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Internationalisation of
Higher Education in India
PROSPECTS, POTENTIAL, AND POLICY RECOMMENDATIONS Internationalisation
of Higher Education
in India
PROSPECTS, POTENTIAL, AND POLICY RECOMMENDATIONS iiInternationalisation of Higher Education in India
RESEARCH AND ANALYSIS TEAM
NITI Aayog
Dr. Sonia Pant, Programme Director, Education
Dr. Shashank Shah, Director and Senior Specialist (Higher Education) email: shashank.shah@gov.in
Oshin Dharap, Consultant, Higher Education
Tarini Gupta, Consultant, Higher Education
Upragya Kashyap, Young Professional, Higher Education
Arunima Goyal, Young Professional, Higher Education
Dr. Richa Kothari, Young Professional, Higher Education
IIT Madras
Prof. Raghunathan Rengaswamy, Dean, Global Engagement
Prof. Preeti Aghalayam, Director-in-Charge, Zanzibar Campus
Dr. Malati Raghunath, Guest Faculty
Priya Venkat, Senior Project Officer, Office of Global Engagement
S. Sivagurunathan, Project Officer, Office of Global Engagement
Association of Indian Universities
Dr. Pankaj Mittal, Secretary General
Dr. Kuldeep Dagar, Joint Secretary
Acumen
Adrian Mutton, Executive Chairman
Dr. Bhawna Kumar, Director - TNE & Institutional Partnerships
Nikunj Agarwal, Research Analyst
The contributions of Aditya Wadhwa, Dhruv Jain, Ekta Sharma, Kanishka, Poornima Jayadevan and
Shreya Khanna, Interns of NITI Aayog are hereby acknowledged.
Suggested Citation
NITI Aayog.(2025). Internationalisation of Higher Education in India: Prospects, Potential and Policy
Recommendations. December, 2025.
Copyright
Copyright@ NITI Aayog, 2025
Disclaimer
1. This document is not a statement of policy by the National Institution for Transforming India (hereinafter referred to as NITI
Aayog). It has been prepared by the Education Division of NITI Aayog in collaboration with a consortium of knowledge partners
led by IIT Madras and including the Association of India Universities and Acumen, for the purpose of independent academic
and policy-oriented research.
2. Unless otherwise stated, NITI Aayog, in this regard, has not made any representation or warranty, express or implied, as to thecompleteness or reliability of the information, data, findings, or methodology presented in this document. While due care hasbeen taken by the author(s) in the preparation of this publication, the content is based on independently procured informationand analysis available at the time of writing and may not reflect the most current policy developments or datasets.
3. The assertions, interpretations, and conclusions expressed in this report are those of the author(s) and do not necessarilyreflect the views of NITI Aayog or the Government of India, unless otherwise mentioned. As such, NITI Aayog does not endorseor validate any of the specific views or policy suggestions made herein by the author(s).
4. NITI Aayog shall not be liable under any circumstances, in law or equity, for any loss, damage, liability, or expense incurred orsuffered as a result of the use of or reliance upon the contents of this document. Any reference to specific organisations, products,services, or data sources does not constitute or imply an endorsement by NITI Aayog. Readers are encouraged to independentlyverify the data and conduct their analysis before forming conclusions or taking any policy, academic, or commercial decisions. iii
TABLE OF CONTENTS
Chapter 1A: Internationalisation of Higher Education in India: In Retrospect
and Future Prospects......................................................................................................................3
1A.1 Background to the Study......................................................................................................4
1A.2 Tracing the History of Internationalisation in India......................................................4
1A.3 Challenges due to Current Outbound Mobility...............................................................6
1A.4 Alignment with NEP 2020......................................................................................................7
1A.5 UGC Guidelines & Regulations............................................................................................8
1A.6 Conclusion................................................................................................................................9
Chapter 1B : Objectives and Methodology of the Study.............................................................................10
1B.1 Introduction............................................................................................................................11
1B.2 Objectives of the Study........................................................................................................11
1B.3 Research Methodology and Primary Data Collection...................................................11
Chapter 2: Approaches to Internationalisation: International, National
and Institutional............................................................................................................................16
2.1 Overview..................................................................................................................................17
2.2 Internationalising Education: Global Experience.........................................................18
2.3 Comparative Analysis of Internationalisation Strategies and
Learnings for India...............................................................................................................28
2.4 Indian Experience of Internationalising Education.....................................................28
2.5 Challenges in Internationalisation of Indian HEIs.......................................................31
2.6 Key Takeaways.......................................................................................................................33
Chapter 3: International Student Mobility.................................................................................................34
3.1 Overview.................................................................................................................................35
3.2 International Student Mobility: Global Overview.........................................................35
3.3 International Student Mobility: Indian Overview.........................................................41
3.4 Conclusion..............................................................................................................................57
Chapter 4: Global Academic Mobility and Talent Attraction...................................................................58
4.1 Academic Mobility: Overview.............................................................................................59
4.2 Key Approaches to Academic Mobility............................................................................60
4.3 Academic Mobility: Global Models...................................................................................61
4.4 Funding Mechanisms and Scholarships..........................................................................66
4.5 Global Practices in Academic Mobility and Research Exchange...............................68
4.6 Academic Mobility: Indian Overview................................................................................69
4.7 Funding Mechanisms for Academic Mobility in India..................................................70
4.8 Global Talent Attraction Programmes.............................................................................78
4.9 Conclusion..............................................................................................................................84
Chapter 5: International Academic Collaborations...................................................................................85
5.1 Overview.................................................................................................................................86 ivInternationalisation of Higher Education in India
5.2 Factors Influencing Selection of HEIs by Students......................................................88
5.3 Twinning, Joint Degree and Dual Degree Programmes in
India: An Overview................................................................................................................88
5.4 Joint Degree Programmes: Comprehensive Analysis...................................................91
5.5 Advantages of IACs...............................................................................................................94
5.6 Challenges that Hinder IACs in India...............................................................................95
5.7 Motivating Factors for Short Term Programmes...........................................................96
5.8 Short Term Programmes.....................................................................................................97
5.9 Way Forward...........................................................................................................................98
Chapter 6: International Research Collaborations....................................................................................99
6.1 Overview...............................................................................................................................100
6.2 Current Status of IRCs: A Global Comparison..............................................................102
6.3 Role of IRCs in a Knowledge Economy..........................................................................102
6.4 Challenges Hindering IRCs in India................................................................................103
6.5 Fostering Collaborative Research: Case Studies.........................................................106
6.6 Roadmap of Research Collaboration for Indian HEIs................................................109
6.7 Key Takeaways.....................................................................................................................109
Chapter 7: International Branch Campuses and Higher Education Hubs..........................................110
7.1 Overview................................................................................................................................111
7.2 India’s Approach to IBCs....................................................................................................112
7.3 IBCs in Higher Education Hubs: Global Lessons and Strategic
Pathways for India..............................................................................................................122
7.4 Roadmap for Building World-class Higher Education Hubs in India....................130
7.5 Way Forward.........................................................................................................................132
Chapter 8: Indian Offshore Campuses........................................................................................................133
8.1 Overview...............................................................................................................................134
8.2 Strategic Importance of Offshore Campuses................................................................137
8.3 Critical Factors Shaping Offshore Campus Establishment.......................................138
8.4 Modes of Building Offshore Campuses.........................................................................139
8.5 Challenges Hindering the Global Expansion of Indian HEIs....................................142
8.6 Offshore Campuses of Indian HEIs.................................................................................143
8.7 Four Steps for Establishing Offshore Campuses of Indian HEIs.............................153
8.8 Conclusion............................................................................................................................155
Chapter 9: Policy Recommendations with Implementation Roadmap, Action
Pathways and Performance Success Indicators...................................................................156
Annexure I.....................................................................................................................................209
Annexure II....................................................................................................................................215
Annexure III...................................................................................................................................217
Annexure IV...................................................................................................................................219
Annexure V....................................................................................................................................220 v
LIST OF TABLES
Table 2.1Global Practices of Leveraging Institutional Endowments
Table 2.2A comparison of Global Centres Across the World
Table 2.3Endowment Driven Examples of INIs
Table 3.1International Student Mobility (2001-2022)
Table 3.2Top 10 Host Countries for International Students (2004-2024)
Table 3.3Top 5 Source Countries for Top 5 Host Countries (2014-2024)
Table 3.4
International Students as a Percentage of Total Higher Education Enrolment
(2014-2024)
Table 3.5Inbound Mobility of Students to India (2000–2022)
Table 3.6 Top 10 Source Countries of International Students in India (2012-13 to 2021-22)
Table 3.7Top 10 States with International Student Enrolment in India (2012–13 to 2021–22)
Table 3.8Inbound Students to India: By Stream (2012-13 to 2021-22)
Table 3.9Outbound Mobility of Students from India (2016-2024)
Table 3.10Top 10 Study Destinations of Indian Students (2016-2024)
Table 3.11Top 10 Source States of Indian Students Going Abroad (2016–2020)
Table 3.12International Student Mobility of India (2016-2022)
Table 4.1Key Approaches to Academic Mobility
Table 4.2International Funding Comparison
Table 4.3Inbound International Scholarships and Fellowships
Table 4.4Outbound International Scholarships where MoE invites Applications
Table 4.5Outbound International Scholarships where MoE disseminates Information
Table 4.6Outbound International Scholarships and Fellowships Funded by GoI
Table 4.7Outbound International Scholarships and Fellowships Bilaterally Funded
Table 4.8Outbound International Scholarships and Fellowships Multilaterally Funded
Table 4.9Fellowship Offered To Indian Orgin Scientists By Government Of India
Table 5.1Comparison between Twinning, Joint Degree and Dual Degree Programmes
Table 5.2Initiatives to Support Faculty in Internationalising Curricula by the Indian HEIs
Table 6.1Citation Impact Comparison
Table 6.2Joint Publications Comparison (2022)
Table 6.3Technology Collaboration Examples
Table 7.1Types of IBCs, with features and examples
Table 7.2On Shore Campuses in India under UGC Regulations
Table 7.3
Comparison of GIFT City and UGC Onshore Campus Guidelines for Hosting Foreign
Higher Education Institutions in India
Table 8.1Select Successful Offshore Campuses across the world viInternationalisation of Higher Education in India
Table 8.2Comparative Analysis of New York University- Abu Dhabi and Shanghai
Table 8.3Analysis of offshore campuses of Curtin University
Table 8.4Offshore Campuses of Indian HEIs
Table 8.5Comparative Analysis of Indian Offshore Campuses
LIST OF FIGURES
Figure 2.1
Participants in Mobility Activities under the Erasmus+ and its Predecessors since
1987
Figure 2.2Survey Response on Various Objectives for Partnerships
Figure 2.3Global Internationalisation Strategies
Figure 2.4Pillars of IITM Global
Figure 2.5Survey Responses to Financial Support offered through Various Means
Figure 2.6Survey Responses to the Various Criteria for Approving Funding Requests
Figure 3.1International Student Mobility (2001-2022)
Figure 3.2 Top 7 Host Countries for International Students (2004-2024)
Figure 3.3
International Students as a Percentage of Total Higher Education Enrollment
(2014-2024)
Figure 3.4Inbound Mobility of Students to India (2000–2022)
Figure 3.5
International Students as a Percentage of Total Higher Education Enrolment in
India (2000-2022)
Figure 3.6Top 10 Source Countries of International Students in India (2021-22)
Figure 3.7
Transition in International Student Enrolment Across Top 10 Indian States (2012-
13 to 2021-22)
Figure 3.8Enrolment of International Students across Levels (2012-13 to 2021-22)
Figure 3.9Outbound Mobility of Students from India (2016-2024)
Figure 3.10Top 5 Study Destinations of Indian students (2016-2024)
Figure 3.11Transition in Top 10 Source States for Indian Students Going Abroad (2016-2020)
Figure 3.12Outbound Students from India: By Stream (2021-22)
Figure 3.13 International Student Mobility of India (2016-2022)
Figure 4.1Role of International Academic Mobility
Figure 4.2 Global Academic Mobility Models
Figure 5.1
Survey Responses on Perception of HEI on the Impact of Internationalisation on
Learning Outcomes and Employability of Graduates
Figure 5.2Process Flow for Developing Joint Degree Programmes
Figure 5.3
Survey Response on Positive Impacts of Internationalisation as articulated by
Indian Universities
Figure 5.4Survey Response on Primary Partnership Objectives of Indian HEIs vii
Figure 5.5
Survey Response on Formal Agreements/MoUs between Indian and Foreign HEIs
in the last 3 years
Figure 6.1
Participation of Government, Business Enterprises and Higher Education Sector
in GERD of various countries in 2020
Figure 6.2Survey Responses on Financial Benefits of Internationalisation
Figure 6.3Survey responses on Resource-Intensive Nature of Internationalisation
Figure 6.4Importance of Partnership with International Institutions
Figure 8.1International spread in Higher Education through offshore campuses
Figure 8.2International presence of HEI- Host countries for offshore campuses
Figure 8.3Survey Responses on Motivations for exploring offshore campus
Figure 8.4
Survey Responses on Factors influencing decision regarding establishing offshore
campuses
Figure 8.5Survey Responses on Reasons for Not Considering Offshore Campuses
Figure 8.6
Survey Responses on Primary goals of internationalisation as expressed by the
surveyed institutions viiiInternationalisation of Higher Education in India
GLOSSARY
S NoKeyword Description
1 ABCD centre
The Global Water and Climate Adaptation Centre (ABCD Centre) is a
collaborative initiative of leading universities from India, Thailand
and Germany, focused on advancing research and solutions for
water security and climate change adaptation. It works towards the
attainment of the Sustainable Development Goals. Achieving SDG-6
is central to its overall agenda.
