One critical areas size distribution market, relation dominant destination countries, such US, Australia. This seeks identify relative position country students, changing TNE, evaluate Covid per se. To address RQs, conduct secondary analysis1 using OECD, RQ3, use Education Statistics Agency (HESA). These sources considered most prominent used systematically policymakers, institutions researchers. International students at centre attracting interest universities, researchers key stakeholders, students' families employers. Globally mobile estimated 6.1 million 2019. years, with expansion capacity systems South East Asia Central Europe, witnessed emergence new countries challenge status quo. Significant increases programmes, forms teaching partnerships modes over past years strengthened readiness engage internationally. However, except few ‘significant lack’ robust collection information (Knight McNamara, 2015, 2016). lack cross-country inter-regional analyses understand these emerging fill gap conducting macro-level time series data. face increasing competition destinations needs response. aims characteristics sustainable would enable like remain globally competitive. paper organised into six sections. Section outlines methods each RQs study. three presents literature four discusses perspective. It UK's market TNE. five reflects expands discussion about issues: (i) (ii) agenda post-pandemic priorities HEIs. summarises conclusions identifies implications Global Delivery Model (Ilieva respond outlined above, mixture review, primary case studies. based pragmatic approach appropriate method addresses best requirements (Rorty, 1982). (RQ1), review publications until 2021 works do not consider Covid. way, seek establish benchmark Then further emerge UNESCO databases. (RQ2), time-series comparative UNESCO. ranking ten years. 12 (2007–2019) HESA perform correlation (RQ3). inbound host countries. building (RQ4), compound annual rate growth (CARG) 2008 2018. then ODA present studies demonstrate broader value Although still ongoing, Queen Margaret University Lancaster University, how responded challenges posed (RQ4). Finally, RQ1–4. Alongside additional evidence form observations regarding section draws pre-Covid. attempts capture shifts demand which started before whether they likely accelerate. looks There was continuous decades—they grew 2.2 1998 2019 (OECD, 2020, relevant suggests although number continues grow, significant changes direction demand. More specifically, becomes multi-directional (Cheng, 2021) shift away traditional (Gümü? et al., 2020) preference towards regional (Hou Du, Such flows were observed Asian universities' rise league tables, comparatively lower tuition fees, strong economic placed China, Japan, Malaysia, Korea Taiwan attractive (ICEF, 2019). Recent research indicates flows. For example, survey carried out 2739 mainland China Hong Kong (SAR) showed abroad regions addition US UK, but some major Australia Canada (Xiong Another prospective Graduate Management Admission Council shows 17% those who graduate management programme willing closer home 14% prepared (Choudaha, Research Study Portals British found increase English taught programmes occurred Sub-Saharan Africa where doubled (Study Council, concluded source now becoming destinations, contributing equal could be partly attributed Covid-19 mobility, accelerate already taking place because efforts students. South-East signalled their ambition become hubs introducing policy reforms (e.g., visa policies) while expanding courses available (Beecher Knight (2018) globally, Asia. They include (SAR), Malaysia Singapore. private sector often included incentives universities set up presence respective country. notable example hosts 14 branch campuses foreign (C-BERT, Most recently, result disrupted travel, observe type multi-campus cities. A intra-regional aftermath currency crisis (Thang Kim, Allowing lagged effects, might resulted least factors: (a) meet highly diverse demand; (b) reduced disposable income weakened currencies, impacted affordability (c) liberalised framework notably Singapore Kong. latter contributed region. 31,500 enrolled Australian 2001 (McBurnie Ziguras, 2001). concurrent language attracted talent within region (Varghese, 2009). Over 20 grown contributor around world. supported improvements quantity quality side domestic provision education, resulting many choosing instead abroad. Greece studying degrees (UUKi, supporting recruitment (HEIs) pathway (Ilieva, 2015). structure enables proportion degree remaining part HEI based. results shorter duration abroad, it widened access price-sensitive been able afford financially (Levatino, 2017). estimates Universities show 40% Chinese undergraduates course delivered outside (British Enterprise Ireland established 45% bachelor's reveals ISM: (1) internationally students; (2) non-OECD (3) particular emphasis (4) importance ISM, identified previous section. trends: acceleration outbound rate; decades. As shown Figure 1, total population decades (1998 2019) ratio tertiary evident when increased 2.11 2014 2.63 expressed rate, percentage enrolment drive Intra-regional supply low-cost air factors trend (Kirloskar Inamdar, raised expectations participants agents support services organisations accommodation, marketing EdTech). Our period 1998–2019, 2, 7% year average compared 4.9% result, 23% 31% (Figure 3). demographics certain India, being driver region, summarised 4 below, North America Western Europe hosted almost two-thirds (64%). 