The landscape of international higher education has shifted dramatically in recent years, with British universities facing unprecedented challenges. A marked decline in international student numbers, particularly from China – the largest cohort of overseas students in the UK – has placed significant financial strain on institutions. According to the Office for Students, 43% of British universities are projected to be in deficit by July 2025, a figure that underscores the urgency of addressing recruitment and retention. Compounding this, economic uncertainty in China has driven a reduction in consumer spending, prompting students and their families to prioritise educational options closer to home, such as Malaysia, Singapore or Hong Kong. These destinations, once overshadowed by the allure of a British degree, are now viable competitors. For Chinese students and parents, the decision to study abroad hinges on a critical factor: the return on investment, measured by the promise of quality employment upon graduation. With youth unemployment in China remaining a persistent concern, the focus on employability has never been sharper.

British universities have long excelled in providing career guidance to domestic students, equipping them with the tools to navigate the UK job market. However, supporting Chinese graduates, particularly those returning to China, presents a unique set of challenges. Many institutions lack the expertise and resources to offer tailored career support in-country, leaving graduates to navigate a competitive and unfamiliar job market without sufficient guidance. Traditional alumni events, while valuable for networking among graduates and academics, often come at significant expense and fail to bridge the gap between education and employment in China’s dynamic economy.

Enter the China-Britain Business Council (CBBC), which has introduced an innovative solution to address this gap. As part of its membership package for British universities, CBBC organises four annual networking events across different Chinese cities, each centred on a specific industry theme, such as artificial intelligence. These events are designed to connect alumni from CBBC member universities, ranging from fresh graduates to seasoned professionals holding senior roles, with local companies in the relevant sector. The events strike a balance between formal and informal elements, offering industry updates and presentations alongside opportunities for casual networking, where attendees can exchange WeChat details and forge meaningful connections.

The thematic focus of each event adds a layer of relevance that resonates with China’s rapidly evolving economy. Take, for example, the most recent forum, co-hosted with Peking University HSBC Business School (PHBS) in Shenzhen in April 2025. It brought together nearly 100 alumni, entrepreneurs and academic experts from across China to discuss the commercial and strategic implications of AI, a sector that has captured global attention and is a priority for China’s economic strategy. Alumni attending such an event might hear from industry experts about the latest advancements in AI, participate in discussions about market demands, and connect with companies seeking talent in this high-growth field. The informal networking sessions that follow allow for personal interactions that are often the catalyst for job opportunities or mentorship relationships. By facilitating these connections, CBBC helps graduates translate their UK education into tangible career outcomes, addressing the return-on-investment concerns that dominate the decision-making process for Chinese families.

What sets these events apart is their inclusivity and strategic focus. By inviting alumni from diverse academic backgrounds and career stages, CBBC creates a vibrant ecosystem where recent graduates can learn from the experiences of their more established counterparts. The involvement of local companies ensures that attendees gain insights into industry trends and access to potential employers, directly addressing the employability concerns that dominate decision-making for Chinese students. For universities, the events are a cost-effective addition to their membership, eliminating the need to organise standalone alumni gatherings in China at considerable expense. Instead, they tap into a ready-made platform that amplifies their reach and impact.

The value of these events lies not only in their structure but also in their potential to reshape perceptions of a British education. As Chinese students weigh their options, the promise of robust post-graduation support can tip the scales in favour of UK institutions. Universities that actively promote these events to their alumni are already seeing higher engagement rates, with graduates eager to leverage the opportunities for networking and career advancement.

“Unlike traditional alumni events, this forum emphasised practical, industry-driven insights and created opportunities for meaningful connections that extended beyond the day itself,” says Xue Shanshan, President of the University of Sheffield Alumni Association in South China. “From a career development perspective, the forum offers tremendous value. It provides attendees with real insights into industry trends and challenges, along with opportunities to connect with leaders in their respective fields,” says Xue.

“What sets the CBBC UK University Alumni-Industry Forum apart from other alumni or professional events is its focus on the intersection of industry, academia, and alumni relations,” says Dan Wang Deputy Minister, Event Department UCL Alumni Shanghai. “The event featured tailored insights from guest speakers, and the final panel discussion offered strategic guidance and practical advice that directly addressed the needs of participants, helping to resolve specific challenges,” he says. Such testimonials highlight the transformative potential of this initiative, which aligns academic achievement with professional success.

For British universities, the benefits extend beyond employability. By participating in these events, institutions can strengthen their brand presence in China, demonstrating a commitment to their graduates’ long-term success. This is particularly crucial at a time when competition for international students is fiercer than ever. Universities that understand and engage with CBBC’s initiative are better positioned to communicate its value to prospective students, highlighting not just the quality of their academic programmes but also the practical support available after graduation. This dual focus on education and employability could prove a decisive factor in reversing the decline in Chinese student numbers.

The success of these events, however, depends on active participation from universities. Institutions that have invested time in understanding the CBBC model are reaping the rewards, with higher alumni turnout and more robust engagement.

The broader implications of this initiative are significant. By fostering connections between alumni and industry, CBBC is not only supporting individual graduates but also strengthening the ties between British universities and China’s economic ecosystem. These events create a virtuous cycle: as alumni secure meaningful employment, they become ambassadors for their universities, showcasing the value of a British education to prospective students. This, in turn, can bolster recruitment efforts, helping universities navigate the financial challenges posed by declining international student numbers.

For Chinese graduates, the CBBC events offer a lifeline in a competitive job market. The opportunity to network with industry leaders and fellow alumni provides a sense of community and support that is often lacking for those returning to China after studying abroad. The exchange of WeChat details, a cornerstone of professional networking in China, ensures that these connections endure beyond the event itself, fostering long-term relationships that can lead to career opportunities. For parents and students weighing the cost of a UK education, the knowledge that such support exists could make all the difference.