2
Academic
research
Collaboration
Academic Research Collaboration are partnerships between
researchers or institutions from different countries to conduct joint
research projects. This is a core component of IoHE, leading to
shared knowledge, publications and addressing global challenges.
3 ACE
The American Council on Education is a major coordinating body
for American higher education institutions that promotes leadership
and policy for the benefit of all higher education institutions and in
the context of the document, benchmarks professional development
programs for international education professionals.
4 ACU
The Association of Commonwealth Universities is an international
organisation promoting cooperation and excellence among
universities in Commonwealth countries
5 AICTE
The All India Council for Technical Education is a statutory body
under the Ministry of Education, India, responsible for the planning
and development of technical education. It regulates and facilitates
international collaborations in technical higher education.
6 AISRF
Australia-India Strategic Research Fund is a funding program
established by the Australian and Indian governments to support
collaborative research projects in areas of mutual priority, fostering
scientific and technological cooperation and facilitating access to
global S&T systems.
7 AIU
The Association of Indian Universities is an apex body representing
Indian universities, responsible for evaluating and recognising degrees/
diplomas for equivalence and promoting higher education cooperation
8 APAIE
Asia-Pacific Association for International Education is a non-profit
organisation promoting international education in the Asia-Pacific
region. It provides a platform for networking, knowledge sharing and
collaboration for internationalisation strategies.
9
Articulation
programme
Articulation Programme is an agreement between two educational
institutions (e.g., an Indian and a foreign) that allows students
to transfer credits or smoothly transition from a program at one
institution to a related program at the other.
10 ASEAN
The Association of Southeast Asian Nations is a geopolitical and
economic union of ten Southeast Asian states. For IoHE in India,
it signifies a key region for bilateral academic collaborations and
student exchange. ix
S NoKeyword Description
11 AYUSH
AYUSH is an acronym for traditional and alternative systems of
medicine practiced in India. The Ministry of AYUSH promotes their
education, research and global propagation, contributing to holistic
health and wellness.
12
Bharatya Gyan
Parampara
Bharatya Gyan Parampara refers to the continuous and diverse
intellectual and cultural traditions of India, encompassing fields
from philosophy and science to art and governance. It emphasizes
indigenous wisdom and aims to integrate it into modern education.
13 BIMSTEC
The Bay of Bengal Initiative for Multi-Sectoral Technical and Economic
Cooperation is a regional organisation of seven South and Southeast
Asian countries, fostering cooperation in trade, technology and education
14 BRICS
Brazil, Russia, India, China and South Africa are an association of
five major emerging economies, collaborating on education, research
and policy dialogue
15 C-BERT
The Cross-Border Education Research Team is a research team
based at the State University of New York, Albany, specializing in
data collection and analysis on international branch campuses and
cross-border higher education.
16
Canada-ASEAN
Scholarships
Educational
Exchanges for
Development
(SEED)
The Canada-ASEAN Scholarships and Educational Exchanges for
Development is an initiative under Global Affairs Canada that
facilitates student mobility and academic partnerships, particularly
with ASEAN countries, aiming to support human capital development
through international education.
17
Canada's Global
Skills Strategy
It is a programme that enables Canadian employers to hire highly skilled
foreign talent quickly, with streamlined work permit processing (often
within two weeks) and work permit exemptions for short-term work.
18
Chevening
Scholarships
Chevening Scholarships are the UK Government’s global scholarship
program. They enable outstanding emerging leaders from around
the world to pursue one-year master’s degrees at any UK university.
19
China
Scholarship
Council (CSC)
The China Scholarship Council is a non-profit institution affiliated
with the Ministry of Education of the People's Republic of China,
providing scholarships to international students to study in China
and supporting Chinese students studying abroad.
20 CII
Confederation of Indian Industry is a non-governmental, not-for-
profit, industry-led and industry-managed organisation that plays a
proactive role in India's development journey by actively promoting
education and skill development, including fostering international
collaborations for higher education.
21 CoE
Centre of Excellence (CoE) is a body that provides leadership, best
practices, research, support, training of trainers and skill training
for a specific sector/s. The literal meaning of a Centre of Excellence
is – ‘A place where the highest standards are maintained.’ xInternationalisation of Higher Education in India
S NoKeyword Description
22 COIL
Collaborative Online International Learning is a pedagogical approach
where students from different countries collaborate on shared
projects using online tools. It provides accessible international
learning experiences without physical mobility, fostering cross-
cultural understanding and teamwork.
23
Collaborative
Research
Collaborative Research are research projects jointly undertaken
by researchers or research teams from different institutions or
countries. It leverages diverse expertise and resources to address
complex problems, often leading to shared discoveries.
24 COPREPARE
Collaborative Indo-German Project on Estimating and Predicting Natural
Hazards in the Himalayan Region is a joint research project between
IIT Roorkee (India) and the University of Potsdam (Germany), funded
by UGC and DAAD. It focuses on natural hazard research, building
capacity and sharing expertise through international collaboration.
25 CRPE
The Council for Registered Professional Engineers was established
following a 1965 motion by engineers from the Institution of Engineers
Mauritius (IEM). The CRPE was essentially created to regulate the
engineering profession in Mauritius.
26
Curriculum
Development
Curriculum Development is the process of designing, planning
and implementing educational content, courses and programs. It
often involves international collaboration to incorporate global
perspectives, best practices and industry relevance.
27
Curriculum
Exchange
Curriculum Exchange is the sharing and integration of course
materials, syllabi and pedagogical approaches between partner
Institutions from different countries. It enhances global perspectives
in curricula and facilitates credit transfer.
28 DAAD
Deutscher Akademischer Austauschdienst (German Academic Exchange
Service) is the largest funding organisation for international exchange
of students and researchers worldwide. It promotes academic
collaboration and student mobility between Germany and India.
29 DPIIT
The Department for Promotion of Industry and Internal Trade a
government department under the Ministry of Commerce, responsible
for promoting foreign direct investment and industrial policy,
including education sector investments
30
Dual Degree
Programmes
Dual Degree Programmes are academic arrangements where students
simultaneously pursue two degree programs, typically at two different
institutions (one Indian, one foreign), receiving two separate degrees
upon successful completion.
31 EAIE
The European Association for International Education is a non-profit
organisation serving international higher education professionals
globally. It fosters professional development and networking for
internationalisation, facilitating partnerships between European and
Indian HEIs. xi
S NoKeyword Description
32 EAIE
The European Association for International Education is a non-profit
organization that serves international higher education professionals
globally, fostering professional development and networking for
internationalisation and facilitating partnerships between European
and Indian HEIs.
33 ECTS
European Credit Transfer and Accumulation System is a student-
centred system facilitating credit recognition and transfer for
students moving between India and European Countries, enabling
seamless academic mobility
34 EdCiL
Educational Consultants India Limited is a public sector enterprise
under the Ministry of Education, providing consultancy and project
management services in education and human resource development
35 Erasmus
Erasmus+ Programme is the European Union's program for education,
training, youth and sport. It facilitates student and staff mobility
between European and Indian HEIs, promoting academic exchange.
36 ETH Centre
ETH Zurich is a leading technical university in Switzerland that
leverages substantial endowments for global research and attracts
international faculty, serving as a benchmark for institutions seeking
to strengthen international outreach through financial stability.
37 EURIE
Eurasia Higher Education Summit is an international platform and
annual summit for networking and collaboration among higher
education institutions in Eurasia
38
European
Education Area
(EEA)
The European Education Area is an initiative by the European
Commission that aims to create a European space where learning,
studying and doing research are not hampered by borders, fostering
greater collaboration and quality in education across Europe.
39
Faculty
Exchange
program
Faculty Exchange Program is an arrangement where faculty members
from one HEI teach or conduct research at a partner international
institution for a specific period. It fosters shared pedagogical
practices, research collaboration and cultural exchange.
40 FDP
Faculty Development Programme is a structured training initiative
aimed at enhancing the teaching, research and administrative skills
of faculty members in HEIs. International FDPs often involve global
experts and best practices for curriculum enhancement.
41 FHEI
Foreign Higher Education Institutions is a university or other
educational institution established or recognised in a foreign country
that offers academic and research programs at undergraduate and
higher levels, both within and outside its home country
42 FICCI
Federation of Indian Chambers of Commerce & Industry is one
of the oldest and largest apex business organisations in India,
often engaging in policy advocacy for higher education, including
internationalisation and facilitating industry-academia linkages with
global partners. xiiInternationalisation of Higher Education in India
S NoKeyword Description
43 FICORE
The Finnish Indian Consortia for Research and Education is a network
of HEIs from Finland and India that collaborates in diverse fields
of science and technology. It functions as an 'India Pilot' among
Finland's 8 Global Pilots program, contributing to capacity building
and institutional strengthening.
44
Franchise
programme
Franchise Programme is a model where a foreign educational
institution licenses its curriculum, brand and teaching materials to
an Indian HEI. The Indian HEI delivers the program and students
receive the degree from the foreign institution.
45
Fulbright
Programme
The Fulbright is an international academic exchange programme
established in 1946 by the U.S Government to increase mutual
understanding and foster friendly, peaceful relations between the
people of the United States and those of other countries.
46 GIAN
Global Initiative of Academic Networks is a program by the
Government of India to augment academic resources by inviting
distinguished international academicians to deliver courses and
lectures in Indian HEIs.
47 GIFT City
Gujarat International Finance Tec-City is India's first operational
smart city and international financial services centre, whose unique
regulatory environment aims to attract global financial institutions
and educational providers, facilitated through Special Economic
Zone (SEZ) provisions.
48 GIFT IFSC
Gujarat International Finance Tec-City International Financial Services
Centre is the financial services arm within GIFT City, regulated by
IFSCA, providing a platform for global financial activities with specific
regulations that facilitate educational ventures, including foreign
university campuses.
49 GRDC
Global Research & Development Centres (South Korea) are government-
supported centres in South Korea that promote international
collaboration, innovation and advanced research partnerships in science
and technology, administered by the Ministry of Science and ICT.
50 HEI
Higher Education Institution is an organisation, such as a university
or college, providing post-secondary education. It offers degrees
and certificates, fostering advanced learning and research crucial
for internationalisation.
