South Korea has rapidly grown into a strategic priority for many UK universities aiming to diversify their international recruitment. Meanwhile, the expansion of international K-12 schools in South Korea—from a market valued at USD1.35 billion in 2023 and anticipated to grow substantiallyunderscores how the education ecosystem is evolving across all levels. In fact, the number of international students enrolled in South Korean higher education institutions reached 208,962 as of April 2024, and the country is on track to attract 300,000 by 2027under its ambitious Study Korea 300K initiative. This remarkable upward trajectory signals both increased competition and fresh opportunities for UK institutions.
Against this backdrop, we have invited a respected local expert, Kyuseok Kim (KS), on transnational education (TNE) to share insights on the current landscape of TNE and international branch campus development, and where things might be headed in the near future.
Moreover, while South Korea has traditionally been seen as a TNE importer, it is increasingly positioning itself as an emerging education exporter—crafting new outbound strategies and global partnerships that are reshaping the international education map.
1. Could you please introduce yourself and share your current role?
I currently serve as the Director of the IES Abroad Seoul Center, where I lead the overall strategy, management, and academic operations. My work involves cultivating partnerships with leading Korean universities, developing and
supervising academic programs, and ensuring that intercultural standards and student safety remain central to our mission. I also oversee budgeting, administrative coordination, and collaboration with the Study Abroad Foundation to create impactful opportunities for both U.S. and international students studying in Korea.
I also spent over seven years at the State University of New York, Korea (SUNY Korea), the first and largest U.S. branch campus established in Korea. There, I served in admissions, external relations, and strategic planning
leadership roles, gaining first-hand experience in the challenges and opportunities of running a U.S. transnational higher education campus in Korea. This unique trajectory has allowed me to bridge operational leadership with
an in-depth understanding of TNE dynamics.
2. How would you describe the current TNE landscape in South Korea?
The TNE landscape in South Korea is shaped by both ambition and complexity. Unlike neighbouring countries such as China or Malaysia, Korea hosts only a small number of international branch campuses, the majority clustered within the Incheon Global Campus. Having worked extensively at SUNY Korea, I have seen the dual realities of TNE in practice: strong academic offerings with global recognition, but also noticeable challenges in student recruitment, visibility, and long-term sustainability.
Despite generous government investment in IGC and initial optimism about positioning Songdo as an international education hub in Northeast Asia, branch campuses still fall short of their original enrollment targets, with only about 9% of students being international. Parents and students are attracted to TNE for access to foreign degrees without leaving Korea, improved employability, and opportunities to study abroad through home-campus integration. Yet, Korea’s competitive domestic system, demographic decline, and limited awareness among international students pose constraints.
3. From your experience, what key changes in TNE have you observed in South Korea, and what are the potential opportunities for UK/Australian universities?
Over the past decade, I have witnessed TNE in Korea evolve from ambitious large-scale projects toward more targeted, partnership-driven models. When I was at SUNY Korea, the early focus was on establishing branch campuses in Songdo to replicate U.S. academic standards domestically. While these campuses offered unique pathways for Korean students, they struggled to meet enrollment targets and rigorous academic parameters, including ABET accreditation. At the same time, students increasingly paid attention to the inflected value of foreign degrees rather than simply the fact that they attend a foreign institution.
I see greater demand for hybrid and experiential models, such as short-term study abroad, joint programs, internships, and collaborative teaching that integrate global content with local context. For UK and Australian universities, opportunities lie less in building costly standalone campuses and more in co-delivering degrees, embedding digital learning, and leveraging Korea’s strong infrastructure. Institutions that can align with Korea’s policy goals, such as decentralizing internationalization to regional universities and diversifying student pipelines, will find significant space to collaborate.
4. What are the motivations of the TNE in South Korea? Driven by political force? Or a commercial private entity, or a university’s global agenda?
The motivations for TNE in Korea are multi-layered. At the government level, policy has long been shaped by political and economic imperatives, reducing the “education trade deficit” created by hundreds of thousands of Korean students going abroad and enhancing Korea’s global competitiveness. During my years at SUNY Korea, I witnessed how the Korean government invested heavily in Songdo’s Incheon Global Campus, viewing foreign branch campuses as both an economic engine and a symbol of internationalization.
Universities themselves pursue TNE with their global agendas in mind. For U.S. institutions at IGC, the motivation was brand-building and market expansion, but they operated as tuition-dependent entities much like private universities. For Korean universities, collaborations with foreign partners enhance reputation, diversify their student body, and expand research networks. I do not see a big commercial motive existed; TNE in Korea is rarely purely profit-driven. It is more a convergence of state policy, institutional prestige, and student aspirations.
5. Do you think the growth of TNE in other Asiancountries (e.g., India, Vietnam) will impact Korea’s position in the region?
The rapid growth of TNE in emerging markets is certainly reshaping Asia’s educational map. These countries are experiencing booming youth populations, rising middle classes, and policy support for foreign providers. Compared to Korea, which faces demographic decline and Government’s weakening interest in TNE models, they may become more attractive for branch campuses seeking scale.