For universities willing to embrace this opportunity, the rewards are clear: a more engaged alumni base, a stronger presence in China, and a compelling case for why a British education remains a worthwhile investment.

The Alumni-Industry events are part of CBBC’s broader ‘Access Talent’ initiative, which aims to connect CBBC’s university members to employers and provide them with insights into China’s job market. CBBC recently held a training day event, aimed at university professionals who work in careers support or employability roles: ‘Future in Focus: China’s Hiring Landscape – Staying Ahead in a Dynamic Job Market.‘ This was hosted by UCL, and welcomed over 50 guests, including representatives of 18 different universities. The event included an employer panel discussion, with HR representatives from the Bank of China, BYD, ICBC and Tong Global; a student panel; presentations from recruitment agencies in China, and a panel focusing on how to support Chinese students who wish to find work in the UK.

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As a Chinese Computer Science student who grew up in the UK, I have had the privilege of navigating both Chinese and Western cultures. This dual perspective has given me insight into the challenges and opportunities faced by Chinese students in British universities. Recently, I made history by becoming the first Chinese student elected as President of the King’s College London Students’ Union (KCLSU). My election victory represents a personal milestone and highlights how Chinese students can engage meaningfully in university life when supported. However, it also underscores a broader issue: despite being the largest group of international students in the UK, Chinese students remain underrepresented in student politics and cultural spheres. Addressing this requires understanding the interplay of language barriers, cultural perceptions, and the absence of Chinese soft power.

Chinese students contribute significantly to the UK’s economy and universities, often paying triple the tuition fees of home students. Our parents view this as an investment in our education and exposure to a new culture, with the connections we forge often proving more valuable than the degree itself. Yet, many of us feel like little more than a revenue stream for universities. At King’s College London, Chinese students form the largest international demographic, yet our presence in the Students’ Union was historically negligible. This lack of representation meant our concerns, such as delays in receiving physical degree certificates, which can disrupt job applications or civil service exam deadlines in China, were struggling to be heard. My campaign for KCLSU President sought to change this by mobilising Chinese students, a group often politically apathetic, through targeted outreach on platforms like Rednote (Xiaohongshu) and Instagram, and by addressing issues like digital degree certificates, access to Chinese food, and hot water dispensers on campus. During my campaign, I worked alongside a fantastic team of students to reach out to the wider student community, with a particular emphasis on engaging Chinese students whose voices had historically been underrepresented. This sparked unprecedented engagement in a KCLSU election. I am deeply grateful to my campaign team and all those who supported and believed in the vision of making student representation more inclusive. Their efforts were invaluable in reaching and inspiring a broader range of students across King’s.

The underrepresentation of Chinese students extends beyond politics to the cultural fabric of universities. Japanese and Korean student societies attract diverse members, including British students, drawn by the global appeal of anime, K-pop, and other forms of soft power. In contrast, Chinese student societies are often homogeneously Chinese, reflecting a lack of broader interest in Chinese culture. This disparity raises questions about why Chinese culture struggles to resonate with Western youth. Part of the issue lies in soft power: while Japan and Korea export globally recognised bands, films, and stars, China’s cultural exports—like the success of Ne Zha 2 or interest in Chinese cuisine—remain less prominent. However, the appetite for Chinese culture exists, as seen in viral livestreams by creators like iShowSpeed. Universities could bridge this gap by fostering cultural exchange through inclusive events and encouraging Chinese student leaders to promote their heritage in ways that resonate with diverse audiences.

Language barriers also play a significant role in Chinese students’ isolation. Many of us arrive in the UK with English as a second language, making it challenging to integrate into the fast-paced, often outspoken Western university culture. Unlike the reserved and conservative social norms many Chinese students are accustomed to, British university life emphasises extroversion and social mixing, which can feel daunting. Current English proficiency tests like IELTS often fail to assess conversational fluency, leaving students unprepared for daily interactions. Universities could address this by reforming language assessments to focus on practical communication and by offering more robust integration programs, such as mentorship schemes or ice-breaking events led by student unions.

Geopolitical perceptions further complicate integration. The success of Japanese and Korean cultural exports is bolstered by positive national images, while China’s global reputation is often marred by political tensions. This can translate into subtle distrust or hostility toward Chinese students, who may feel unfairly judged based on their country’s image rather than their individual merits. British students, too, sometimes make insufficient efforts to engage with their Chinese peers, perpetuating a cycle of mutual misunderstanding. Universities, as microcosms of global interconnectedness, have a responsibility to counteract these biases by promoting dialogue and shared experiences. Mixed-group events addressing universal student concerns—like internships, cost of living, or campus social life—can foster common ground, as I emphasised during my personal campaign for the KCLSU Presidency.

The stakes are high for British universities, which rely heavily on Chinese students’ tuition fees. With growing competition from Chinese universities, particularly in STEM fields, and the appeal of studying at home, where students face no cultural shock, lower costs, and strong career prospects in China’s booming tech sector, UK institutions must act swiftly. Beyond enhancing STEM offerings, universities should leverage their comparative advantage in arts and humanities and invest in cultural integration initiatives. I believe the most effective step is to empower Chinese student leaders to advocate for their community within student unions. By giving Chinese students a voice, universities can ensure their needs are heard, fostering a truly two-way cultural exchange.