51 IAU
The International Association of Universities is a UNESCO-affiliated
global association fostering collaboration among higher education
institutions worldwide
52 IBC
The International Branch Campus is an overseas extension of a
higher education institution that offers courses and degrees from the
parent institution in a foreign country, operated in the name of the
foreign provider to deliver an entire academic program substantially
on-site and in India. xiii
S NoKeyword Description
53 ICCR
The Indian Council for Cultural Relations is an organisation under the
MEA, established in 1950 to foster Cultural exchange and strengthen
international cultural relations. It administers scholarship programs
for foreign students, organises cultural festivals, exhibitions and
promotes mutual understanding through educational and artistic
collaborations worldwide.
54 ICEF
The International Consultants for Education and Fairs is an
organisation specialising in international student recruitment,
networking and global education events
55 ICT
Information and Communication Technology encompasses all digital
technologies that facilitate the capture, processing, storage and
exchange of information and in IoHE, it is leveraged for online learning,
virtual collaborations and improving global visibility of HEIs.
56 IFSCA
The International Financial Services Centres Authority is a unified
regulatory body that governs the development and regulation of
financial products, services and institutions in India's International
Financial Services Centres (IFSCs) and whose regulations impact
educational ventures within IFSC.
57 IGSTC
The Indo-German Science and Technology Centre is a successful
model of research-focused international cooperation that has been
operating since 2010, promoting synergy and collaboration through
joint projects and mobility of young faculty and researchers between
India and Germany.
58
Indian Students
Mobility Report
Indian Students Mobility Report is study analyzing trends, patterns
and factors of Indian students pursuing higher education abroad. It
covers popular destinations and reasons for overseas study.
59 Indology
Indology explores India's rich heritage, often drawing from ancient
texts and philosophical traditions. It provides a deeper understanding
of Indian civilization for both national and global contexts.
60 INI
An Institution of National Importance is a premier higher education
institution in India, granted special status by an Act of Parliament
for its pivotal role in developing skilled personnel
61
International
Branch Campus
International Branch Campus (IBC) is an overseas extension of a
higher education institution that offers courses and degrees from
the parent institution in a foreign country. For India, it allows foreign
universities to establish a physical presence.
62 IRO
The International Relations Office is an administrative unit in
universities or organisations that manages international partnerships,
student and faculty exchanges and global engagement xivInternationalisation of Higher Education in India
S NoKeyword Description
63 ISO/ OIA
International Student Office / Office of International Affairs is a
dedicated university office that coordinates internationalisation
efforts, manages partnerships, supports international students
and faculty and serves as the central point for all global academic
collaborations and services within the institution
64 JASSO
The Japan Student Services Organization is a Japanese government-
affiliated organization that provides comprehensive support services
for international students studying in Japan and also assists Japanese
students studying abroad.
65
Joint Academic
Program
Joint Academic Program is an educational program jointly developed
and delivered by two or more HEIs (Indian and foreign). This can
lead to joint degrees, dual degrees, or simply shared curriculum and
teaching resources.
66
Joint Degree
programme
Joint Degree Programme is an academic collaboration where students
complete a single program of study designed and delivered jointly
by two or more institutions (Indian and foreign), leading to a single
degree jointly conferred by all partner institutions.
67
Joint
Publication
Joint Publication is an academic paper, book, or other scholarly work
authored collaboratively by researchers from different HEIs, typically
across national borders. A key output and indicator of successful
international research collaboration.
68
Joint
Universities
Joint Universities are a Higher Education Institution co-organized
and co-founded by both a domestic and a foreign HEI/provider
collaborating on academic programmes, with qualifications
potentially awarded by either or both institutions. This represents
a deep academic collaboration model.
69 KHDA
Knowledge and Human Development Authority is a government
body in Dubai, established in 2006, responsible for regulating
and improving the quality of private education, including schools,
universities and training institutes. It oversees licensing, inspections
and school ratings and ensures education aligns with Dubai’s
development goals. It supports students, parents and educators in
building a world-class education system.
70 KOFST
The Korean Federation of Science and Technology Societies is
a leading organisation in South Korea promoting scientific and
technological advancement. It signifies potential for bilateral scientific
and academic collaborations between India and South Korea.
71 KPI
Key Performance Indicator is a measurable value that demonstrates
how effectively an organisation is achieving key business objectives.
72 LoI
Letter of Intent is a non-binding document that expresses preliminary
interest and outlines the proposed academic collaboration and its
implementation timeline. It sets the stage for further negotiation. xv
S NoKeyword Description
73 MBRIF
Mohammed Bin Rashid Innovation Fund (MBRIF) is a UAE government
initiative designed to support innovators, entrepreneurs and global
researchers contributing to the country’s knowledge economy.
74 MEA
The Ministry of External Affairs is a government ministry managing
India’s foreign relations, diplomatic missions and international
educational cooperation
75
MEXT
Scholarships
MEXT Scholarships are awards provided by the Japanese Government’s
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
to outstanding international students who wish to study at Japanese
universities.
76 MMPA
Mobility and Migration Partnership Arrangement is an
intergovernmental agreement facilitating academic and professional
mobility between countries, supporting international education and
workforce exchange
77 MoE
The Ministry of Education is the central government department
responsible for formulating and implementing education policy,
overseeing all levels of education in India
78 MoF
The Ministry of Finance is the government ministry responsible for
managing national finances, fiscal policy and economic regulations
79 MoU/ MoA
Memorandum of Understanding / Memorandum of Agreement are
formal documents outlining shared understanding and intentions
to cooperate (MoU) or legally binding agreements detailing specific
terms of cooperation (MoA) between parties
80 MRQ
Mutual Recognition of Qualifications is a formal agreement between
countries to recognise each other’s academic qualifications, enabling
student and professional mobility
81 MSCA
Marie Skłodowska-Curie Actions are the European Union's funding
program for doctoral and postdoctoral training, promoting researchers'
mobility. It offers opportunities for Indian researchers to collaborate
with European counterparts.
82 MSIT
The Ministry of Science and ICT is a ministry of the South Korean
government responsible for science and technology policy and
R&D support, overseeing programs like Brain Return 500, aiming to
strengthen national R&D capacity and attract talent.
83 NAAC
The National Assessment and Accreditation Council (NAAC) assesses
and accredits Higher Educational Institutions (HEIs) like colleges and
universities to evaluate their quality status. It measures institutions
on parameters such as curriculum, teaching-learning, faculty,
research, infrastructure, governance, financial health and student
services, ensuring they meet defined quality standards in education. xviInternationalisation of Higher Education in India
S NoKeyword Description
84 NAFSA
The National Association of Foreign Student Advisers is the world's
largest non-profit association dedicated to international education
and exchange. It provides professional development, advocacy and
resources for internationalisation efforts globally.
85 NBA
The National Board of Accreditation is an autonomous body under
the Ministry of Education, accrediting technical and professional
programs to ensure quality standards in higher education
86 NEP
The National Education Policy is a comprehensive framework by the
Indian government guiding education development. The NEP 2020
specifically emphasises and promotes the internationalisation of
Indian higher education.
87
New Colombo
Plan
The New Colombo Plan is an initiative by the Australian government
to strengthen knowledge and relationships between Australia and the
Indo-Pacific region, both at the individual level and through expanding
university, business and institutional links.
88 NIRF
National Institutional Ranking Framework is a ranking system launched
by the Ministry of Human Resource Development (MHRD) on 29th
September 2015 to evaluate and rank higher educational institutions
in India based on parameters such as teaching, learning, research,
graduation outcomes, outreach and perception.
89 NRF
National Research Foundation is a proposed autonomous body in
India aimed at fostering a robust research ecosystem across HEIs.
it facilitates international research collaborations and funding for
joint projects.
90 OEC
Offshore Educational Centre is a centre established as a branch by
a Foreign Educational Institution (other than a Foreign University)
in the GIFT IFSC on stand-alone basis or in such other form as may
be permitted by the Authority for the purpose of delivering courses
including research programmes in the permissible subject areas, that
are duly accredited under the relevant framework in their respective
home jurisdiction and is registered with the Authority
91 PMMMNMTT
Pandit Madan Mohan Malviya National Mission on Teachers and
Teaching is a program focused on providing induction training to
faculty that was launched in 2014 by PM of India to ensure that
newly appointed Assistant Professors in Colleges and Universities
are oriented properly.
92 PPP
Public-Private Partnership is a collaborative arrangement between
public and private sector entities to finance, build and operate
educational infrastructure and services
93 SAARC
The South Asian Association for Regional Cooperation is an
intergovernmental organization and geopolitical union of states in
South Asia that promotes regional integration, including through
educational cooperation and scholarship schemes for higher education. xvii
S NoKeyword Description
94 SDG
The Sustainable Development Goals are a collection of 17 interlinked
global goals set by the United Nations to achieve a better and
more sustainable future for all, with internationalisation of higher
education often aligning with and contributing to achieving various
SDGs, particularly SDG 4 (Quality Education).
95
Semester
Exchange
program
Semester Exchange Program is an agreement between two or more
institutions allowing students to study at the partner institution,
typically for one or two semesters, with credits transferable back to
the home institution. It promotes short-term international exposure.
96 SERB
The Science and Engineering Research Board is a statutory body
of the Department of Science & Technology, Government of India,
supporting basic research in science and engineering. It promotes
international research collaborations and exchange programs. The
SERB has recently been subsumed by the Anusandhan National
Research Foundation (ANRF)
97 SEZ
Special Economic Zone refers to geographically delineated areas with
economic laws more liberal than the country's typical economic laws,
designed to promote rapid economic growth,
98 SII
Study in India is a flagship program by the Ministry of Education, India,
designed to attract international students to pursue higher education
in India via a single-window platform for admissions and information.
99 SPARC
The Scheme for Promotion of Academic and Research Collaboration
is an initiative by the Ministry of Education, India, promoting joint
research projects between Indian institutions and top international
universities on relevant global issues.
100SPU
State Public Universities are universities primarily funded and controlled
by state governments in India, where revitalising these institutions
through better governance and better resource allocation is considered
essential for India's internationalisation goals in higher education.
101STEM
Science, Technology, Engineering and Mathematics are academic
disciplines essential for innovation and economic development,
emphasising problem-solving and analytical skills
102
Study Abroad
Program
Study Abroad Program is a program enabling students to study in
a foreign country for a short period, typically for a few weeks to
months, to promote global exposure among students. In this report,
the study abroad program is used as a general term for outbound
student mobility.
103SWAYAM
Study Webs of Active Learning for Young Aspiring Minds is a
government initiative offering free online courses and MOOCs to
expand access to higher education in India
104
Technology
Transfer
Technology Transfer is the process of sharing skills, knowledge,
technologies, methods, samples and facilities among institutions,
governments, or companies. It involves moving research innovations
from Indian HEIs to global markets or vice versa. xviiiInternationalisation of Higher Education in India
S NoKeyword Description
105
Thousand
Talents
Program/ Plan
Thousand Talents Programme/ Plan (TTP) was a flagship initiative
of the Chinese Communist Party and the State Council, designed
to attract top global talent in science, technology, and innovation.
106
Trans National
Programme
Trans National Education (TNE) Programme is the delivery of educational
programs by a provider from one country in another country, often
through partnerships with local institutions or satellite campuses. It
allows students to gain international qualifications locally.
107
Trans-European
Mobility
programme
for University
Studies
(TEMPUS)
The Trans-European Mobility programme for University Studies was
an earlier European Union programme (1990-2013) that supported
the modernization of higher education in partner countries, primarily
through inter-university cooperation projects, with its objectives now
integrated into Erasmus+.
108
Twinning
Programme
Twinning Programme is an academic collaboration where students
spend part of their study in a home institution and part in a partner
international institution, leading to a single degree awarded by
either or both.
109UDISE
The Unified District Information System for Education is a
comprehensive database for collecting information on schools in
India. While primarily for K-12, its data can inform strategies for higher
education internationalisation by identifying potential student pools.