However, Korea retains distinct strengths. During my time at SUNY Korea, I observed how Korea’s advanced infrastructure, vibrant cultural industries (K-pop, K-drama), and strong safety record made it appealing to students from the U.S. and across Asia. This soft-power pull continues to differentiate Korea from competitors. Still,
Korea must adapt. The challenge is not only to attract inbound students but also to retain domestic talent who increasingly look to new destinations. Korea may not compete on scale, but it can compete on quality, reputation, and strategic positioning in the region.
6. How about Korean universities going abroad?
Historically, South Korea, like Japan and China, has been primarily an importer of TNE, with multiple U.S. and European universities establishing branch campuses inside its borders. During my time at SUNY Korea, I saw firsthand how Korea positioned itself as a hub for imported TNE, but exporting its own universities abroad was less common. That picture is now changing. As I noted in my research, while Korea has imported nearly a dozen foreign campuses, it has also begun exporting. Inha University and Ajou University both established branch campuses in Tashkent, Uzbekistan, focusing on STEM fields and enrolling thousands of students.
Compared to Western counterparts, Korean universities have been relatively cautious about establishing overseas branch campuses. Or, more precisely, they are significantly less experienced. From my vantage point at SUNY Korea, I saw how resource-intensive and complex running a branch campus can be. Korean universities are aware of these risks, especially given domestic financial pressures and demographic decline. Instead of exporting campuses, they tend to embed themselves abroad through smaller-scale models. That said, the appetite is growing. Korean universities are increasingly interested in global visibility and soft power. I expect future expansion to be more agile, using digital platforms, regional hubs, and pop-up programs rather than permanent
infrastructure.
7. What new trends or emerging developments in TNE are you currently seeing in Korea?
Several new trends are becoming evident. First, there is a clear shift toward hybrid and digital TNE. Obviously, the pandemic accelerated acceptance of online learning, and now blended programs, where students combine local study with digital modules from overseas, are gaining traction. Second, Korea’s Ministry of Education is pushing decentralization, encouraging regional universities to engage in internationalization rather than concentrating all efforts in Seoul. This opens opportunities for more localized TNE partnerships.
Third, I see rising demand for experiential and career-oriented learning. When I worked at SUNY Korea, many students valued pathways to employment and internships as much as academics. Finally, innovative models like Minerva or Korea’s Taejae University show how transnational education is evolving beyond physical branch campuses toward “transglobal” institutions. The future of TNE in Korea will likely combine international reputation with flexible, career-ready, and digitally enabled delivery.
8. In terms of teaching and learning, and staff development at TNE hosting institutions, what do you wish the UK universities to support Korea the most?
Hosting TNE programs in Korea often requires balancing global academic standards with local cultural and regulatory realities. I see several areas where UK universities can offer strong support. First, joint curriculum design is critical. Collaborative development ensures that programs meet global standards while also aligning with Korean cultural and institutional contexts. Second, UK universities can provide guidance in quality assurance, sharing best practices on assessment, accreditation, and academic governance that are often challenging in cross-border settings. Third, digital infrastructure support is increasingly vital. Effective platforms, learning analytics, and online teaching tools can enhance blended TNE delivery. Finally, advisory support in navigating different countries’ regulatory environments, visa policies, labor law, compliance can reduce friction between the host country and exporting institutions.
9. If you could share one message (or a few messages) with UK universities engaging in TNE, what would it be?
My main message would be: prioritize partnership over presence. Korea’s TNE history shows that building a physical branch campus is not always sustainable, as seen from multiple closures and unfulfilled agreements. Instead, focus on flexible and collaborative models that respond to Korea’s student and policy environment. Second, embrace cultural alignment and agility. From SUNY Korea’s experience, success often hinged on understanding Korean students’ needs, parental expectations, regulatory nuances, and most importantly, cross-cultural sensitivity/understanding. The most effective partnerships were those that adapted curricula and operations while maintaining international quality.
Third, engage beyond Seoul. Korea is actively decentralizing higher education excellence, creating space for international collaboration with regional universities. UK universities that align with this vision will build stronger,
more future-oriented partnerships. Finally, remember that students and parents in Korea are pragmatic, but at the same time sensitive about “cosmopolitan value” of foreign degrees. They value employability, affordability, and
pathways to global opportunities. Universities that deliver on these priorities will thrive in Korea’s evolving TNE landscape.
10. Looking ahead, what do you see as the future of TNE in South Korea?
The future of TNE in South Korea will likely be shaped by flexibility and hybridity rather than physical expansion. Full-scale branch campuses will continue to face enrollment and sustainability challenges. Korea’s policy push to
decentralize higher education will also create opportunities for TNE to reach beyond Seoul, involving provincial universities in global networks.
Nevertheless, a question remains: “Do those universities have enough resources to effectively respond to the strong headwinds in the increasingly competitive higher education market around the globe?". Cultural soft power remains a unique strength. Korea’s global appeal through K-pop, media, and technology continues to attract international students, positioning Korea as more than just a host; it can become a bridge in Asia for global learners. From my perspective at IES Abroad Seoul, I clearly see demand rising for programs that integrate intercultural experience, research, and career preparation. Korea may not match India, Malaysia, or Vietnam in scale, but it can lead in niche quality and hybrid innovation.