My election as KCLSU President demonstrates that Chinese students are ready to engage when given the opportunity. Through strategic use of social media and addressing relevant issues, my campaign contributed to a shift in how student elections were approached, moving from popularity contests to policy-driven campaigns. This model is already inspiring Chinese students at other UK universities to follow suit, signalling a potential wave of increased engagement. For British universities, the message is clear: embrace Chinese students not just as economic contributors but as cultural ambassadors who can enrich campus life. By addressing language barriers, countering geopolitical biases, and amplifying Chinese voices, we can build a university culture that reflects the globalised world our generation inhabits—one where every student’s voice matters.

The opinions in this article are solely those of Baiyu Liu, the president-elect of KCLSU, who will take office in August 2025. This article does not reflect the opinions of KCL, KCLSU, its staff or officers.

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Founded in 1994 through a partnership between the Chinese government and the European Union, CEIBS has grown into one of the world’s leading business schools, shaping the future of global business leadership.

Walking through the doors of CEIBS, students are met with a world-class faculty, cutting-edge research, and an extensive international network. The institution has expanded beyond its Shanghai base, establishing campuses in Beijing, Shenzhen, Zurich (Switzerland) and Accra (Ghana). This global footprint allows CEIBS to foster a truly international perspective while maintaining deep roots in China’s dynamic economy.

Education has long played a crucial role in fostering strong relations between the UK and China. Keeping educational channels open and away from the politics of the day is essential to ensuring long-term collaboration and mutual understanding. CEIBS’ engagement in global education and research underscores the importance of cross-border learning and exchange, providing a neutral space for dialogue and cooperation in an often complex geopolitical landscape.

CEIBS is deeply engaged in bridging businesses from China and Europe, fostering an environment where collaboration can thrive. Many of its alumni work in leadership positions within multinational corporations, leveraging their education to drive strategic collaborations between European and Chinese businesses. These initiatives are crucial in addressing future economic challenges and creating innovative solutions through cross-border cooperation. By strengthening these ties, CEIBS alumni help multinational companies expand their reach and integrate best practices from both markets.

At its core, CEIBS offers a range of programmes designed for professionals at every stage of their careers. The English full-time MBA, a flagship offering, is consistently ranked among the world’s best, attracting students from diverse backgrounds who are eager to immerse themselves in a rigorous, globally focused curriculum. The programme lasts either 12 or 16 months, catering to different professional needs. Subjects such as ESG and sustainability are increasingly popular, reflecting the growing demand for responsible business practices.

For professionals looking to gain in-depth knowledge of China while maintaining an international outlook, CEIBS provides an invaluable experience. Around 70%-80% of MBA students are Chinese, with 20-30% coming from international backgrounds, fostering a diverse and dynamic learning environment. Many students seek to build networks, gain insights into multinational corporations operating in China, or prepare for global roles. Others come from Africa, the US, Vietnam, and Korea, drawn by CEIBS’ strong focus on global leadership, multicultural management, and cross-regional business strategy. The Accra campus further strengthens CEIBS’ connections with African business leaders, creating a unique East-West-Africa exchange.

For those already in leadership roles, CEIBS’ part-time Global Executive MBA (GEMBA) is a sought-after programme that blends academic insight with real-world impact. Designed for senior executives, it offers a flexible schedule that allows participants to continue leading their organisations while sharpening their strategic thinking and leadership skills. The curriculum is steeped in cross-cultural management and global strategy, preparing business leaders to navigate the complexities of an interconnected world.

Beyond traditional degree programmes, CEIBS’ Executive Education offerings provide short-term, high-impact courses covering everything from digital transformation to finance and leadership. These programmes help professionals stay ahead in an era of rapid technological and economic change.

CEIBS has also produced an impressive roster of alumni who have gone on to make significant contributions in their respective industries. Other alumni have moved into leadership roles at multinational corporations, innovative start-ups, and influential policy-making institutions. Many alumni are actively working to foster deeper ties between Chinese and European businesses, ensuring that both regions benefit from shared knowledge, technological advancements, and market opportunities.

Co-Dean Zhang Weijiong recently reflected on the institution’s role in shaping the future of business, stating, “We see ourselves as a bridge between China and the rest of the world, providing insights that help business leaders understand the nuances of both markets.” His perspective highlights CEIBS’ commitment to fostering innovation, encouraging entrepreneurship, and ensuring that students remain adaptable in an ever-evolving global landscape.

CEIBS doesn’t just prepare students for the future; it actively engages in shaping global business discussions. The school’s ‘China and the World’ forum has become a major platform for discussing China’s role in international markets. In a world where economic relations between China and the West are continuously evolving, such discussions are invaluable.

Research at CEIBS is also at the forefront of understanding economic trends. A recent policy paper explored the challenges and opportunities facing China’s economy in 2025, asking the pivotal question: “Can bold policies drive a turnaround?” This kind of thought leadership positions CEIBS as a key player in global economic discourse, providing both students and industry leaders with crucial insights into China’s evolving market dynamics.

The school’s engagement in broader economic dialogues extends to international collaborations such as the UK-China Economic and Financial Dialogue. These initiatives highlight the importance of understanding China’s economic policies in the context of global markets and reinforce CEIBS’ role as a vital bridge between East and West.

With each passing year, CEIBS continues to evolve, ensuring that its graduates are not only prepared for the business world of today but are also equipped to shape the business world of tomorrow. As the global economy grows more interconnected, institutions like CEIBS will remain essential in developing the next generation of leaders who can navigate both the complexities and opportunities of an ever-changing world.