110UDISE+
The Unified District Information System for Education is a
comprehensive database that collects information on schools and
educational institutions in India, with its data on student demographics
capable of informing higher education internationalisation strategies
by identifying potential student pools for inbound mobility.
111UGC
The University Grants Commission is a statutory body of the
Government of India responsible for coordinating, determining and
maintaining standards of university education. The UGC formulates
guidelines pertinent to internationalisation initiatives.
112UN DESA
United Nations Department of Economic and Social Affairs is an UN
department supporting international cooperation for sustainable
development. It contributes to education via SDG 4 (Quality
Education) through data and policy advice.
113
Uniciti
International
Education Hub
A privately-funded, multidisciplinary education cluster in Mauritius,
part of the Medine Smart City Project. UIEH hosts internationally
recognised institutions to offer high-quality tertiary education to
local and international students, positioning Mauritius as a regional
hub for global education.
114UPI
The Unified Payments Interface platform is an instant real-time
payment system developed by National Payments Corporation of
India that allows inter-bank peer-to-peer and person-to-merchant
transactions, cited as a successful digital infrastructure model to be
emulated for international academic processes. xix
S NoKeyword Description
115VAIBHAV
VAIshwik BHArtiya Vaigyanik (VAIBHAV) Fellowship supports short-
term research collaborations between overseas Indian-origin
scientists and Indian academic or research institutions to strengthen
India’s research ecosystem.
116VAJRA
The Visiting Advanced Joint Research Faculty Scheme is a Government
of India scheme bringing highly accomplished NRIs and foreign
scientists to India. It strengthens research capacity through
international expertise.
117
Viksit Bharat @
2047
Developed India by 2047, is the Government of India's ambitious
vision to transform India into a developed nation by 2047, marking
100 years of independence. It encompasses economic prosperity,
social progress, environmental sustainability and good governance,
aiming for inclusive growth.
118WUN
Worldwide Universities Network is a leading global higher education
network promoting research collaboration and academic mobility
among member universities
119YTT
The Youth Thousand Talents programme/plan is a sub-program of
China's Thousand Talents Program that specifically targets early-
career researchers under 40, with participants demonstrating
increased research productivity, particularly in in the STEM field. xxInternationalisation of Higher Education in India xxi
xxiiInternationalisation of Higher Education in India xxiii
xxivInternationalisation of Higher Education in India
Foreword from IIT Madras
IIT Madras, with Association of Indian Universities (AIU) and Acumen as consortium partners, is very pleased to
be a part of this NITI Aayog commissioned report. We live in very uncertain times, with wars, protectionism
rearing its head in unlikely places, and tremendous technological shifts that are difficult to predict.
Education and empowerment through knowledge have never been more important than now. Higher Education
Institutions (HEIs) have a significant role to play in this scenario. Through strategic and meaningful
internationalization, HEIs can become beacons of hope that engender collaboration, understanding and
knowledge exchange. Several factors in internationalization need to be considered to enable HEIs to be
effective in these endeavors. This timely effort examines many facets of internationalization from an Indian
perspective.
This study explores aspects such as inward and outward mobility, development of curricula that will enable
students to become globally employable, offshore campuses, joint degree programs that intensify
collaboration, and development of regional, national, and global education hubs. Primary data through surveys
and interviews and significant secondary data from extant literature and abstract and citation databases have been
used in arriving at the conclusions of the study. It is heartening to note that several Indian and foreign universities
have participated in the survey and interviews. This provides a strong basis for the findings of the study and
brings in a rich and diverse perspective. Based on the findings, several recommendations have been made with
relevant stakeholders identified for implementation.
India is poised to become a global player in the education sector. Students from India travelling abroad for higher
education has been a feature for a long time. Faculty from India have also been exploring stints abroad for
professional development. With Indian institutions enhancing their research infrastructure and output, inward
mobility of student and faculty is witnessing steady growth. India can harness this, both from economic
and intellectual viewpoints, to move up in the global educational landscape. This report identifies several
opportunities and challenges that need to be addressed for India to seize this opportunity. We believe that the
findings from this endeavor will assist in shaping the landscape of globalization of Indian HEIs in the years to
come.
Chennai
9
th
December 2025 (Raghunathan Rengaswamy) xxv
xxviInternationalisation of Higher Education in India
Acumen - Bringing innovation to the education market
connect@acumen.education | acumen.education
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NITI Aayog Report on the Internationalisation of India’s Higher Education Sector
India’s Leapfrog Opportunity in Global Higher Education
India’s education sector already carries the extraordinary privilege—and profound responsibility—of
preparing a fifth of the world’s young population to address the unimaginable societal challenges ahead
and to build a better future for humankind.
Any vision that does not recognize India at the centre of global excellence in learning, research, and
innovation is not only incomplete—it represents an injustice to the nation’s capability and destiny.
As India strives for Viksit Bharat @ 2047, its higher education sector should not settle for merely
adopting international norms; it must embed its unique cultural identity, values, and spirit of enterprise
into the global higher education landscape. With clear vision and relentless focus, India’s universities
and colleges can define their own path—and lead confidently on the world stage.
India’s public and private institutions must act with both ambition and urgency. They are the custodians
of knowledge creation, the cradle of innovation, and the architects shaping the talent that powers
industry, government, and society—within India and across the globe.
The evidence of India’s potential is already compelling. Indian graduates have powered transformation
in IT services and global R&D; in digital payments and fintech; in space exploration; and in
pharmaceuticals, healthcare, and vaccine innovation. If India’s graduates can drive breakthrough
innovation across borders, there should be no lack of ambition from those who govern, teach, and
administer its universities at home.
India has repeatedly demonstrated an ability to deliver world-class solutions at a fraction of global costs.
It can similarly offer education at a scale, affordability, and quality that the world has yet to fully
witness—democratising access and accelerating equitable outcomes in the process.
Now is the time to set a bold vision, think strategically, and execute with confidence. India’s universities,
industry, and government must collaborate in new and innovative ways, with the intent of making India
the pre-eminent engine of global research and innovation, a magnet for entrepreneurial talent, and the
destination of choice for world-class education.
Seizing this opportunity today will ensure that the transformative impact arrives sooner—and with far
greater global significance—than we can currently imagine.
I encourage all stakeholders to pursue bold reform in higher education, and to consider closely the
insights and recommendations presented in this report. I congratulate NITI Aayog, Association of Indian
Universities and IIT Madras for their leadership in this regard.
Adrian Mutton
Founder and Executive Chairman
Acumen, part of the Sannam S4 Group
adrian.mutton@sannams4.com
Docusign Envelope ID: 2F1662F8-5C35-4C72-848F-1A1BA6534ADC 1
EXECUTIVE SUMMARY
As India envisions itself as a Viksit Bharat@2047, the internationalisation of higher education is
emerging as a defining force in shaping its human capital for national and global leadership. Our
nation’s ancient legacy of world-class learning and knowledge creation, represented by centres
such as Nalanda and Takshashila, Vikramshila and Vallabhi, Kashi and Ujjain, among many
others, converges today with its contemporary aspiration to position itself as a global destination
offering quality higher education at an affordable cost. The National Education Policy (NEP)
2020 provides a transformative framework for this purpose, identifying “internationalisation at
home” as a key priority.
The shifting geopolitical landscape is characterized by the retreat of leading nations of the
Global North that have traditionally hosted international students, and Asia’s emergence as a new
axis of knowledge creation and collaboration. This opens up avenues for India to establish itself
as a global higher education and research hub. Domestically, the policy landscape anchored in
NEP 2020 and reinforced by the UGC Guidelines on the Internationalisation of Higher Education
2021, the UGC Regulations on Academic Collaborations (2022), Setting up of International Branch
Campuses in India (2023), and Grant of Equivalence to Foreign Qualifications (2025), among many
others, provides a strong foundation to actualise this vision.
Many of the world’s prominent leaders of Indian origin embody the synergy of India’s higher
education foundation and international exposure across diverse sectors such as technology
and finance, education and health, entrepreneurship and governance, among many others.
Their success underscores the immense potential of global collaboration in nurturing a globally
competent talent rooted in the Indian Higher Education ecosystem. The task ahead is to replicate
this model within India by embedding international standards, faculty exchanges, global curricula,
and research partnerships across Indian Higher Education Institutions (HEIs), thereby allowing
students to experience international ecosystems without necessarily leaving the country for
long durations.
To democratize this potential, India must embed internationalisation across its Leading HEIs(i.e.,
Top 100 NIRF-ranked institutions and Institutes of National Importance), where the capacity to
absorb and scale such initiatives already exists. Strengthening India’s research capacity and
aligning Indian curricula with global standards are crucial pillars to establish India as a leader
in international education. To achieve this, it is an opportune time to explore the potential
of the internationalisation of India’s Higher Education system, for which this study has been
undertaken.
This Study Report on ‘Internationalisation of Higher Education in India’ adopts a mixed method
approach with a combination of quantitative and qualitative research methods. 160 Indian HEIs
from 24 States responded to a comprehensive online survey of over 100 questions. In addition,
Key Informant Interviews (KIIs) were conducted with experts and representatives from nearly 30
international institutions from across 16 countries, to provide a comparative global perspective.
These include Australia, France, Germany, Ireland, Israel, Japan, Singapore, South Africa, South
Korea, Spain, Sweden, Tanzania, UAE, UK, Uzbekistan, and USA.
A National Workshop on ‘Internationalisation of Higher Education in India’ was also organised to
gain insights from diverse stakeholders. Over 140 participants representing the Centre, States and
Union Territories, Central, State and Private Universities, Deemed Universities, and international
partners shared their ideas and experiences. The deliberations across 4 technical sessions yielded
rich insights on challenges, best practices, and policy imperatives for internationalisation at
systemic and institutional levels. 2Internationalisation of Higher Education in India
This Report is structured across 9 chapters. Chapters 1A and 1B provide the background and
methodology. Chapters 2,3, and 4 examine approaches to internationalisation at the global,
national, and institutional levels, and key temporal trends of student and faculty mobility.
Chapters 5 and 6 focus on international academic and research collaborations, while Chapters
7 and 8 cover international branch campuses, including foreign campuses in India and Indian
campuses overseas. Chapter 9 elaborates on policy recommendations and implementation
roadmap. In total, the Report presents 22 Policy Recommendations, 76 Action Pathways, 125
Performance Success Indicators, along with nearly 30 Indian and Global Practices currently
pursued. The recommendations are directed toward the Central and State Governments, and
Leading Central and State Public Universities.
This study highlights the need for a national strategy supported by flagship initiatives and time-
bound goals to fulfil this vision. Flagship initiatives such as international conferences, talent
attraction programmes, global fellowships, and cross-border research partnerships would act
as key enablers to enhance internationalisation at home. Additionally, in order to become the
global destination for higher education and research India requires an increase in the inflow
of international students. To provide estimates for these in the short-term (2030), medium-
term (2035), and long-term (2047), the study has provided time bound projections based on
two distinct forecasting models. The Global Benchmarking Approach based on the Compound
Annual Growth Rate (CAGR) has projected the range for international student enrolment in India
between 85,000 and 1.3 lakhs in 2030, 1.23 lakhs and 2.44 lakhs in 2035, and 3 lakhs and 11 lakhs
in 2047. The Internationalisation Intensity Approach based on the strategic intensity model has
estimated international student enrolment at 1.5 lakhs in 2030, 3.59 lakhs in 2035, and 7.89 lakhs
in 2047. These projections provide a data-driven roadmap for achieving the aspirational goals
of NEP 2020 and positioning India as a higher education and research destination of choice.
