In transnational education (TNE), it’s easy to get excited by opportunities — a new international contact, an invitation to visit, a promising new market. But too often, universities find themselves writing the business case for a project that’s already emotionally decided, rather than using the business case as a strategic tool to decide whether the project should exist at all.
True international collaboration is not about chasing new markets; it’s about choosing the right ones — with care, respect, and purpose. It’s about finding partners who share not just our goals, but our values.
The TNE Country and Partnership Framework, reflection from TNE Institute, offers a structured way to think about that process — one that balances institutional ambition with cultural understanding, financial realism, and a genuine commitment to shared growth.
1. Feasibility Study: Understanding the Ecosystem
A meaningful partnership begins long before contracts are signed. It starts with listening — understanding the environment in which you’ll operate, the people you’ll work with, and the students whose futures you hope to shape.
a. Policy and Environment
Start by exploring the hosting countries’ TNE and international education policies, processes, procedures and motivations. Regulatory frameworks differ widely: what’s encouraged in Singapore or Malaysia might be restricted in Indonesia or China. Understanding these nuances isn’t just about compliance — it’s about respect for how each country defines quality, access, global excellence and sovereignty in education.
b. Strategic Alignment and Local Capacity
TNE should strengthen, not duplicate, local provision. Ask: What does this partnership contribute? Does it address skills shortages, build research capacity, or enhance innovation? When TNE aligns with a host country’s national vision, it moves from being a foreign import to becoming part of a shared educational story.
c. Economic and Demographic Indicators
Assess affordability, GDP per capita, and student demographics — but remember that behind every statistic are families making life-changing financial decisions. Understanding their realities helps shape accessible, ethical programmes that create opportunity, not exclusion. The group of students choosing TNE would be different to the cohort of students choosing to study in the UK. Are you capturing the right group of potential students?
d. Perceptions and Cultural Attractiveness
The perceived value of international degrees varies, both abroad and in-country. In some places, UK qualifications in the country through TNE carry strong prestige; in others, local or hybrid models feel more relevant, and students prefer to come to the UK. Understanding these sentiments requires cultural curiosity — spending time with local educators, employers, and communities to understand their educational aspirations, not limited to the UK perspectives alone.
2. Partnership Identification: Finding the Right Fit
Once the wider national landscape is understood, attention turns to finding the right partner institution using your framework proactively, rather than waiting for others to approach you (you are only choosing among those who want to work with you, rather than whom you want to work with)
a. Geography, Access, and Employability
A well-chosen location means more than good transport links. It’s about being part of an ecosystem — where students can earn, work, and contribute to their communities. All IBCs are currently located in 5 primary places in China, for instance, Shanghai, Guangzhou, Zhejiang, Jiangsu, and the new location of Hainan. This is also a thinking GIFT city in India, versus other metropolises.
b. Shared Purpose and Institutional Alignment
Great partnerships emerge when motivations align. One institution may seek diversification; the other, capacity building. What matters is a transparent conversation about why both sides want to collaborate or compromise— and whether those reasons are compatible.
c. Power Dynamics and Equity
Differences in ranking, size, or finances are inevitable, but trust is built through equity. Shared governance, open
dialogue, and mutual recognition of expertise create the balance needed for longevity.
d. Leadership Vision and Cultural Intelligence
Senior leaders with a global mindset see partnerships as relationships, not transactions. They understand that
internationalisation requires empathy — an ability to navigate different academic traditions, communication styles, and expectations with patience and grace.
e. Language and culture
Language is more than translation — interpretation, tone, and nuance. Misunderstandings often arise not from
disagreement, but from unspoken assumptions. Developing shared communication norms, bilingual materials, and intercultural training for staff fosters mutual understanding. Business culture is possibly one of the biggest challenges in transnational education settings.
f. Financial Sustainability and Broader Returns
Sustainability isn’t only financial. A partnership’s true return lies in shared research, alumni networks, and the
creation of knowledge that benefits both societies.
3. From Justification to Judgement
Shifting from justifying projects to judging them strategically marks institutional maturity. A business case should not be a glossy rationale for a decision already made, but a thoughtful process of discernment. When used well, the business case becomes a compass — helping universities avoid mission drift, safeguard academic integrity, and prioritise partnerships that genuinely advance education’s purpose.
Final Reflection: The Human Side of Transnational Education
Transnational education is not just an institutional transaction — it’s a human collaboration that bridges languages, systems, and values. The most enduring partnerships are those that grow slowly, built on mutual trust, curiosity, and humility.
When we approach international education with listening rather than selling, collaboration rather than competition, and empathy rather than ego, we create something much deeper than an overseas programme — we create a shared learning ecosystem.
The TNE Country and Partnership Framework is not a checklist to complete but a mindset to adopt — one that reminds us that behind every policy, partnership, and business case are people: educators, students, families, and communities whose lives education can transform.
Please subscribe to our blogs if you want to hear more from us!