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In addition to undergraduate degrees, an increasing number of students are now considering second master’s programmes to further boost their employability. This trend coincides with a growing preference for universities ranked within the QS top 100, underscoring the importance of academic prestige and quality education. Amid rising tuition fees and a dynamic economic environment, Chinese students are adopting a more focused approach in their study-abroad decisions—sometimes opting for alternative destinations like Australia and Hong Kong for their initial studies before transitioning to UK institutions.

The “Decoding UK Education and Culture” series by CBBC delves into these shifting trends, offering insights on school selection, employability, and career planning. This series provides valuable guidance for students and families navigating the complex landscape of international education.

On 8 January 2025, CBBC held an event focused on the key themes of school selection and employability. Ms Sun Bo, Director of the UK and Ireland Division at EIC Education, shared insights from a professional study-abroad consultancy and data analysis perspective. She provided an overview of the current state of the UK study-abroad market, including observations on student preferences, tuition fee increases, and how employment rates influence Chinese students’ decisions to study at UK universities.

Study abroad trend 1: A more focused approach to study abroad, with a growing trend for second master’s degrees

Sun noted that the UK, Hong Kong, Australia, and the US are the primary destinations for Chinese students. Among these, Australia and Hong Kong have become increasingly preferable to Chinese students from 2019 to 2024, whilst the UK’s appeal has slightly declined in 2024 compared to 2023. In terms of application trends, particularly after 2021, there has been a noticeable increase in applications to universities ranked in the QS top 100, while applications to universities ranked outside the top 100 have decreased. The trend of applying to multiple countries peaked during the pandemic but has since then declined, indicating a more focused approach to selecting study destinations. Another notable observation is that 31.8% of students are considering pursuing a second master’s degree in the UK to enhance their employment competitiveness.

Study abroad trend 2: Course selection driven by employment prospects, with growing popularity of interdisciplinary studies

Over the past three years, there has been a significant shift in students’ selection of disciplines. Business-related programmes are no longer as popular among Chinese students, primarily due to changes in the employment market of China. As job prospects in the securities, banking, and finance sectors have evolved, students have gradually shifted towards STEM or Computing-related fields. An analysis of the top ten most popular programmes reveals that media studies has consistently remained a popular choice across undergraduate, postgraduate, and doctoral levels, followed by accounting, economics, and general management within business studies. At the postgraduate level, finance, education, and media studies have become especially sought after. This reflects the changing demands in the job market and the growing need for professionals in specific fields.

Additionally, the demand for business-related jobs does not align with the number of job seekers, while the demand for STEM and AI-related professionals is significantly higher, leading to a mismatch between job seekers and available positions. Research shows that 83.7% of students are considering interdisciplinary programmes, mainly because these areas are seen as more beneficial for future employment and align with social and economic trends.

Study abroad trend 3: Employers’ focus on QS rankings and an analysis of population and consumer trends in China

A report by EIC Education in collaboration with 51job revealed that 75% of employers place considerable importance on QS rankings during recruitment, and 43.8% of employers consult both overall and subject-specific QS rankings. Over the past five years, China has experienced significant consumer downgrading, reaching its lowest point in five years. Meanwhile, international student tuition fees in the UK have risen by 40%, second only to the US. In contrast, Asian countries have seen a significant increase in study-abroad resources in the past year. As these regions offer better cost-efficiency, they have become more attractive to Chinese students. Many students are now opting to complete their undergraduate studies in neighbouring Asian countries before pursuing further education in the UK. In response to the rising costs of studying in the UK and the uncertain economic environment, Malaysia has emerged as the top choice for many middle-class Chinese families looking for study-abroad bridge programmes.

How can UK universities enhance employment rates for Chinese students?

Research indicates that more than 67.3% of Chinese students intend to return to China after graduation. However, many face challenges when re-entering the job market, such as discrepancies in salary expectations and adjusting to the work environment in China. In light of this, CBBC would like to call UK universities’ attention to strengthening their employment services and focusing on improving the employment outcomes of Chinese students. The importance of employment rates in attracting Chinese students cannot be overstated. We recommend that universities closely monitor the employment status of Chinese graduates, enhance career services, and leverage strong academic programmes to improve their recruitment competitiveness in the Chinese market. It is also suggested that universities place greater emphasis on the combined strengths of UK education and British culture, offering more personalised choices for students, rather than solely relying on QS rankings for recruitment and evaluation.

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Over the last decade, laws governing the collection, storage, transfer and usage of data have become a cornerstone of the regulatory environment in many markets, including China. Indeed, with China as one of the chief sources of data created worldwide – by 2025, data from China is predicted to account for 27.8% of the total global data created that year – such laws have been among the most high-profile passed there in recent years, attracting attention and commentary from business, legal and administrative communities alike.

Data protection laws are applicable in a wide range of sectors, from e-commerce and the creative industries, to life sciences and healthcare. They are of particular relevance to the education sector though, where those providing services rely upon the accurate and timely collection of various types of data to ensure the quality, suitability, and safety of their offerings. For higher education institutions from the UK, the European Union’s General Data Protection Regulation (GDPR) is likely to be the most familiar. And while an understanding of the GDPR is, by itself, not sufficient to effectively operate within the China market, it remains a useful starting point due to certain similarities between its goals and practices and those of China’s own data protection laws. Succeeding in China generally requires a deeper comprehension of local requirements, however.

The evolution of China’s data protection regime

At the most fundamental level, there are three key laws covering data protection in Mainland China: the Cybersecurity Law (CSL), the Personal Information Protection Law (PIPL), and the Data Security Law (DSL) – all of which were passed in the years since 2017. Together, and alongside various other measures issued by the authorities, they lay out the demands on those handling different types of data. For higher education institutions, meeting these demands involves knowing the differences between Network Operators and Critical Infrastructure Information Operators; the importance of roles such as that of the Personal Information Handler, as well as how these roles can fit into existing institutional infrastructures; and the classification framework that splits data into three categories.

