British Council report (2024): A Global Framework for TNE Engagement outlines the four key actions BC will take to support the global growth of UK TNE.

Action 1: contribute to better data and insight on UK TNE.

Action 2: create an enabling environment for TNE in other countries and promote the quality of UK TNE internationally.

Action 3: influence the removal of barriers to TNE and support new opportunities.

Action 4: support TNE, to contribute to the transformation of local education systems and contribute to the Sustainable Development Goals (SDGs).​​

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Jisc report (2025): Global education and technology: digital challenges associated with the effective delivery of transnational education

This report focuses on the challenges, opportunities, and strategies for effective digital access and digital pedagogy in transnational education (TNE) contexts

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British Council & Universities UK International co-authored report (2024): Managing risk and developing responsible transnational education (TNE) partnerships.

This report highlights the 6 dimensions of risks in TNE engagement: financial risk • reputational risk • academic freedom and freedom of speech • security considerations • relationship and personnel management • cyber, intellectual property (IP) and data management.

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British Council Report (2024): A global framework for transnational education engagement.

These are structured in the following categories: • Macroeconomic and education context • TNE and access to tertiary education • TNE and internationalisation of local tertiary education • TNE and the quality of local tertiary education • Quality assurance and degree recognition • Annual survey with local quality and regulatory bodies.

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British Council (2024): Transnational Education in East Asia, Learnings and Reflections from the Last 25 Years.

It brings together practitioner perspectives on the development of UK TNE in East Asia and a set of collaboration case studies as well as tips on setting up UK TNE in the region.

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British Council report (2022): Transnational Education: Global location, local innovation.

The report highlights the contribution to the economy and the benefit to both UK and host institutions as a result of delivering UK programmes overseas, and illustrates a variety of provision and programmes.

Internationalisation at Home

Universities UK International (2024): Internationalisation at Home (IaH)

Innovations in Internationalisation at Home (book)

UNESCO (2025)

Adoption of the draft operational guidelines for the implementation of the Global Convention on the Recognition of Qualifications concerning Higher Education

Second session of the Intergovernmental Conference of States Parties to the Global Convention on Higher Education

Examination of the research paper for the development of a draft subsidiary text on quality assurance, including that of transnational education

Office for Students (OfS)

Transnational education: Protecting the interests of students taught abroad

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JungHyun Ryu (2025) Unlocking inclusive internationalization with public collaborative TNE: binational universities in Vietnam​

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​Emnet Tadesse Woldegiorgis and Cheryl Yu (2024) Critical Reflections on the Internationalisation of Higher Education in the Global South.

Drawing from case studies across the Global South, contributors interrogate not only conventional paradigms, but also pose vital questions. How can institutions in these regions partake equitably in the global exchange of knowledge? What steps can be taken to foster genuine and balanced collaborations between the Global South and North? As a compelling call to action, this research also examines how internationalisation can be a transformative force for the Sustainable Development Goals, breaking down traditional hierarchies and embracing a decolonised future for higher education.

​Janet Ilieva​ and Vangelis Tsiligiris (2023) The Future of UK Universities' TNE Engagement.

Transnational education (TNE) has become a core activity for many UK higher education institutions, and supply-side and demand-side factors continue to support its growth. TNE lifecycle starts with filling the gaps in the supply of local higher education before its focus shifts to diversifying local provision, enhancing its quality and developing its capacity in niche subject areas. As a result, TNE generates substantial local impact and explicitly responds to the sustainable development agenda.

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Smith, L., (2009). Sinking in the sand? Academic work in an offshore campus of an Australian university. This article: (1) stresses the importance of professional development programmes for TNE; (2) reports on the author’s study that highlights the importance of staff induction for an offshore campus, developed specifically for local needs and context. Local staff mustn’t be left to ‘sink in the sand.’​

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David Grecic (2024) The Epistemological Chain: A Tool to Guide TNE Development.

This paper presents an alternative conceptualization to drive future work in this area, one which prioritizes the place of knowledge and transformational learning. I propose a new learning-based framework, the Epistemological Chain (EC), and describe how this can guide future TNE interactions and establish an alternative paradigm based upon cooperation and the co-creation of learning.

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Cheryl Yu and Mark Edwards (2025), Asia Offers a Compelling case for UK Universities

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Vincenzo Raimo (2024) Assessing Opportunities and Mitigating Risks in Transnational Education: Introducing the TNE Success Scorecard

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Cheryl Yu (2024), Transnational higher education: Lessons from China

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To be updated