India possesses both the intellectual depth and institutional capacity to reimagine itself as a
global higher education destination rooted in Bharatiya values while aligned with international
benchmarks of excellence. By fostering internationalisation at home, India can strengthen
domestic research, innovation, and employability, and create future-ready and world-ready
talent. A globally engaged and locally grounded higher education system will undoubtedly enable
India to reclaim its historic position as a Vishwa Guru, leading the world through knowledge,
research, innovation and entrepreneurship. 3
Chapter
INTERNATIONALISATION OF HIGHER
EDUCATION IN INDIA:
IN RETROSPECT AND FUTURE
PROSPECTS
Chapter
1A 4Internationalisation of Higher Education in India
1A.1 BACKGROUND TO THE STUDY
India has been one of the pioneers of internationalisation of higher education, with world-class
institutions of ancient India such as Nalanda, Takshashila, Vikramshila and Vallabhi setting the
highest standards of teaching and research across diverse disciplines, and hosting students from
across Asia. The Amrit Kaal is an opportune time for India to reclaim its historic position as a
global hub of knowledge and talent, given its favourable demography, scale, multidisciplinary
expertise and enabling policy frameworks. The vision of Viksit Bharat@2047 also articulates India’s
aspiration to emerge as a global leader in education, research, innovation, and entrepreneurship.
Over the last quarter century, the concept of internationalisation has acquired significant cachet
in the global higher education landscape. Its definition has evolved in response to shifting
global education paradigms, reflecting its increasing relevance. Initially conceived as a concept
of ‘education-without-borders’, fostering the free exchange of academic knowledge, it has now
expanded to encompass institutional priorities both nationally and internationally.
The International Association of Universities adopts the following definition of internationalisation
of higher education:
“[It is] the intentional process of integrating an international, intercultural or global dimension into
the purpose, functions and delivery of post-secondary education, in order to enhance the quality
of education and research for all students and staff, and to make a meaningful contribution to
society.”
1
To realise the vision of Viksit Bharat@2047, India must prioritise internationalisation by
strengthening ‘internationalisation at home’ as envisaged in the National Education Policy
(NEP) 2020. This can be achieved by building institutional capacity, fostering global research
partnerships, and enabling student and faculty mobility. By espousing global standards while
promoting India’s unique knowledge traditions (Bharatiya Gyan Parampara), Higher Education
Institutions (HEIs) can attract international talent, retain domestic students, and establish India
as a globally influential higher education hub. On the economic front, ‘internationalisation at
home’ has the potential to expand employment opportunities across the skill spectrum, spur
innovation and technological advancement, stimulate domestic demand and investments, and
drive economic growth. Furthermore, it can mitigate the growing foreign exchange burden caused
by the large number of Indian students seeking higher education abroad.
The genesis of this study is the stance that given its potential to address critical national
priorities and empower India to become a developed nation, ‘internationalisation at home’ is
of strategic importance. The study provides a roadmap for shaping future internationalisation
strategies that are rooted in India’s strengths, while responding to global challenges.
1A.2 TRACING THE HISTORY OF INTERNATIONALISATION IN INDIA
i. Ancient Roots of Global Learning
The internationalisation of education in India has historical roots, dating back nearly three
millennia, when prominent learning centres in ancient India attracted scholars from across Asia
and beyond. Takshashila, established as early as the 6th century BCE, offered studies in politics,
warfare, and Vedic literature. Founded a millennium later, Nalanda specialised in subjects such as
Buddhism, philosophy, medicine, mathematics and was one of the first residential universities in
the world. At its peak it had 10,000 students and 2,000 faculty and researchers. Kanchipuram in
Tamil Nadu was a significant centre of learning in South India, attracting scholars from various
regions, including China.
1
(De Wit, H., Hunter F., Howard L., Egron-Polak E. (Eds.) (2015) “Internationalisation of Higher Education”, European Parliament,
Brussels: EU) 5
Internationalisation of Higher Education in India:
With extensive libraries and esteemed scholars, these three centres among many others served
as hubs for intellectual and cultural exchange, contributing to national and global knowledge.
They played crucial roles in developing advanced pedagogical methods to preserve and expand
Bharatiya Buddhist and Vedic knowledge systems across Asia. Such ancient Indian centres defined
the ethos of higher education with internationalisation at their core.
ii. Education under the British Colonial Rule
The Western style of education made its way into India during the British colonial era, aligning
Indian education more closely with British standards. They introduced formal institutional
structures and curriculum models reflective of the Anglo-Saxon world, which significantly altered
the traditional systems of learning in India. While this shift marked the beginning of India’s
modern academic framework, it was largely designed to serve colonial administrative needs
rather than foster knowledge creation and global exchange of ideas and innovations.
iii. Post Independence Nation-Building and Academic Priorities
After gaining independence in 1947, India’s primary focus was on nation-building. As a result,
the scope of internationalisation in education remained limited during this period. However,
some efforts laid the groundwork for future recognition. Notably, the establishment of the Indian
Institutes of Technology (IITs) and Indian Institutes of Management (IIMs) drew international
attention and elevated India’s status in the global academic community, especially in science,
engineering and management education.
iv. Impact of Liberalisation on Higher Education
The economic liberalisation of the 1990s marked a turning point, catalysing international
academic partnerships and foreign collaborations. As India opened its economy, its higher
education system also became more outward-looking. This phase positioned India as an emerging
destination for international students and a growing participant in global academic exchanges,
facilitating the flow of knowledge and talent.
v. Global Aspirations in the 21st Century
NEP 2020 has actively promoted internationalisation of higher education. The policy encourages
collaborations between Indian and top global universities, including student and faculty exchanges
and the entry of foreign universities into India. It aims to attract more international students by
creating supportive environments and recognising foreign academic credits. It also promotes global
standards in higher education through international accreditation and curriculum alignment with
global best practices. This has been supported by UGC and IFSCA Regulations.
Indian Practice: Global Influence and Impact of Ancient Nalanda
2
Nalanda’s widespread international reputation prompted the establishment of numerous
institutions bearing its name across multiple continents. The Nalanda Mahavihara’s footprint
spans Asia, Europe, North and South America, demonstrating its enduring global influence.
Historical examples include Nalanda Gedige in Sri Lanka (8th century) and Phenpo Naendra
Monastery in Tibet (1435). European influence is evident through the Nalanda Monastery
established at Lavaur, France (1981).
The Nalanda Buddhist Centre in Brazil (1989) was a direct tribute to Nalanda Mahavihara,
following the practices of the original monastery. North American establishments include
the Nalanda College of Buddhist Studies (2000) in Canada and the Nalanda Institute for
Contemplative Science (2007) in the USA. The International Buddhist College (2000) in Hatyai,
Thailand was specifically built like Nalanda to bring together various Buddhist traditions. The
Nalanda Institute (2007) in Kuala Lumpur, Malaysia was modelled after Nalanda Mahavihara to
promote Buddhist studies in the country.
2
Abhay K. (2025).Nalanda: How it changed the world.Penguin Random House India 6Internationalisation of Higher Education in India
Beyond institutional naming, Nalanda Mahavihara’s architectural influence is considered to
have inspired the courtyard structure of colleges and universities across Europe, including the
distinctive quads and courts of the University of Oxford and Cambridge in the UK.
1A.3 CHALLENGES DUE TO CURRENT OUTBOUND MOBILITY
The predominant focus of India so far has been internationalisation abroad, driven by high
outbound student mobility. This stems from several systemic challenges such as inadequate
infrastructure to provide quality education and deliver world class research, weak industry-
academia collaboration and outdated curricula. These structural gaps have contributed to a
growing cultural shift, wherein families increasingly aspire for their children to pursue education
and careers overseas. This trend has given rise to the following critical concerns for India’s
education system and its long-term developmental goals:
i. Brain Drain
The current trend of internationalisation in Indian higher education is largely skewed towards
promoting international exposure through outbound student mobility. This has contributed
significantly to brain drain. In 2021–22, while India hosted only 46,878 inbound international
students, it sent over 11.59 lakh students abroad. The number rose to 13.36 lakh by 2024.
3
This
trend is indicative of the fact that outbound students outnumber inbound students by nearly
25X, highlighting a serious imbalance.
ii. Economic Loss
The financial implications of this imbalance are substantial. According to the Reserve Bank
of India (RBI), outward remittances under the ‘studies abroad’ component of the Liberalised
Remittance Scheme (LRS) surged by over 2,000% from USD 0.16 billion (INR 975 crore) in 2013–14
to nearly USD 3.4 billion (INR 29,000 crore) in 2023-24.
45
This outflow is equivalent to around 53%
of India’s total Union higher education budget of about INR 55, 000 crore for 2023-24.
6
Notably,
while this remitted amount supports the education of about 3% of Indian students studying
abroad, the domestic education budget serves the remaining 97%. It is also important to consider
that RBI data only captures formal remittances and not the total cost of overseas education,
which includes tuition, accommodation, and living expenses indicating the true financial outflow
is even higher.
Other institutional reports provide insights into the totality of expenses incurred by Indian
students overseas. According to ASSOCHAM, about 4.5 lakh Indian students spent over USD 13
billion (INR 96,500 crore) per annum on higher education abroad as of 2020.
7
The Indian Student
Mobility Report stated that Indian students collectively spent an estimated USD 37 billion (INR
2.6 lakh crore) on overseas education in 2019 and this rose to approximately USD 47 billion (INR
3.8 lakh crore) in 2022. The report projected that if the sector continues to expand at its current
annual growth rate of 14%, the expenditure on foreign education by Indian students would reach
3
AISHE. (2021-22). AISHE final report. https://aishe.gov.in/aishe-final-report/; Ministry of External Affairs. (2024, August 1).
https://www.mea.gov.in/Images/CPV/RS-1194-01-08-2024-en.pdf
4
Reserve Bank of India. (2025). RBI Bulletin. https://rbi.org.in/scripts/BS_ViewBulletin.aspx?Id=11829#
5
Average annual exchange rate for INR against USD based on Forbes India data for the years mentioned above: 2014: 60.95,
2019: 72. 15, 2020: 74.31, 2022: 81.62, 2024: 85.56, 2025: 88.73
6
Union Budget of India (2024-25). Ministry of Education, Department of Higher Education. Ministry of Finance. https://www.
indiabudget.gov.in/doc/eb/sbe26.pdf
7
ASSOCHAM. (2020). Reforms in higher education – Strategy towards global knowledge hub 2020. https://aca-secretariat.be/
newsletter/indian-students-spend-usd-13-billion-for-study-abroad/ 7
Internationalisation of Higher Education in India:
approximately USD 70 billion (INR 6 lakh crore) by 2025.
8
This is about 10X of the Government
of India’s higher education budget for 2025-26 and approximately 2% of India’s GDP.
iii. Trade and Investment Impact
India’s overall trade deficit (including services and merchandise trade) stood at nearly USD 94
billion in FY 2024-25.
9
Expenditure on foreign education by Indian students in 2025 is, therefore,
nearly 75% of India’s overall trade deficit in FY 2024-25. This trend also underscores the increasing
forex burden on the Indian economy due to student demand for overseas education, thereby
reinforcing the imperative to strengthen internationalisation efforts within the domestic higher
education system. In addition to the obvious advantage of retaining talent, students opting to
study in India curtail forex outflow, retaining funds within the economy and contributing to
national growth.
iv. Missed Opportunity to Harness Demographic Dividend
India stands at the cusp of a unique demographic advantage, with one of the world’s youngest
populations having an average age of 28.4 years.
10
However, a large number of skilled and
educated youth are choosing to settle abroad in pursuit of better opportunities. This reduces
the pool of capable individuals available to drive India’s development. If not addressed, the
continued outflow of talent will hinder India’s ability to fully leverage its demographic dividend.
v. Loss of Research and Development Capacity
The outmigration of skilled students and researchers diminishes India’s potential to build a
strong indigenous R&D ecosystem. This not only hampers innovation and knowledge creation
within the country but also increases dependency on foreign technologies and limits India’s
ability to address its unique socio-economic challenges through homegrown solutions.
Hence, there is an urgent need to move towards ‘internationalisation at home’. Internationalisation
may not be limited to mobility alone but must include bringing global standards, practices, and
perspectives into Indian campuses. This includes international faculty engagement, joint research
programmes, credit transfer mechanisms, and culturally rooted yet globally aligned pedagogy.