Cybersecurity Law

In China, the first major law regulating data was the Cybersecurity Law (CSL) in 2017, which, at the time, had a strong emphasis on national security. Since then, the focus has shifted towards data privacy and personal information. While this is partly due to the vagueness of the initial law – which included only superficial provisions regarding private data – growing consumer concerns over data theft and insufficient privacy protection have added pressure on Chinese policymakers to create a more coherent and comprehensive data protection regime.

The CSL created strong incentives for the Chinese government to establish clear standards for data collection and transfer. Thus, shortly after the CSL came into force, China published its first Personal Information Security Specification, which defined personal data as including biometric information, personal addresses and bank records. The specification was updated in 2020, adding further safeguards against the unauthorised collection of private data: for example by allowing users to opt-out from specific online functions.

Personal Informational Protection Law

Despite the regulatory activism sparked by the CSL in 2017, the legal foundations for individual data protection remained shaky and scattered across several laws. One particular problem was the lack of a uniform definition of the individual’s right to his or her own data, which was compounded by the fact that the exact nature of what constitutes a violation of privacy rules was stipulated in four different laws: the Criminal Law, the General Principles of Civil Law, the CSL, and the new Civil Code.

The passage of the Personal Information Protection Law (PIPL) in August 2021 marked an important milestone as it provided a single, systematic framework for individual data protection. The many similarities between the GDPR and the PIPL have earned the latter the moniker ‘China’s GDPR’, which, despite differences between the two, has brought China’s data protection regime more in line with international standards.

More importantly, the PIPL has shifted the legal focus of China’s data rules away from security and instead in a more consumer– and commercial-orientated direction. This shift has not only allowed for a more open and pragmatic discussion about the challenges any new data regime faces in a continually evolving technological environment, but also raised the possibility for foreign organisations – such as UK higher education institutions – to participate more actively in future legislative processes; an input which was mostly ignored during the early stages of China’s cyber-related rule-making.

Data Security Law

Nonetheless, national security remains important. The Data Security Law (DSL), which came into effect in June 2021, is a strong reminder of this. The DSL affirms that the Chinese Administration for Cyberspace (CAC), a government agency, remains in charge of all data-related regulations. The law also highlights the importance of the two areas which particularly affect foreign institutions: how to manage sensitive personal information and how to conduct cross-border data transfers of such information.

Both above-mentioned issues are subject to evolving regulatory frameworks which have sprung up following the implementation of the CSL in 2017. Sensitive personal information – including biometrical, health, and financial data – is defined by the Personal Information Security Specification. Data which falls into this category is subject to specific rules governing data storage, requirements in case of breaches and leaks, and data transfers

The CBBC View

Success in China is often best rooted in the knowledge that its data protection laws, while complex and at times fragmented, and while perhaps somewhat unfamiliar in comparison with the legal regimes in place in other markets, continue to be refined, deepened and expanded upon. Crucially, there are solutions to the challenges that China’s data protection laws present, and they are solutions that start with a thorough and up-to-date understanding of the history, development, and application of the laws themselves.

Looking ahead to 2023 and beyond, the China opportunity remains vast. More than ever for UK higher education institutions, it an opportunity that they are well placed to grasp as the country continues to build and modernise its data protection infrastructure, while at the same time continuing to refine and adapt their services alongside these changes.

The information in this article is extracted from “China’s Data Protection Laws and What They Mean for The UK’s Higher Education Sector”, and is the first in a series of reports available exclusively to subscribers of CBBC’s Comprehensive Higher Education Strategy Service (CHESS).

Click here to read more about the benefits of CHESS and how to sign up

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The UK is home to some of the world’s leading and most widely respected educational institutions, and this soft power advantage has led the country to become a top study destination for students from all over the world.

With as many as 144,000 Chinese students currently pursuing higher education in the UK (32% of the total number of international students), they have become one of the country’s largest international student cohorts, making significant contributions to the higher education sector and regional economies. Speaking to Times Higher Education, Chris Skidmore MP, who is leading an International Education Commission to draw up goals and strategies for the sector, said that international students are “vital to the social and economic success of the UK and ensuring we remain an outwardly focused and engaging nation that remains relevant to the modern international world”.

The importance of Chinese students to the UK’s education sector is unlikely to change any time soon, but a number of new challenges – from the rising quality of Chinese universities to the tense geopolitical environment – mean that educational institutions need to consider how to make sure that their strategies are sustainable.

The current outlook for UK-China education partnerships

Thomas Clayburn, CBBC’s Education Sector Lead, defines sustainable UK-China education strategies as long-term partnerships that produce mutually beneficial outcomes. The goal of these partnerships should be to benefit students whether they are studying in the UK or China (notably in terms of employability), to produce research that is globally beneficial and to strengthen the overall environment of UK-China collaboration.

In recent years, UK universities have been looking for ways to diversify their transnational education (TNE) efforts in China. In the past, many universities pursued ‘2+2’ or ‘2+1’ style partnerships with Chinese universities, where the students study for a couple of years in China before moving to the UK to complete their degree. Today, many universities have moved to fully in-country programmes, a model that has been further entrenched by the Covid-19 pandemic. Nevertheless, the numbers show that the switch to this model has not reduced the number of Chinese students coming to the UK, and Clayburn points out that students who have studied in a TNE programme in-country still have a greater awareness of the UK education market and may be more likely to come to the UK to pursue a postgraduate degree. 

