Over the past three decades, transnational education (TNE) in the Gulf Cooperation Council (GCC) has mirrored wider globalisation trends—growing rapidly in times of openness and expansion, but also recalibrating when governments and societies turned inward. In recent years, pressures such as the COVID-19 pandemic, oil market volatility, and geopolitical uncertainty have sharpened debates about how the Gulf engages with global higher education.
This article summarises the analysis by Lucy Bailey and Ted Purinton, focusing on how Bahrain, the United Arab Emirates (UAE), and Saudi Arabia illustrate different pathways for TNE in a period of partial de-globalisation.
Bahrain: Selective Partnerships and National Priorities
Bahrain has historically leaned on oil wealth and a large public sector to guarantee employment, but changing economic realities have shifted focus to private sector development and “Bahrainisation” of the workforce. In higher education, this has meant:
Strong role for public universities such as the University of Bahrain and Bahrain Polytechnic.
Selective international partnerships with institutions like Harvard University and Singapore’s National Institute of Education, often valued more for legitimacy and prestige than for systemic transformation.
Limited but notable TNE activity—the British University of Bahrain (in partnership with the University of Salford) and the Euro University of Bahrain (with the University of London) are among the few awarding foreign degrees.
International schools have grown significantly, but with a strong local flavour: nearly half of St Christopher’s School’s intake is Arab, and new providers include both foreign chains and locally financed initiatives. This reflects a paradox: Bahrain embraces elements of internationalisation, but always under Bahraini leadership and framed by national culture and Arabic language.
United Arab Emirates: A Global Hub with Local Anchors
The UAE has positioned itself as the region’s flagship
global education hub. Dubai and Abu Dhabi host dozens of international branch campuses (IBCs), including those of New York University, Heriot-Watt, and Sorbonne. Key characteristics include:
Diverse TNE models: IBCs, franchise arrangements, and large international schools market aimed at expatriate communities.
Government support for a hub strategy, positioning education as part of the knowledge economy and diversification beyond oil.
Cosmopolitan orientation: the UAE continues to see value in projecting global openness, using higher education as part of its soft power strategy.
Yet, even in the UAE, there are signs of adjustment. Authorities increasingly insist that foreign providers demonstrate alignment with national development priorities (e.g., skills for Emiratisation) and sustainability goals. The pandemic also highlighted vulnerabilities in over-reliance on expatriate populations, pushing policymakers to think more about resilience and domestic human capital.
Saudi Arabia: National Transformation with Controlled Internationalisation
Saudi Arabia’s
Vision 2030 agenda has made higher education reform a pillar of national transformation. While the Kingdom has historically sent large numbers of students abroad, current priorities emphasise:
Building up domestic universities such as King Abdullah University of Science and Technology (KAUST) and Princess Nourah University.
Strategic international partnerships—for instance, with Western universities to build specialist institutes, but under Saudi oversight.
Investments in research and innovation ecosystems to position Saudi Arabia as a regional knowledge leader.
Unlike the UAE’s broad embrace of global higher education brands, Saudi Arabia is highly selective, engaging with foreign partners where they serve clear national objectives. TNE is seen as a tool for capability-building, not as an end in itself. At the same time, there is renewed emphasis on Arabic language, Saudi culture, and aligning education with local labour market needs.
Looking Ahead: From Global Prestige to National Impact
What these three case studies show is that TNE in the Gulf has entered a new phase. The focus is shifting:
- From growth to impact – Branch campuses are no longer about numbers but about what they contribute to local economies and skills development.
- From prestige to alignment – International partnerships are valued, but only when they match national visions like Vision 2030 in Saudi Arabia or workforce nationalisation in Bahrain.
- From foreign-led to locally-owned – The Gulf still welcomes TNE, but insists on retaining leadership, cultural identity, and policy control.
This does not mean TNE is losing relevance. On the contrary, the Gulf still values international recognition and global linkages. But the balance of power is shifting: TNE is being reframed as a tool of sovereign development rather than a symbol of globalisation.
At the TNE Institute, we see this as both a challenge and an opportunity. UK universities and international partners must adapt, moving beyond a one-size-fits-all model to co-create solutions that serve Gulf priorities. By focusing on sustainable partnerships, cultural sensitivity, and measurable national impact, TNE can continue to thrive in the Gulf—even in a world where de-globalisation is reshaping international education.
📖 Reference: Bailey, L., & Purinton, T. (2024). “Transnational education in the Gulf Cooperation Council: Shifting priorities in a period of de-globalisation.” In Global Trends in Transnational Education (pp. 137–156). Routledge.