By doing so, India can retain its talent, attract foreign students, build knowledge capital, and
reduce dependency on external systems thus turning its higher education sector into a true
engine for national transformation and global influence.
1A.4 ALIGNMENT WITH NATIONAL EDUCATION POLICY (NEP) 2020
As mentioned in section 1A.2, India’s higher education system is undergoing a seismic shift guided
by the NEP 2020, which emphasises internationalisation of higher education. It envisions that
optimal learning environments and support for students will help in attracting larger numbers of
international students for studying in India, and provide greater mobility to students in India who
may wish to visit, study at, transfer credits to, or carry out research at HEIs abroad, and vice versa.
Salient features of India’s internationalisation approach, outlined in NEP 2020 (Sections 12.7
and 12.8), include:
zCourses and programmes in subjects such as Indology, Indian languages, AYUSH systems
of medicine, Yoga, arts, music, history, culture, and modern India, internationally relevant
curricula in the sciences, social sciences, and beyond.
zMeaningful opportunities for social engagement, quality residential facilities and on-campus
8
University Living. (2024). Beyond beds & boundaries: Indian student mobility report 2023–2024. https://onestep.global/
wp-content/uploads/2023/10/The-Beyond-Beds-and-Boundaries-Indian-Student-Mobility-Report.pdf
9
Ministry of Commerce and Industry. (2025, August). https://dashboard.commerce.gov.in/commercedashboard.aspx
10
Invest India. (2025, April 25). How demographics make India a prime destination for global investments. https://www.
investindia.gov.in/team-india-blogs/how-demographics-make-india-prime-destination-global-investments 8Internationalisation of Higher Education in India
support will be fostered to attain this goal of global quality standards, attract greater numbers
of international students, and achieve the goal of ‘internationalisation at home’.
zAn International Students Office at each HEI hosting foreign students will be set up to
coordinate all matters relating to welcoming and supporting students arriving from abroad.
zResearch/teaching collaborations and faculty/student exchanges with high-quality foreign
institutions will be facilitated, and relevant mutually beneficial MOUs with foreign countries
will be signed.
zHigh performing Indian universities will be encouraged to set up campuses in other countries,
and similarly, select universities e.g., those from among the top 100 universities in the world
will be facilitated to operate in India. A legislative framework facilitating such entry will be
put in place, and such universities will be given special dispensation regarding regulatory,
governance, and content norms on par with other autonomous institutions of India.
zCredits acquired in foreign universities will be permitted, where appropriate as per the
requirements of each HEI, to be counted for the award of a degree.
Thus, NEP 2020 has encouraged several regulatory shifts in India’s internationalisation approach.
These have been detailed in the subsequent section.
1A.5 UNIVERSITY GRANTS COMMISSION (UGC) GUIDELINES &
REGULATION
1A.5.1 UGC Guidelines for Internationalisation of Higher Education, 2021
The guidelines help in achieving the desired outcome of making India’s higher education system
globally competitive in offering quality higher education. The objectives are mentioned as follows:
zTo make India an attractive study destination for foreign students
zTo foster international competencies in faculty and students
zTo develop a global mindset of learners and shape them as global citizens with deep rooted
pride in being Indian
zTo promote active linkage between Indian and Foreign HEIs
zTo improve global ranking in internationalisation indicators
In order to achieve these objectives and harness the full potential of India’s higher education
system, these guidelines cover various strategic initiatives for internationalisation of higher
education.
i. Internationalisation at Home: This means integrating the dimensions of the international
learning environment within our HEIs. This will be done through capacity building, collaborative
communication between faculties, internationally relevant curricula, offering local language
courses and short-term non-degree niche courses to create a global perception.
ii. Credit Recognition under Twinning Arrangement: Mobility under Twinning programme will
equip the learners with best practices, approaches and methods of teaching and learning
in international institutions. This will aid in capacity building of our HEIs and help our
students in career choices.
iii. Global Citizenship Approach: Internationalisation is not an end in itself but a driver of
qualitative change in higher education. One of the foremost qualitative changes is fostering
global ethos within our universities and making our learners ‘Global Citizens’ by developing
knowledge, skills and values in students.
iv. ICT based Internationalisation: ICT has the potential to transform the internationalisation
process by overcoming traditional barriers, addressing access and equity through help of 9
Internationalisation of Higher Education in India:
Massive Online Open Courses (MOOCs) and creation of e-content and offering of online
courses beyond physical boundaries.
v. Academic and Research Collaboration: To accelerate the progress of our HEIs and enhance
the quality of our education, it is essential to collaborate with top global universities.
This may include student and faculty exchange programmes, expanding strategic research
partnerships and organising academic and research workshops, seminars and conferences.
vi. Brand Building Abroad: Systematic brand building campaigns by HEIs are very essential for
building their global standing and also for attracting students from abroad. This will include
using all forms of communication and outreach, including social media.
vii. Alumni Connect: The Alumni are a strong support to HEIs and connecting with them enables
HEIs to utilise their services as brand ambassadors to showcase the strengths of the Indian
Higher Education system. HEIs in India need to create a culture for alumni to reconnect,
devise suitable vehicles for brand building and give due recognition to their contributions.
viii. Office for International Affairs (OIA): Establishment of an OIA at institutional levels will
facilitate and operationalize effective approaches. An OIA in each University will be a single
point contact and an integral part of internationalisation of higher education in India.
1A.5.2 UGC (Academic Collaboration between Indian and Foreign Higher Educational
Institutions to offer Twinning, Joint Degree and Dual Degree Programmes)
Regulations, 2022
The regulations lay down the minimum standards for academic collaboration between Indian and
Foreign HEIs to offer Twinning, Joint Degree and Dual Degree Programmes. These regulations apply
toIndian HEIs intending to collaborate with Foreign HEIs (FHEIs) leading to award of degree(s).
1A.5.3 UGC (Setting up and Operation of Campuses of Foreign Higher Educational
Institutions in India) Regulations, 2023
These regulations allow the entry of higher-ranked FHEIs to India. As envisaged in NEP 2020, this
framework provides an international dimension to higher education, enables Indian students
to obtain foreign qualifications at affordable cost and makes India an attractive global study
destination. This will apply to all FHEIs seeking approval under these regulations to conduct
certificate, diploma, degree, research and other programmes at the undergraduate, postgraduate,
doctoral and postdoctoral levels.
1A.5.4 UGC (Recognition and Grant of Equivalence to Qualifications obtained from
Foreign Educational Institutions) Regulations, 2025
The Regulations aim to enable smooth mobility of students, a robust and transparent mechanism
for recognising foreign qualifications and granting equivalence to such qualifications at both
school and higher education levels.
1A.6 CONCLUSION
India has historically been a pioneer of globalised education. The NEP 2020 has significantly
accelerated the internationalisation of higher education in India, further reinforced by subsequent
UGC Guidelines and IFSCA regulations. Together, these policy measures are fostering an enabling
environment for expanding international engagement across the sector. At the same time, the
scale of outbound student mobility highlights the urgency for systemic and institution level
strategies to strengthen India’s capacity to attract, retain, and support international academic
and research collaborations and student and faculty inflows. 10Internationalisation of Higher Education in India
OBJECTIVES AND METHODOLOGY
OF THE STUDY
Chapter
1B 11
Objectives and Methodology of the Study
1B.1 INTRODUCTION
This chapter outlines the objectives and methodological approach adopted in this study for
generating evidence-based insights to inform policy on the internationalisation of higher
education in India. The methodology captures the multifaceted dimensions of international
engagement across the higher education ecosystem and adopts a comprehensive approach
to assess existing practices, identify challenges and derive actionable recommendations. The
following sections describe the study objectives, research methodology and data collection
processes.
1B.2 OBJECTIVES OF THE STUDY
The objectives of this study are as follows:
zTo study the approaches to internationalisation of higher education at the international,
national and institutional levels.
zTo analyse the trends of international student mobility, both globally and in India.
zTo study models, funding mechanisms and scholarships related to academic mobility and
talent attraction programmes at the global and national levels.
zTo explore possible avenues for greater academic collaboration including developing and
managing twinning, dual and joint programmes, and other short-term programmes.
zTo study the impact of international collaborations in research and curriculum development
on Indian HEIs, and outline Indian and global case studies.
zTo explore the potential of establishing International Branch Campuses in India and building
world class Higher Education Hubs in India.
zTo study the strategic importance of offshore campuses and formulate steps for establishing
offshore campuses of Indian HEIs.
zTo provide policy recommendations with action pathways and performance success indicators
for relevant stakeholders (such as Central Government, State Governments, regulatory bodies
and universities) to transform India into a leading global destination for higher education
and research.
1B.3 RESEARCH METHODOLOGY AND DATA COLLECTION
The study has employed a mixed method approach, using quantitative and qualitative research
methods. Research methodology includes both secondary and primary sources of data.
1B.3.1 Secondary Data Sources
The secondary sources used in this study include reports and databases published by various
public and private organisations, multilateral and other agencies, including but not limited to:
zGovernment of India - All India Survey on Higher Education (AISHE) reports, various reports
of Ministry of Education and Ministry of External Affairs
zMultilateral institutions - UNESCO UIS database
zNon-government agencies - Reports of Universities and Think-Tanks
zPress Releases and Articles
zReports of Governments of other countries
The findings derived from secondary data are subject to the limitations of the source material. 12Internationalisation of Higher Education in India
1B.3.2 Primary Data Sources
The primary data used in this study include online surveys with HEIs, key informant interviews (KIIs)
with national and international stakeholders, and a national workshop on ‘Internationalisation
of Higher Education in India’. The primary data collection methods have been elaborated in the
following sections.
i. Primary Survey
A detailed online survey of over 100 questions was administered to a targeted group of 1,000
Indian HEIs, based on NIRF rankings, spanning categories such as Central Universities, State
Public and Private Universities, Deemed Universities (Public and Private), Institutes of National
Importance, and other autonomous/self-funded institutions. The survey was divided into four
key sections:
(i) General Information,
(ii) Current status of Internationalisation and International Collaboration practices,
(iii) Outcome of Internationalisation initiatives, and
(iv) Challenges and Opportunities faced by Indian HEIs on Internationalisation.
Data was collected through online submissions and analysed to identify patterns and derive
evidence-based insights to enhance global collaborations. Comprehensive responses were
received from 160 HEIs (list provided in the Annexure I). Given below is the state-wise count of
HEIs who participated in the survey:
Sr NoState
(Alphabetical order)
Number of
Participating
HEIs
Sr NoState
(Alphabetical order)
Number of
Participating
HEIs
1 Andhra Pradesh5 13Madhya Pradesh7
2 Assam4 14Maharashtra19
3 Bihar2 15Meghahlaya1
4 Chhattisgarh2 16Mizoram1
5 Delhi6 17Odisha10
6 Gujarat6 18Punjab4
7 Haryana6 19Rajasthan9
8 Himachal Pradesh 3 20Sikkim2
9 Jammu and Kashmir 2 21Tamil Nadu31
10Jharkhand1 22Uttar Pradesh10
11Karnataka15 23Uttarakhand2
12Kerala10 24West Bengal2
ii. Key Informant Interviews (KIIs)
To complement the online survey, KIIs of about 90-120 minutes were conducted with subject
matter experts and representatives from nearly 30 national and international institutions
representing 16 countries and India. These semi-structured interviews offer a global comparative
perspective and valuable qualitative insights into internationalisation trends, challenges, and
best practices across continents. The interview transcripts were analysed to extract recurring
themes, identify effective strategies, and highlight areas for improvement. A detailed list of KIIs 13
Objectives and Methodology of the Study
is provided in Annexure II. Some of the key HEIs and organisations interviewed include:
Sr NoCountryHEIs/Organisation
1 Australia
Curtin University
Deakin University
2 FranceESCP Business School
3 GermanyTechnische Universität Darmstadt
4 India
BITS Pilani
International Financial Services Centres Authority, GIFT City
International Organization for Migration
NMIMS Deemed-to-be-University
5 IrelandUniversity College Dublin
6 IsraelBen-Gurion University of the Negev
7 Japan
Japan Science and Technology Agency
University of Tsukuba
8 Singapore Nanyang Technological University
9 South Africa Stellenbosch University International
10South Korea Korea University
11SpainBilbao School of Engineering
12SwedenKTH Royal Institute of Technology
13Tanzania African School of Economics
14UAEHigher Colleges of Technology
15UK
British Council
Coventry University
King’s College London
University of Southampton
University of York
16Uzbekistan Tashkent University of Information Technologies
17USA
Association of Community College
University of California, Santa Cruz
iii. National Workshop on Internationalisation of Higher Education in India
A National Workshop on ‘Internationalisation of Higher Education in India’, was organised by NITI
Aayog in collaboration with its knowledge partners, IIT Madras, Association of Indian Universities
(AIU), and Acumen at the IIT Madras campus in Chennai on Saturday, 29th March 2025. The
workshop brought together over 140 participants including officers from the Centre, State and UT
Governments, Institutions of National Importance, Central Universities, State Public Universities,
Private Universities, Deemed Universities, International Universities, and representatives from several
countries to deliberate on challenges, best practices and policy interventions for implementing
internationalisation initiatives at the systemic and institutional levels. (Annexure III)
The workshop featured 40 speakers across 4 technical sessions on: 14Internationalisation of Higher Education in India
(i) Internationalisation of Higher Education in India (in retrospect and future prospects),
(ii) Academic Mobility for Learning and Research,
(iii) Internationalisation of Curricula & Programmes, and
(iv) Expanding Global Presence of Indian universities through Offshore Campuses and beyond.