The challenges facing UK-China education partnerships

Although the conditions for UK-China education partnerships are positive, there are some challenges that UK institutions should bear in mind.

In recent years, Chinese universities have been closing the gap with UK universities in terms of quality. In the latest Times Higher Education World University Ranking, released on 12 October 2022, China now has an unprecedented seven universities in the top 100, up from only two just six years ago. This could tempt more Chinese students to study in-country, especially with the prestige offered by a degree from the country’s top universities, such as Tsinghua (now ranked 16^th in the THE ranking, the highest in Asia).

The challenges facing the transnational education sector in China, while real and potentially affecting the viability of the China market for some UK institutions, are far from insurmountable.

Moreover, Chinese students are becoming increasingly savvy and selective in their study abroad plans. It is no longer enough to have studied for any degree in the UK; students are looking for programmes with clear utility that translate into a career advantage. An increasing number of mature students are looking to international postgraduate education to upskill in fields in which they have several years of employment experience. Universities will need to bear this in mind when marketing existing programmes or designing new ones.

Finally, it is no surprise that the political sensitivity of the conversation around China in recent years has filtered into the education field. There has been increased scrutiny on UK-China research collaborations, especially in fields covered by the National Security and Investment (NSI) Act, such as AI, communications and satellite and space technologies. Over the past few years, five research collaborations – including centres at Imperial College and the University of Manchester – have closed due to their links with Chinese aerospace or defence companies.

However, Clayburn notes that a move away from STEM programmes towards the creative arts could be beneficial for many UK universities and that Chinese students will be drawn in by the strength of the UK’s creative industries in fields like fashion and design.

The challenges mentioned above may drive the diversification of the UK education sector’s relationship with China, which will ultimately be beneficial. This is especially true for institutions that sit further down the league tables or don’t have a famous name to fall back on. Many post-1992 universities – not traditionally the focus of Chinese student applications – have found success with TNE initiatives in China, and the appetite for TNE in China is likely to continue.

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The University of Oxford topped the latest Times Higher Education World University Ranking, released on 12 October 2022, for the seventh year in a row. There are a total of 103 UK universities in the THE ranking, of which 10 are in the top 100.

However, further down the ranking, the dominance of UK and US universities is changing. China now has an unprecedented seven universities in the top 100, up from only two just six years ago. Tsinghua University ranks 16^th (the highest university in Asia), followed by Peking University at number 17.

What is driving China’s rise up the rankings?

This rise has been driven largely by an increase in research, as measured by citations, particularly during the early days of the Covid-19 pandemic, and China’s average citations score has increased from 41.1 in 2019 to an impressive 55.6. Chinese institutions also score well in terms of industrial collaboration.

“Chinese Universities are climbing up the global rankings year on year,” says Thomas Clayburn, CBBC’s Education Sector Lead. “This rise has been particularly noticeable since 2015, when China’s Ministry of Education initiated the Double First-Class university development plan, which now lists 147 participating universities.” The development plan was an initiative selecting universities to be developed into first-class educational institutions, and prominent programmes to be elevated in quality to become classed as ‘first rate’.

Nevertheless, a lack of internationalisation is still holding Chinese universities back, with all four measures of internationalism (including number of foreign students and staff) in the THE ranking declining. Others (including BBC China Correspondent Stephen McDonell) have cast doubt on China’s place in global rankings considering the control of information in subjects like history and politics in China.

Should UK universities be worried?

Whether or not the on-paper ranking of Chinese universities is reflected in practice, the numbers alone have prompted worries about whether Chinese universities could start to pose a threat to more established institutions in the UK, especially those that have traditionally sought to attract large numbers of Chinese students.

“The biggest threat Chinese Universities pose to the UK education sector is retaining the country’s talent at home,” comments Jimmy Robinson, co-founder and director or PingPong Digital, which provides digital marketing services to many UK universities. “With the cheaper cost of living and tuition fees [in China] and an increase in international recognition, the danger is that more Chinese students may decide to attend a domestic university instead of going overseas.”

To counter this, Robinson suggests that UK universities think about creating “specialised degree programmes that offer students the chance to gain specific skills and knowledge that may not be available at Chinese universities”.

“Local Chinese industry partnerships will also help cement the UK education sector in the mindset of Chinese students, parents and professionals,” he adds.

Robinson also points to the need to maintain an active presence on Weibo and WeChat, as well as less well-known (in the West at least) social media platforms such as Xiaohongshu and Zhihu.

A rising tide lifts all boats

The UK continues to be one of the most popular study-abroad destinations for Chinese students. In 2021, 32% of the total number of international students in the UK were from China, a number that held firm even during the worst of the Covid-19 pandemic.

Even if more Chinese students choose to pursue higher education at home, the UK education sector’s strong brand presence means that many thousands will continue to come to the UK for postgraduate education, research, and more.

“I think this shift – a global levelling up – is good news for the world,” says Phil Baty, Chief Knowledge Officer at Times Higher Education. “We are also seeing more global diversity in creativity and innovation as well as more equal international collaboration.”

Clayburn agrees. “I would argue that the rise of China’s universities up the global rankings is a positive for their potential global collaborators as it has led to increased numbers of high-quality co-authored papers.” Indeed, there were 16,267 UK-China papers in 2019 (about 11% of UK output), compared to around 19% of UK papers with a US co-author and 10.5% with a German co-author.

Call +44 (0)20 7802 2000 or email enquiries@cbbc.org now to find out how CBBC’s market research and analysis services can provide you with the information you need to succeed in China.

The post Are Chinese Universities now competing with the world’s best? appeared first on Focus - China Britain Business Council.

