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.

The post British universities boost Chinese graduate employability with CBBC networking events appeared first on Focus - China Britain Business Council.

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.

The post Raising the voice of Chinese students in UK universities appeared first on Focus - China Britain Business Council.

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.

The post What courses do Chinese students study at UK universities? appeared first on Focus - China Britain Business Council.

China’s youth unemployment rate rose to a record high of 20.8% in May 2023, breaking the previous record high of 20.4% recorded in April. Over 11.5 million students are set to graduate in June, and many are likely to find themselves struggling to secure stable and fulfilling employment, leading to a growing sense of disillusionment.

China’s slower-than-expected post-Covid economic recovery has created a challenging environment for job seekers. Industries like education and real estate, which were once reliable sources of employment, have been curbed by government regulation, while emerging sectors like AI have yet to reach their full potential. This has left many graduates with limited options and a mismatch between their skills and the demands of the job market.

The Chinese government has responded to the problem by announcing subsidies for companies that hire unemployed graduates and by setting targets for state-owned enterprises to hire trainees. However, it has also criticised recent graduates as “self-indulgent” and emphasised the need to occasionally seek jobs that are below their expectations.

Economic factors aside, rising university enrolment rates are also thought to be contributing to high rates of youth unemployment by lowering the value of a degree. According to the Ministry of Education, the higher education enrolment rate hit 57.8% in 2021, compared to 30% in 2012.

Some have also criticised the universities themselves, arguing that they have failed to adapt curricula to meet the evolving needs of the job market. This disconnect between educational institutions and the demands of employers has resulted in graduates possessing skills that are not in high demand, further widening the gap between education and employment.

Chinese universities will need to follow in the footsteps of universities in the West – which have faced a similar problem with oversupply in recent years – by shifting the focus to practical, hands-on courses and bolstering career services. This could represent an opportunity for UK universities engaging in transnational education in China if they can create industry partnerships and tailor programmes that meet the needs of employers.

As a result, Chinese graduates are being forced to recalibrate their expectations. Chinese social media platforms like Weibo and Xiaohongshu are full of stories of graduates who have taken jobs below their skill level after months of failed job applications, for example, delivering for one of China’s many food delivery platforms. Others have resorted to “knowledge street vending,” setting up street stalls hawking services like copywriting, legal advice and psychological counselling, Sixth Tone recently reported.

Some have welcomed the reduced pressure that comes with more practical roles, viewing it as a chance to escape China’s notoriously punishing office hours. In recent years, many young Chinese people have been rejecting the high expectations placed on them by society, instead choosing to ‘lie flat’, i.e., not overworking, being content with more attainable achievements and taking time for themselves.

Nevertheless, the pressure is on to fix the youth unemployment situation, as the consequences extend beyond the individual and have broader implications for Chinese society. This cohort contributes heavily to consumer spending, a key driver of China’s post-Covid economic recovery.

However, perhaps more importantly for the Chinese government, unemployment among graduates can lead to reduced social mobility, increased social inequalities, and potential social unrest. The frustration and disillusionment experienced by unemployed graduates have already been evident through viral images and stories shared on social media platforms. The Chinese government must address these concerns to ensure stability and progress for the country’s future.

The post Why are so many Chinese graduates struggling to find jobs? appeared first on Focus - China Britain Business Council.

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.

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.

The University of Durham has close relationships with universities in Wuhan. How did they come about?

KL: Our partnership is specifically with Wuhan and the Huazhong Agricultural University. The link started in 2000 when someone who was working on cotton there contacted me and asked if he can do some work in our lab. He came on a sabbatical visit and then invited me back to Wuhan. I went in 2002 and we have been exchanging visits and people ever since and it has now become a formal relationship. Myself and colleague Patrick Hussey are officially visiting professors there and have joint research interests.

DS: For me, it started in 2006, when one of their professors sent an email out of the blue saying he was interested in doing work with me. I run a lab that’s quite unique and use techniques that few others can. So there is often a lot of interest. He visited shortly after and from then on I have been working with him. Four years ago we started a closer relationship. I give classes to the first and second years in China, and I take Chinese students on fieldwork. In the last few years, I have been taking them to places like the Lake District and north-west Scotland. Then two years ago I started a ‘2+2 programme’, where students have a joint degree, spending two years in the UK and two years in China.

Keith Lindsey

What is your main research area and how do you collaborate with China?

KL: I’m working with the world-leading group on cotton research, looking to increase yields and quality. In terms of quality, that means fibre length and colour; and in terms of yield, it means resistance to pests and diseases. I am also interested in the evolution of crops, forced evolution through selective breading through thousands of years and how the genome has changed over that time.

DS: There are three aspects to my research – the dating of metals enriched in the earth crust and how they are formed. This can then be used by exploration geologists to find economic benefits. Then there is the timing of oil and gas formations and finally the evolution of paleoclimate. China has old rocks and better rock formations from the pre-Cambrian era [over 500-million-years-old] that almost anywhere else in the world, and they have been very well preserved.

What benefits does the relationship with China bring?

KL: Cultural exchange is a huge benefit as we see Chinese students come visit labs from three-months to a year. The amount of money available for research in China is also huge compared to the UK. The kind of research we carry out would not be fundable in the UK – or the EU or US for that matter – we are benefitting from the outputs of all that funding. We contribute intellectually to the research we publish jointly. As a visiting professor, I go over every summer for a few weeks to write papers. The real value of this is setting up long term relationships – it allows collaborative research, and culturally it allows undergrads and young grads to experience the difference.

Every country wants to show they are doing excellent work and China wants to show they are leading the world

DS: It gives us access to different areas that would normally be hard to get into. I wouldn’t be able to access gold mines in China without having our local expert at hand. Also, it enables us to take studies from China and publish them worldwide rather than being left just in Chinese literature. Economically, it allows us to utilise grants and international applications between UK and China but the training of young people is most important. Chinese students are able to visit the UK and UK universities to get training. They are trained in a novel technique which can benefit them when they do post-doctorate studies.

David Selby with Chinese students

Why is China investing so much more in science than elsewhere?

KL: They have a view that investment in science is going to underpin a strong economy so that’s fundamental – they’re trying to create a stable economy that will set them up for the future. There are also immediate benefits [to researching food science] such as feeding people and economic output as China is the biggest producers of cotton globally.

DS: Every country wants to show they are doing excellent work and China wants to show they are leading the world. Also, there is a very large carrot for Chinese academics, in that in order to get a promotion they have to produce a certain amount [of papers] in English language journals. Publications in the right journals are essential for promotion and also sometimes come with a financial reward.

How does the relationship affect the wider community?

KL: Durham is developing a global strategy and thinking about its relationship with the outside work and how that can benefit the city. The targets for non-UK students is 39 percent – it is over 20 percent already.

DS: The Chinese community in Durham has grown a lot. The landscape is definitely changing – I’m inundated from people from China wanting to come over. 

Professor David Selby is associate editor of the Society of Economic Geology, Department of Earth Sciences, and Professor Keith Lindsey is Head of the Department of Biosciences, both at the University of Durham.

The post Durham Universities partnership with universities in Wuhan appeared first on Focus - China Britain Business Council.