Special case studies on successes of Indian and international universities were presented
including Indian universities setting up overseas campuses and international universities
establishing campuses in India including at the GIFT City. The insights generated at the workshop
have fed into this study report. Some of the leading HEIs who shared their insights at the
workshop are:
Sr No Category of UniversitiesParticipating HEIs
1
Institutes of National
Importance (INIs)
IIM Bangalore
IIT Bombay
IIT Delhi
IIT Roorkee
IIT Tirupati
NIT Trichy
2 Public Universities
Anna University
Jawaharlal Nehru Technological University Hyderabad
University of Hyderabad
3 Private Universities
Ashoka University
Atlast Skilltech University
MIT ADT University
SASTRA University
Sharda University
VIT Vellore
4 International Institutions
Asia-Pacific Association for International Education (APAIE)
Australian National University
Australian Trade and Investment Commission
Consul General of France
Glasgow Caledonian University
University of Auckland
University of Wollongong
US Embassy
1B.3.4 TRANSNATIONAL EDUCATION ROUNDTABLE
The Education Division of NITI Aayog was represented at the Roundtable on the ‘Future of
Transnational Education(TNE) in India’ held on July 23, 2025 at the Institute of Directors in London
with leading universities from the UK, Ireland and France. The discussion brought together
senior leaders from the government, policymakers, academics and experts to deliberate on
strategies for strengthening and scaling educational collaborations. The discussions centred 15
Objectives and Methodology of the Study
on fostering sustainable partnerships, enhancing regulatory and institutional readiness and
aligning transnational initiatives with India’s evolving higher education landscape under the
NEP 2020 framework. This Report has benefitted from the insights shared at the Roundtable,
which included the following leading HEIs:
Sr No Country Participating HEIs
1France Grenoble Ecole de Management
2Ireland Trinity College Dublin
3UK
Aberystwyth University
Cardiff University
Edinburgh Napier University
London School of Economics (LSE)
Loughborough University
School of Oriental and African Studies (SOAS)
University of Aberdeen
University of Bristol
University of Exeter
University of Leeds
University of Leicester
University of London
University of Manchester 16Internationalisation of Higher Education in India
APPROACHES TO
INTERNATIONALISATION:
INTERNATIONAL, NATIONAL AND
INSTITUTIONAL
Chapter
2 17
Approaches to Internationalisation: International, National and Institutional
2.1 OVERVIEW
The internationalisation of higher education unfolds along a spectrum from systemic strategies at
the country-level to institutional initiatives at the university-level, with each layer reinforcing the
other to create a globally competitive education ecosystem. At the systemic level, countries like
USA, Canada, Australia, Japan, China, and the European Union have embedded internationalisation
into their national/regional policies through scholarship schemes, post-study work pathways,
strategic branding, and regulatory frameworks aligning education with broader national goals such
as talent retention, soft power, and economic growth. These national priorities set an enabling
environment for institutions to act, shaping their recruitment, research, and partnership models. As
internationalisation deepens, countries transition from attracting international students to building 18Internationalisation of Higher Education in India
transnational research ecosystems and hybrid campuses. Institutions develop strategies to respond
to these trends with targeted investments often with the support of institutional endowments to
support global mobility, academic collaborations, faculty exchanges, and global centres.
While India’s NEP 2020 outlines an ambitious vision of positioning the country as a global
knowledge hub, institutional capacities barring a few leading institutions remain limited, even
among the Top 100 NIRF-ranked institutions and Institutes of National Importance (INIs).
Nevertheless, emerging models and the growth of strategic endowments in select public and
private institutions mark a promising shift towards deeper international engagement.
The analysis of this ecosystem from international to national, and from systemic ambition to
institutional implementation reveals how integrated strategies and cross-level alignment are
essential for realising meaningful, sustainable internationalisation.
2.2 INTERNATIONALISING EDUCATION: GLOBAL EXPERIENCE
This section provides an overview of the global experience in internationalisation of higher
education, setting the context for comparative analysis. The topic is explored in greater depth
in the subsequent chapters.
2.2.1 Country Level
i. USA
Over the past decade, USA has witnessed a significant rise in international student enrolment,
growing from 8,19,644 in 2012–13 to 11,26,690 in 2023–24, an increase of approximately 37.5%.
In 2023–24 alone, the USA hosted around 11.3 lakh international students, with 3,31,602 (~29%)
originating from India. Although centralized data on Indian students transitioning to permanent
residency is limited, till recently, a large number remained in the US through H‑1B visas and other
professional pathways especially in STEM fields reflecting the country’s long standing strategic
focus on high-skilled talent retention.
1
However, a trend reversal is anticipated with the recent
imposition of USD 100,000 fee for new H-1B visa applications.
2
The majority of international students in the US come from Asia, primarily India and China, which
together account for more than half of the total. Notably, in 2023–24, India overtook China as the
largest source country driven by changing geopolitical dynamics and the increasing preference of
Indian students for US graduate and STEM programmes. Institutions in states such as California,
Massachusetts, New York, and Texas continue to lead in attracting international students due
to their academic prestige, cutting-edge research ecosystems, and robust support structures.
In terms of academic levels, there has been a clear shift. Between 2012–13 and 2023–24, graduate
international student numbers rose by over 61%, from 3,11,204 to 5,02,291
3
, while undergraduate
enrolment remained relatively flat, growing only slightly from 3,39,993 to 3,42,875 a mere 0.8%
increase. This reflects a growing emphasis on advanced degrees and research opportunities,
supported by initiatives like the Optional Practical Training (OPT) programme, which until recently
offered up to three years of post-study work, particularly in STEM disciplines. However, a new
immigration bill in the US Congress (Dignity Act of 2025)
4
could end a long-standing tax exemption
1
IE Open Doors. (2025). IIE Open Doors. https://opendoorsdata.org; Fast Facts (2024) : https://opendoorsdata.org/fact_
sheets/fast-facts/ (Accessed in October, 2025)
2
The White House (October 2025): https://www.whitehouse.gov/presidential-actions/2025/09/restriction-on-entry-of-
certain-nonimmigrant-workers/
3
Statista. (2023). Number of international students in the United States from 2004/05 to 2021/23, by academic level.
Retrieved from: (Accessed in October, 2025) https://www.statista.com/statistics/237689/international-students-in-the-us-
by-academic-level/
4
National Immigration Forum (October,2025): https://forumtogether.org/article/the-dignity-act-of-2025-bill-summary/ 19
Approaches to Internationalisation: International, National and Institutional
for international students working under the OPT programme impacting this outcome.
These trends highlight how the US linked internationalisation with broader national priorities
such as talent acquisition, innovation-led economic growth, and global influence. Signature
initiatives like the Fulbright Programme, a flagship academic exchange for international students
and scholars, continue to attract global talent and foster long-term academic and diplomatic
ties. Beyond tuition revenue estimated at USD 43.8 billion (INR 3,88,725 crores) annually
5
(~0.16%
of U.S. GDP) international students contribute to the country’s research output, soft power, and
global alumni networks.
US universities are also active in global student enrolment, transnational education, and strategic
partnerships. Common institutional goals include:
zEnhancing the quality of higher education and campus diversity
zBuilding national reputation and competitiveness
zPromoting knowledge creation and innovation
zPreparing students with multicultural competence for the global workforce
zSupporting long-term national economic development
ii. Canada
Canada has emerged as one of the fastest-growing destinations for international students,
witnessing a 48.7% increase from 326,120 in 2014 to 4,85,000 in 2024.
6
In 2023, India accounted
for 42.9% of all international students in Canada, with 2,33,272 Indian students receiving study
permits in Canada, according to official IRCC data
7
. In 2022, international education directly
contributed CAD 30.9 billion (~INR 1.92 lakh crore) to Canadian GDP, or ~1.2% of the GDP.
8
Canada’s internationalisation strategy is primarily built around long-term immigration and
workforce integration.
zPost-Graduation Work Permit (PGWP): This permit allows international graduates to work
in Canada for up to 3 years, offering valuable experience and a pathway to permanent
residency.
zStudent Direct Stream (SDS): SDS enables faster visa processing for students from countries
like India, China, Vietnam, and the Philippines, making Canada an attractive destination for
international students.
zInternational Education Strategy (2019–2024): This strategy aimed to diversify international
student origin countries, encourage Canadian students to study abroad, and promote lasting
global partnerships.
zEduCanada: EduCanada is Canada’s official global branding initiative that showcases the
quality and value of Canadian education worldwide.
zGlobal Affairs Canada–SEED Programme: Through programmes like SEED, Global Affairs Canada
has promoted academic mobility and development-focused scholarships with partner countries.
zHigh International Student Satisfaction and Retention: Canada is known for strong student
5
International Trade Administration. (2025). Education Service Exports. www.trade.gov. https://www.trade.gov/education-
service-exports (Accessed in October, 2025)
6
Immigration, Refugees and Citizenship Canada (IRCC). (2024, October 23). 2024 Annual Report to Parliament on Immigration.
https://www.canada.ca/content/dam/ircc/documents/pdf/english/corporate/publications-manuals/annual-report-2024-
en.pdf
7
Immigration, Refugees and Citizenship Canada (IRCC). (2024, June 26). Intake, Output & Issued – February 28, 2024.https://
www.canada.ca/en/immigration-refugees-citizenship/corporate/transparency/committees/cimm-feb-28-2024/intake-
output-issued.html
8
Government of Canada. (2024, June 25). Economic impact of international education in Canada 2022 update. GAC. https://
www.international.gc.ca/education/report-rapport/impact-2022/index.aspx?lang=eng 20Internationalisation of Higher Education in India
support services, and inclusive migration pathways, leading to high satisfaction and retention
rates among international students.
iii. Australia
Australia has experienced a ~50.9% increase
9
in international students, growing from 3,47,560
in 2014 to 5,24,514 in 2023. International education has become Australia’s third-largest service
export, contributing about AUD 51 billion (~INR 2.85 lakh crore) in 2023-24,
10
which accounts
for around 1.9% of the country’s GDP. Australia’s appeal lies in its ability to blend high-quality
education with post-study migration opportunities. As of September 2023, there were over 1.2 lakh
Indian students in Australia
11
. In the 2023–24 migration programme, Indians were top recipients
of permanent residency grants with 49,814 Indians, of which 45,820 were in the Skilled stream
and 3,994 in the Family stream
12
. Several motivating factors that influence international students
to consider Australia as a preferred higher education destination have been listed below:
zTemporary Graduate Visa (Subclass 485): Offers 2 to 4 years of post-study work rights based
on qualification level and location, supporting Australia’s skilled migration goals.