Approximately 500,000 students are enrolled in TNE in China. For the UK – not only a global leader in the provision of education but also a country with deep ties to China in the education sector – there are clear opportunities to take advantage of, particularly in the field of establishing joint educational programmes and initiatives. Nevertheless, there remain a number of opportunities and challenges that UK education institutions would be wise to pay attention to as they look to land or expand in the China market.

Opportunities

A number of factors suggest conditions are right for TNE expansion in China.

Firstly, at the most fundamental level, the demand for TNE is strong in China, strengthened by various local governments at both the provincial and municipal levels as part of their investment and development plans. The presence of international education – be it a university or international resources and talents – can significantly increase the status of lower-tier cities (i.e., those cities that are not among the largest, richest, or most international in China). As such, local governments are often willing to invest in international education collaboration to boost their attractiveness in the face of competition from other localities.

Within China, a quota system is used for universities’ enrolment of Chinese undergraduate students. TNE can operate outside of this system, however, and recent regulatory changes in this field further indicate the favourable treatment being given to joint educational programmes (JEPs) and joint educational institutions (JEIs). Specifically, the Ministry of Education is allowing them to accept a higher number of students, as long as the students are those who planned to study abroad but were not able to due to the Covid-19 pandemic.

It is true that China’s higher education sector can be a challenging environment for international entrants, yet entering China offers significant long-term business opportunities for those with the right combination of entry model, partner and location. An effective strategy underpins all of these and can help to set a university apart from competitors both foreign and domestic.

Challenges

Although conditions for engaging in JEPs and JEIs in China are positive, for international entrants, TNE expansion does not come without its challenges, as detailed below.

Misunderstanding the legislation
The Chinese regulatory environment is often difficult for international companies to navigate. National laws and regulations can be vague and even contradictory, leaving interpretation up to provincial-level education departments. Staying in regular communication with the relevant local departments to build up trust and gain their support is therefore critical.

Cultural clashes and ideological barriers
Mutual understanding of the meaning of academic freedom may also be a point of contention when working with Chinese partners. The Chinese government still maintains significant control over curricula and prohibits teaching in areas such as civil rights, civil society, and press freedom. Universities in the UK may have to be willing to compromise their current approach.

Employment risks and faculty turnover
In practice, it is often difficult to retain faculty members for several years, impacting running costs and affecting the JEP or JEI’s reputation. The cost and impact of staffing needs to be accurately calculated and a well-designed strategy needs to be put in place to sustain staff quality and stability.

Intellectual property protection
In recent years, both the UK and China have published laws and regulations covering intellectual property protection, data protection and national security in relation to investment. When collaborating on international projects, either party may not understand the other’s policies, hence both partners should outline areas of research and intellectual property creation, identify expected outputs, and understand any potential consequences that may arise before entering into an agreement.

Recommendations

Taking into account the opportunities and points of consideration for TNE expansion in China, below are a selection of suggestions for moving forward.

Any entry strategy should have clear end goals: Before collaborating, a frank, clear discussion of any key issues that stand in the way of setting goals should be carried out. Similarly, a robust due diligence process should be implemented to track progress towards these goals, including quality assurance and quantitative KPIs.

Agree on a governance framework: For a JEP or JEI to be a success, shared objectives and common ground should be established early on, including the management of and division of responsibility for the institution, student recruitment, and marketing, among other key topics.

Treat new collaborative programmes like a start-up: New collaborative programmes should not depend on the existing reputations of the partner universities but should instead be treated like a start-up. This way, appropriate tools and frameworks can be adopted from the start.

Evaluate the project’s appeal: This appeal could be based on the strength of the UK university’s brand, which is partly a function of its present and previous marketing campaigns in China, or on the extent to which an institution has researched and engaged with the broader China market.

The information in this article is extracted from “Transnational Education in China Today,” the first in a series of reports available exclusively for subscribers of CBBC’s Comprehensive Higher Education Strategy Service (CHESS).

Click here to read more about the benefits of CHESS and how to sign up

The post Opportunities and challenges in transnational education in China appeared first on Focus - China Britain Business Council.

The UK is home to some of the world’s leading and most widely respected educational institutions, and this soft power advantage has led the country to become a top study destination for students from all over the world.

With as many as 144,000 Chinese students currently pursuing higher education in the UK, they have become one of the country’s largest international student cohorts, making significant contributions to the UK’s higher education sector and regional economies.

The importance of Chinese students is unlikely to change in the near future, and UK universities must align their recruitment strategies accordingly. One way to do so is by further developing a presence in China’s transnational education (TNE) sector.

What is transnational education?

Transnational education (TNE) is education provided either in person or online through an institution located in a different country. More broadly, TNE can come not just in the form of courses taken at overseas institutions, but also in that of international credit transfers, degree validation, joint or dual degree programmes and distance learning.

TNE in China works in the same way, albeit with a number of characteristics specific to China due to differences in the market, laws and regulations, and history. Indeed, China has a large and rapidly growing TNE sector, and foreign higher education institutions (HEIs) are well aware that setting up a presence in the China market significantly increases the ease with which they can attract Chinese students to their main campuses outside of China.

TNE is a long-established industry with about 20 years of history in China. The Double First-Class initiative (an initiative selecting universities to be developed into first-class educational institutions, and prominent programmes to be elevated in quality to become classed as ‘first rate’) has had one of the largest impacts on the sector and helps explain the shift among joint educational programmes (JEPs) and joint educational institutions (JEIs) to using a fully in-country model rather than having students spend a portion of their studies abroad. Government focus on innovation has also led to the prioritisation of STEM subjects, which has consequently influenced TNE to move in the same direction.