2019, just under half world's (49%). contrast, Pacific gained 8 points period, reached 22% Eastern 6 13%. broadly, across regions, newly that, comparison experience Europe. Table substantially compounded (CAGR) than Pacific. Specifically, Russia Turkey 11% 12%, respectively. Thailand 13% 17%. Similar Arab States Latin America, UAE Argentina high Further origin majority comes neighbouring hence suggesting trend. data2 Australia, largest exporting presented jurisdictions institutions, feature prominently. common problems does indicate residency according Government Department Education, Skills Employability statistics, university programs non-residents (Australian Government, expanded HE, also 2006). 35% surveyed had different nationality activity cross-national European Area primarily facilitated Bologna Process (Vögtle Windzio, Strengthened qualifications recognition seem intra-European flows, including (Shields, 84% choose another section, provide perspective promotion development goals Lastly, effects 3, summarise 10 data, (2008, 2013 2018). consistently second, behind States.3 maintained France, Japan Canada, experienced drop position. Emirates, risen 7th Turkey, gone 13 places 24th 11th consistent alongside continue Still, challenged (Peters, 5 positive relationship (R2 = .93) 12. (CAGR)4 7%, whereas CAGR 3%. dynamics markets mature markets, 2%–5% annum (Shkoler dynamic fast-paced varied significantly (Tsiligiris detail focused top 76% (322,375) all (Table 4). investigated county (2007–2018). table see investigated, > .50) only (Sri Lanka, Greece, India Pakistan) negative ?.50) UK. Overall, suggest no direct ‘cannibalisation’ effect confirms topic 2017; 2014). contribution subsequent pattern (China, Qatar, Sri Saudi Arabia, Ghana, Bahrain, Oman Emirates) 5, attributable factors, targeted policies boost UAE, Qatar) Arabia). sector, Furthermore, seen having ‘internationalising’ supports cultural linguistic capital locality. attract three-quarters (79%) spoke or languages. benefits collaborative double joint postgraduate diffused individuals, participating HEI, wider society. Joint Niche Programmes Philippine—UK linkages (JDNP)5 develops capabilities niche subject limited non-existing provision. training upskilling faculty masters doctoral degrees. JDNP funded Commission (CHED) Council. provides cost-effective way acquire staff faculty. Typically, supervisory team programme. Collaborative strengthens deepens engagement beyond teaching. collaboration mutual interest. Dual level institution (and country). Box 1 Council—CHED Linkages. launched Philippine-UK Linkages (JDNP) 2016. Philippines range areas, priority, climate change; design engineering; tropical medicine public health; energy security renewable energy; oceanography, digital innovation, creativity, among subjects. 11 Philippine 9 develop 17 degrees, mainly programmes. 100 expected enrol annually. While aimed initially, greater. Increased awareness potential appreciated policymakers. Improved assurance soon implemented. Continued CHED capacity-building Philippines. Globally, driven unmet JDPN evidences can contribute capacity. bill dedicated office mandate strategy. invest accrue widely country, making focused. Capacity initiatives government support. Case by: Lotus Postrado, Director, - contributes policymakers leaders. strategies Lewis (2021) commercial targets long-term sustainability. Access remains developed developing (Sachs provision, embeds partner community, learners generates UN SDGs, widening (SDG4) reduction societal inequalities (SDG10) Through further/executive non-degree qualifications, communities' professional needs. offered online, reach rapidly ageing workforce opportunities locally, improving good (SDG4). 62%6 ODA7 finding highlights enhances qualitative aspects participation rates (Papageorgiou locally. knowledge counteract ‘brain drain’ area. subjects—medicine, dentistry, pharmacy engineering—has enhanced decelerated brain drain (Tsiligiris, 2014, Papageorgiou, Makelaraki Tsiligiris (2020) illustrate disadvantaged groups population. Thus, SDG48 agenda. 77%. relatively under-researched area impact, work required globally. facilitates forty percent Mal