Why Not South Korea Follows the Global TNE Movement to India?
In the arena of transnational higher education, South Korea has historically been more of an importer than an exporter. This is exemplified by the array of international branch campuses at the Incheon Global Campus in Songdo International City. However, South Korea's foray into establishing a global presence for its higher education institutions has been relatively recent, commencing in earnest only after 1995, when the concept of ‘education as a service’ was formalised following the General Agreement on Trade in Services.
Since 2006, the South Korean government has pursued policies to elevate the global standing of its higher education sector. Initial efforts were centred around exporting higher education services and supporting the establishment of overseas branch campuses, coupled with regulatory adjustments to aid these expansions. These policies have evolved over the years, embodying a more dynamic and versatile approach to global education, and South Korean universities have been encouraged to establish campuses and research institutes overseas. In response to the increasing relevance of digital education, the post-pandemic policy initiatives have emphasised online degree programmes and collaborations with overseas universities. Even if the excellence of South Korean higher education is being recognised at a moderate pace, such outreach efforts have not yielded many visible outcomes..
Despite the conservative legal framework and resource constraints, South Korean universities have been trying to extend their global footprint through franchising educational programmes in partnership with foreign universities. This strategy, in line with the constantly updated Higher Education Law, enables a few foreign universities to operate educational programmes from South Korean universities and confer their degrees. These collaborative programmes mirror those where domestic institutions jointly manage degree courses with foreign universities.
The border-crossing gained impetus in 2019 when the Ministry of Education approved several joint programmes, including Inha University's partnership with the International University of Tashkent in Uzbekistan, and Dong-A University's collaboration with Duy Tan University in Vietnam. Subsequent approvals in 2022 saw further expansion, including Ajou University's collaboration with Andijan University of Technology in Uzbekistan and Sejong University's partnership with Qingdao Agricultural University in China.
A landmark development in this trajectory was the partnership between the Korea Advanced Institute of Science and Technology (KAIST) and New York University (NYU) in 2022. It drew substantial attention because KAIST is one of the most elite STEM-focused institutions in South Korea, therefore is well known globally. This partnership indicates a strategic shift for South Korean higher education, as well as for KAIST, transitioning from being a fast follower to a leader in the global field.
However, South Korean higher education needs to pay closer attention to India. As of now, the partnerships between Korean and Indian higher education institutions are not in full swing as the collaborations at present are more at the individual or institutional level, with scope for enhancement at the policy level. The pivot to the Indian market is driven by India's rapidly growing higher education sector and its burgeoning role as a global educational hub. South Korea has indeed explored various international markets for educational collaborations, but India's unique demographic advantage, English-speaking population, and rapid educational reforms make it a particularly attractive destination for future initiatives.
India's higher education landscape has been undergoing a significant transformation, marked by growing openness to global influences. Its education sector is expected to reach $225 billion by 2025. Supported by a substantial English-speaking population, India presents a vast and attractive market for the education sector, with the largest youth population of approximately 580 million individuals aged between 5 and 24 years. Furthermore, the country has over 250 million school-going students, more than any other nation, highlighting the immense potential in its educational landscape. Recognising these opportunities, the National Education Policy (NEP) 2020 in India is focused on transforming and improving the educational infrastructure. The NEP's goal is to increase the Gross Enrolment Ratio in higher education from 26.3% in 2018 to 50% by 2035.
Coupled with the demographic advantage of having the world's largest young talent pool by 2030, India is poised to become a key contributor to the global talent pool and an attractive destination for foreign educational investments. What is important is that it also focuses on openness towards international campuses, and therefore provides a strategic opportunity for global universities to establish their presence in India. In November 2023, India's University Grants Commission published regulations facilitating the establishment of foreign university campuses in India, implementing the NEP 2020's commitment to internationalisation.
Seizing this opportunity, Australian universities are making significant strides in India's higher education sector. It is reported that Deakin University opened India’s international branch campus in January 2024 for the first time in India. University of Wollongong is establishing a facility, focusing on finance, business, and STEM programmes. The establishment of these campuses in Gujarat International Finance Tec-City, a special economic zone with more relaxed regulatory frameworks, is indicative of a strategic approach. This trend is also part of a broader movement of international interest in India's education market, with six additional Australian research universities expressing interest in forming a consortium campus in India. Moreover, some institutions in the U.S. and the U.K. have already started looking at this booming market. At the same time, with a slightly different motivation, the University of Tehran recently announced its plan to set up an enterprise in India.
The increasing openness of Indian higher education to global influences, coupled with South Korea's commitment to internationalising its educational offerings, sets the stage for potential collaboration and mutual learning. South Korea can indeed learn from the global TNE movement to India, leveraging these insights to further enhance its global educational footprint and contribute significantly to the international higher education landscape. The meticulous alignment of South Korean universities with India's education policy and market potential could pave the way for a new era of educational exchange and cooperation between the two countries, benefiting both not only in terms of academic excellence and cultural exchange but also geopolitical, diplomatic, and socioeconomic perspectives.
Likely, the longstanding diplomatic relationship between the two countries and the significant industrial impact of South Korea's global companies in India could serve as good starting points. On the other hand, the lack of transnational higher education experience and institutional resources represents a major challenge that South Korea would face.
At the end of the day, however, South Korean higher education needs to take a more ambitious step to continue growing with greater confidence and investment. In this regard, it may be prudent to consider the insights of Jason Lane, Dean of the College of Education, Health, and Society at Miami University and a renowned scholar in global higher education. Lane highlights that international branch campuses are increasingly seen as 'knowledge embassies' within the framework of public diplomacy as “they go beyond cultural and educational exchanges to become essential tools in national strategies for enhancing international diplomacy, promoting values, and contributing to global capacity building.”
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