Covid-19 has only further entrenched the fully in-country model, with the travel restrictions in place having had a significant impact on TNE in China. And it is not just students that are affected: Covid-19 restrictions have made it difficult for academic and administrative staff alike to move to and from China.

The scale of transnational education in China

According to the Chinese Ministry of Education, 2,332 joint educational programmes and joint educational institutions were approved by 2020, of which 1,230 were for undergraduate degrees or higher. These JEIs and JEPs were established by a mixture of British, US, Russian and Israeli universities and higher education institutions. In the same year, there were more than 300,000 students enrolled with JEPs and JEIs at the undergraduate level and above. The regions with the highest number of JEPs and JEIs are Beijing, Shanghai and Jiangsu, with Beijing alone home to 59 JEPs (as of 2022).

Number of JEPs (in red) and JEIs (in grey) in operation by origin of foreign partner

UK involvement in transnational education in China

The UK’s involvement in China’s TNE landscape is considerable: over a fifth of all China-foreign joint programmes and institutions at the undergraduate level and above are operating in partnership with UK institutions. Specifically, there are now 237 British TNE partnerships in operation in China, ranging from sponsored institutes within Chinese universities to degree-granting programmes.

Over a fifth of all China-foreign joint programmes and institutions at the undergraduate level and above are operating in partnership with UK institutions

There are currently 22 China-UK JEIs with non-independent legal status in partnership with Double First Class universities, including the Leicester International Institute at Dalian University of Technology and Lancaster University College at Beijing Jiaotong University. Most offer only undergraduate education, but a few – like Zhejiang University-University of Edinburgh Institute and the Faculty of International Media at the Communication University of China (run with Nottingham Trent) – offer education all the way to PhD level.

The future of transnational education in China for UK universities

Approximately half a million students are enrolled in TNE in China. For the UK – not only a global leader in the provision of education but also a country with deep ties to China in the education sector – there are clear opportunities to take advantage of, particularly in the field of establishing JEPs and JEIs. 

The popularity of JEPs and JEIs has grown in the last two decades. Following a period of relatively rapid and uncontrolled growth during which JEPs and JEIs proliferated, the Chinese authorities introduced measures to raise standards through a combination of evaluations and permits. At the same time, JEPs and JEIs have been encouraged to focus on certain subjects seen as being more beneficial to China’s wider economy, particularly STEM subjects, and to offer education not just at an undergraduate level but also at a Masters and PhD level. For UK education institutions – many of which are at the forefront of a wide range of technological and scientific academic fields, some of which already have extensive experience of collaboration programmes in China – these are welcome steps. 

In addition, China is moving away from a TNE system in which students spend a proportion of their studies in another country – typically one or two years of a four-year undergraduate course, for example – and towards one that allows students to complete their studies entirely in China. This is partly, albeit not completely, a response to the travel restrictions as a result of the country’s zero Covid policy. For UK education providers, this is where funding is most likely to be available for new or expanded JEPs and JEIs. 

Despite the range of opportunities, there remain a number of trends that UK education institutes would be wise to pay attention to. To begin with, there are geographical variations. Eastern China, long the most prosperous and economically developed part of the country, currently leads the way in terms of the number of JEIs and JEPs, suggesting that provinces such as Jiangsu and Zhejiang, as well as the municipality of Shanghai, should factor into the location considerations of the British side. Other regions of China do hold promise though, such as the south, where the Greater Bay Area is receiving significant governmental support. 

The information in this article is extracted from “Transnational Education in China Today,” the first in a series of reports available exclusively for subscribers of CBBC’s Comprehensive Higher Education Strategy Service (CHESS).

Click here to read more about the benefits of CHESS and how to sign up

The post Transnational education in China appeared first on Focus - China Britain Business Council.

With over 200,000 Chinese students currently enrolled at UK universities, Chinese students remain one of the largest international student cohorts in the country, making a significant contribution to Britain’s higher education sector and regional economies. In 2021, Chinese students contributed £2.1 billion (7% of all revenue) to the UK’s education sector.

There are over 950 transnational education (TNE) programmes available in China, providing half a million students with qualifications from international education centres. More than 60,000 Chinese students are currently pursuing a UK qualification via a TNE programme, enabling them access to Britain’s world-leading higher education services from the Chinese Mainland.

With an increased demand for TNE programmes and a growing student body, it is essential that British universities have a clear understanding of contemporary TNE in China, key market trends, and the geopolitical factors that impact strategy.

CBBC has now launched the first in a series of CHESS reports, ‘Transnational Education in China Today’, enabling universities to devise and optimise their approach to the China market and build up their capacity in the country.

The report highlights trends, explains cooperative frameworks and revenue and tax considerations, and enables higher education centres the opportunity to evaluate their approaches to developing effective TNE partnerships in the China market.

As well as this newly released report and a series of others throughout the year, CHESS will also include workshops and tailored insights for UK higher education institutes.

“The programme’s insights into the key discussion points and policies affecting exchanges and cooperation in education will be relevant whether your institution already has an advanced China footprint with a dedicated team on the ground through CBBC’s Launchpad or your own office; your focus is on partnerships driving marketing, student recruitment, and transnational education (TNE); or you are seeking to expand your China activities,” said Andrew Seaton, Chief Executive of the China-Britain Business Council.

Click here to read more about the benefits of CHESS and how to sign up

For more information about CHESS and the ‘Transnational Education in China Today’ report, contact CBBC’s Education Sector Lead, Thomas Clayburn, on thomas.clayburn@cbbc.org

The post CBBC launches project to support British higher education in China appeared first on Focus - China Britain Business Council.