{ "docId": "019dd923-5de0-76bd-a16a-850abecd1878", "docSlug": "95a31671e0f8d848", "documentTitle": "First Steps into the Labour Market 2021 International survey of students and recent graduates", "authorId": "Deloitte", "authorName": "MPI", "documentKindSlug": "consulting-deck", "documentKindLabel": "Consulting deck", "sourceTypeSlug": "strategy_consulting", "sourceTypeLabel": "Strategy consulting", "presentationDate": null, "orientation": "portrait", "aspectRatio": 0.773, "pageNumber": 21, "pageCount": 28, "prevPage": 20, "nextPage": 22, "slideType": "industry_trends", "function": "summarize", "density": "overcrowded", "nDataPoints": 1, "notes": "The slide discusses various forms of transnational education including branch campuses, joint programming, and online distance learning, citing examples in Malaysia, Singapore, and India.", "elementsJson": [ "paragraph", "footnote" ], "metadataConfidence": 1, "imagePath": null, "slideHref": "/slides/019dd923-5de0-76bd-a16a-850abecd1878/21", "deckHref": "/decks/019dd923-5de0-76bd-a16a-850abecd1878", "deckJsonHref": "/decks/019dd923-5de0-76bd-a16a-850abecd1878.json", "deckAnchorHref": "/decks/019dd923-5de0-76bd-a16a-850abecd1878#slide-21", "components": [ { "bbox": null, "kind": "callout", "text": "Policy approaches have viewed national markets in isolation, rather than as part of a more complex global market in which the act of learning can itself be mobile.", "attrs": null, "subkind": null, "toolName": "Visual emphasis", "toolSlug": "visual-emphasis", "confidence": null, "componentId": "019dd952-0494-7113-8aa4-05eb2e5edaf5", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.11, "w": 0.82, "x": 0.09, "y": 0.13 }, "kind": "paragraph", "text": "Although international students have been high on the political agenda of some countries in the last several years, few of the responses have considered the long-term trajectory of the international education sector and how it may need to adapt to meet the needs and expectations of all, including the public. Rather, policy approaches have viewed national markets in isolation, rather than as part of a more complex global market in which the act of learning can itself be mobile.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "148c417e-8e65-40c2-8fc0-f0d43790ad3f", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.15, "w": 0.82, "x": 0.09, "y": 0.34 }, "kind": "paragraph", "text": "Transnational education takes a number of different forms; it can be either offshore and offline, offshore and online, or include a mix of offshore and onshore study. Offshore learning may involve a stand-alone branch campus located in another country (such as the U.S.-based Georgetown University's new Asia Pacific presence in Indonesia68), joint programming managed with a domestic educational institution (such as the programming offered at the Singapore Institute of Technology through partnerships with the Universities of Newcastle and Glasgow and the Technical University of Munich69), or fully online distance learning with no local support.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "336c27dd-7632-4100-aef0-79be5129dec8", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.12, "w": 0.82, "x": 0.09, "y": 0.68 }, "kind": "paragraph", "text": "There has been an increase in the number of offshore programs over the past several decades. U.S. higher education institutions have been leaders in this area, followed by those from the United Kingdom, which had nearly 577,000 students enrolled wholly overseas during the 2022–23 academic year (either through distance learning, an overseas campus, or through partners).72 France is the other major player in this space, with a significant number of offshore campuses, though a 2016 review suggested that France had fallen behind the United States, United Kingdom, and Australia in this regard.73 Germany, despite investing", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "774331f2-4571-4572-836d-77018f285d2e", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.08, "w": 0.82, "x": 0.09, "y": 0.25 }, "kind": "paragraph", "text": "As such, new forms of study—notably, transnational education, broadly defined as arrangements where a student is based in a different country from the accrediting institution—have been less considered. Looking forward, it may be interesting to explore such modes of learning as a means to meet rising demand without corresponding spikes in temporary admissions.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "94085b6b-2382-4d7f-afb2-94d2d0053cb1", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.17, "w": 0.82, "x": 0.09, "y": 0.5 }, "kind": "paragraph", "text": "More complex arrangements can also be found, whereby a campus is managed through a third party. For example, the Malaysian government has established higher education \"zones\" in collaboration with private partners, which have helped the country become a hub for international branch campuses, including those of universities from Australia, China, India, the Netherlands, and the United Kingdom.70 Singapore has welcomed a series of top universities, from the European Institute of Business Administration (INSEAD) to the Massachusetts Institute of Technology (MIT), complementing its own national universities, while a new central business district under construction in Gujarat, India—Gujarat International Finance Tec-City (GIFT City)—expects to attract a number of universities as part of a broader financial and IT services hub.71", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "b85eb9dc-a7c3-4a1f-bd9a-89b06f41e7e6", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.08, "w": 0.82, "x": 0.09, "y": 0.81 }, "kind": "source-note", "text": "68-73 Footnotes detailing sources for the data and examples provided in the text.", "attrs": null, "subkind": null, "toolName": null, "toolSlug": null, "confidence": null, "componentId": "34154848-a81f-4485-a2c7-9774473e64c8", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.03, "w": 0.4, "x": 0.09, "y": 0.09 }, "kind": "title", "text": "B. Shaping the Higher Education Sector", "attrs": null, "subkind": "headline", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "0ca96b87-aa67-4fbb-ac34-d227c1746906", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.02, "w": 0.64, "x": 0.18, "y": 0.04 }, "kind": "title", "text": "INTERNATIONAL STUDENT MOBILITY: A POST-PANDEMIC RESET OR A BROADER CHALLENGE?", "attrs": null, "subkind": "headline", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "bfce1f0a-17c2-4e59-8801-e619bb4b9317", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [], "frameworks": [], "arcBeats": [], "loops": [], "imagePathAlt": null, "thumbSrc": null, "thumbSrcAlt": null, "locked": true }