zDestination Australia Programme: Provides scholarships to study in regional institutions and
includes incentives for permanent migration, especially in demand-driven regions.
zPathways for Indian Students: Many Indian students move to permanent residency via
Subclass 485, followed by skilled migration visas like 189, 190, or 491.
zAustralia–India Migration and Mobility Partnership (MMPA): This bilateral agreement facilitates
migration pathways for Indian students and professionals to support mutual skill needs.
zMarket-Driven, Government-Supported Model: Australia’s international education sector
thrives on a combination of strong market appeal and robust national policy support.
zESOS Act (Education Services for Overseas Students): Ensures legal protection and high-
quality education standards for international students across Australian institutions.
zNational Code of Practice: Sets clear responsibilities for universities in supporting international
student wellbeing, compliance, and reporting.
zStudy in Australia Initiative: A global branding and recruitment campaign that promotes
Australian education and supports international education fairs.
zAustralian Strategy for International Education (2021–2030): Focuses on source country
diversification, transnational education, alumni engagement, and digital delivery.
zTransnational Education Investments: Australian universities lead in offering offshore
campuses, online programmes, and academic partnerships across Asia.
zComprehensive Student Support Services: Services such as visa help, housing, language
programmes, and mental health support make Australia a preferred global destination for
students.
iv. European Union (EU)
The EU’s strategy for internationalisation is distinct, focusing on equity, inclusion, and intra-
regional integration. Although specific data on Indian student−to−migrant conversion is limited
9
Australian Government. (2025). Student Data - Department of Education, Australian Government. Department of Education.
https://www.education.gov.au/higher-education-statistics/student-data
10
Australian Government. (2025, January 9). Education export income - Financial Year - Department of Education, Australian
Government. Department of Education. https://www.education.gov.au/international-education-data-and-research/
education-export-income-financial-year
11
High Commission of India in Canberra, Australia. https://www.hcicanberra.gov.in/eoi.php?id=guidelines-for-indian-students-
wishing-to-study-in-australia
12
WeAbide (2025). https://www.theweabide.com/post/indian-nationals-lead-australia-s-permanent-residency-outcomes-
in-2024 21
Approaches to Internationalisation: International, National and Institutional
at the EU level, as of 2023, India has been the third largest country of origin for international
students in the EU. Germany (10.1%), Ireland (15.3%) and Latvia (17.4%) have the highest number
of Indian students among the EU
13
. Many Indian students remain in the EU after completing
studies through research, employment, or EU Blue Card pathways, especially in STEM fields. The
attraction of EU as a study destination for Indian students includes high quality and affordable
programmes, English-medium instruction in select countries, research-focused degrees, and
availability of post-study work visas or skilled migration options.
Over the years, the European Commission has strengthened academic partnerships on a global
scale by contributing to the development of several tools aimed at facilitating the mobility of
students and researchers, including:
zEuropass – a standardised CV and documentation tool for skills and qualifications
zECTS (European Credit Transfer and Accumulation System) – for harmonising credit recognition
in higher education
zDiploma Supplement – to ensure transparent qualification recognition across countries
zEuropean Qualifications Framework for Lifelong Learning (EQF) – aligning national qualification
frameworks
zECVET (European Credit System for Vocational Education and Training) – for credit transfer
in vocational learning
zYouthpass – a certificate tool for non-formal learning in youth programmes
zEURAXESS – a portal supporting researcher mobility and career development
zStudent Visa Directive – easing visa processes for non-EU students
zScientific Visa Package – to attract and retain international researchers
The Erasmus programme (European Community Action Scheme for Mobility of University Students)
was established by the EU in 1987. It aimed to promote closer cooperation between universities
and HEIs across Europe. This meant setting up an organised and integrated system of cross-
border student interchange. Over time, the programme expanded in its breadth and depth. It
was supported by another programme known as the Trans-European Mobility programme for
University Studies (TEMPUS) which played a key role in the EU’s strategy. TEMPUS, active from
1990 to 2013, supported the modernisation of higher education in partner countries across
Eastern Europe, Central Asia, the Western Balkans, and the Mediterranean region, primarily
through inter-university cooperation projects. The European Commission launched a strategy in
2013 titled ‘European Higher Education in the World’, which aimed at ensuring that European
graduates acquire international skills needed to work anywhere in the world, while simultaneously
promoting Europe’s attractiveness to international students.
Since 2014, a new overarching strategy was developed which was known as “Erasmus+” and
combined the vision of both Erasmus and TEMPUS while expanding its scope. Erasmus+ is the
EU’s programme from 2021 to 2027 to support education, training, youth and sport in Europe. It
funds students and academic staff across EU and partner countries, and the broader European
Higher Education Area (EHEA), which promotes degree recognition and joint quality standards
across 49 countries, creating one of the most harmonised academic spaces globally.
14
With an
estimated budget of €26.2 billion, it supports transnational cooperation aimed at modernising
and strengthening education and training systems in response to the current challenges of
employment, economic growth, green and digital transition and participation in democratic life.
Through the Erasmus+ programme, student mobility grew from 7.4 million in 2014 to 15.1 million
13
Eurostat (2025). https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Learning_mobility_statistics
14
European Education and Culture Executive Agency (EACEA) 22Internationalisation of Higher Education in India
in 2023 (Figure 2.1), representing a 104% increase.
15
While economic contributions aren’t directly
reported as part of GDP, the EU’s commitment is evident in its €26.2 billion (~INR 2.64 lakh
crore) Erasmus+ budget for 2021–2027, reflecting strong support for youth mobility, academic
collaboration, and cultural integration.
Figure 2.1: Participants in Mobility Activities under the Erasmus+ and its Predecessors since 1987
Source: Erasmus+ Annual Report, 2023
v. Japan
Japan has seen a ~93% increase in international student enrolment from 1,61,848 in 2012 to 3,12,214 in
2019
16
. As of 2024, 3,36,708 international students were studying in Japan, of which 0.5% were Indian
students.
17
While the direct contribution of international students to Japan’s GDP is not publicly
reported, the government considers internationalisation critical to addressing its demographic
decline and revitalising regional universities. Key drivers include the Top Global University Project,
which seeks to elevate Japanese institutions in global rankings by encouraging international faculty
and English-language courses, and MEXT Scholarships, which are fully funded programmes covering
tuition and living expenses for international students. These initiatives are part of Japan’s broader
vision to enhance academic diplomacy and foster international research collaboration.
Japan has recently intensified its efforts to internationalise its higher education sector, aiming to
enhance global competitiveness and address domestic demographic challenges. In April 2023, the
Japanese Government introduced the J-MIRAI initiative (Japan Mobility and Internationalisation:
Re-engaging and Accelerating Initiative for future generations), setting ambitious targets for
2033. These include attracting 4,00,000 international students and sending 5,00,000 Japanese
students abroad, encompassing both long-term degree programmes and short-term exchanges.
Beyond numerical goals, J-MIRAI emphasises qualitative improvements, such as doubling English-
only undergraduate programmes, increasing joint and dual degree offerings, and enhancing
support services for international students. The initiative also seeks to raise the post-graduation
employment rate of international students in Japan from 48% to 60% by 2033, fostering better
integration into the Japanese workforce.
Institutions such as the University of Tokyo are aligning with these national objectives. These
efforts reflect Japan’s commitment to cultivating a globally engaged higher education environment,
positioning itself as a competitive destination for international students while equipping its own
students with global competencies.
15
European Commission – Erasmus+ Annual Report, 2023
16
Japan Student Services Organization. (2020). Result of an annual survey of international students in Japan 2019. Retrieved
from https://www.studyinjapan.go.jp/en/_mt/2020/08/date2019z_e.pdf
17
JASSO (Japan Student Services Organization), MEXT. https://www.studyinjapan.go.jp/en/_mt/2025/04/data2024z_e.pdf 23
Approaches to Internationalisation: International, National and Institutional
vi. China
China’s international student population increased from 3,97,635 in 2015
18
to 4,92,185 in 2018
19
,
marking a ~23.7% growth. China’s internationalisation is aligned with its foreign policy and
innovation strategy. They have emerged as a key player in the global higher education landscape
through a state-led, strategically coordinated approach to internationalisation. Major national
initiatives that have significantly expanded China’s global academic presence include:
zDouble First-Class Initiative: Aims to develop world-class universities and disciplines by
funding elite institutions to improve research capacity, innovation, and global rankings.
zBelt and Road Education Action Plan: Promotes educational cooperation with countries along
the Belt and Road Initiative through scholarships, student exchanges, and joint programmes,
aligning higher education with China’s foreign policy and soft power goals.
zStudy in China Strategy: Seeks to position China as a top destination for international
students by expanding English-taught programmes, improving student services, and increasing
scholarships through the China Scholarship Council (CSC).
The Government has invested in improving institutional quality, expanding access to English-
medium instruction, and enhancing research output to attract students particularly from
Asia and Africa. These measures have made Chinese universities increasingly accessible,
competitive, and globally relevant. Alongside its efforts to attract inbound students, China
also supports large-scale outbound mobility. With over 7 lakh students moving abroad for
higher education, it is the second largest source of international students worldwide. Their
internationalisation strategy further emphasises global partnerships, academic exchanges,
joint research, particularly with institutions in Europe and North America, and participation
in international rankings.
The Chinese Education Master Plan (2024-2035) focuses on strengthening global talent development
and promoting the “Study in China” brand, encouraging high-level foreign universities in science
and engineering to offer programmes in China, expanding international academic exchange
and research cooperation, actively participating in global education governance, and building
international partnerships and institutions.
2.2.2 Institutional Level
The preceding section focused on country-level approaches and programmes across major
international ecosystems. This section provides an overview of institution-level interventions
in several countries.
2.2.2.1 Institutional Endowments
Institutional endowments refer to financial assets, typically in the form of donated funds or
investments held by HEIs to support their long-term strategic objectives. While the principal
amount is generally preserved, the income generated is used to fund academic activities,
scholarships, faculty positions, infrastructure, and international initiatives.
At the Institutional level, endowments serve as critical enablers of global academic engagement
and institutional development. They provide long-term financial stability and allow universities
to invest strategically in initiatives that enhance their global presence and competitiveness.
Endowments not only legitimise internationalisation efforts but also ensure their sustainability
over time. The size of institutional endowments can positively impact international student
enrolment, global research output, the ability to offer scholarships, and expansion through
international campuses and partnerships.
18
Ministry of Education and Training, Australian Government (Aug, 2016). https://internationaleducation.gov.au/research/
Research-Snapshots/Documents/China_outbound%20and%20inbound%20tertiary%20students.pdf
19
Ministry of Education, China (2018). http://en.moe.gov.cn/documents/reports/201904/t20190418_378692.html 24Internationalisation of Higher Education in India
i. Endowment as Enabler
Global examples show how endowments can drive educational outcomes and institutional growth
by supporting the following key areas:
zFinancial support: Scholarships for international students, research grants for global
collaborations, infrastructure development for international programmes and support for
faculty exchange and development.
zInfrastructure development: Establishment of international campuses, creation of research
facilities, development of technology platforms and building of student housing and facilities.
zProgramme development: Creation of international curricula, development of exchange
programmes, establishment of joint degree programmes, and support for international
accreditation.
zResearch support: Funding for international research projects, support for global research
centres, resources for international publications, and grants for collaborative research.
zNetwork building: Development of international alumni networks, creation of global
institutional partnerships, support for industry collaborations and building of academic
consortia.
ii. Leveraging Institutional Endowments: Global Examples
Table 2.1 provides examples from the USA, UK, Asia, Canada, and Europe on how endowments have
supported key international initiatives such as global research centres, joint academic programmes,
scholarships for international students, and international faculty recruitment and the outcomes
they have achieved in terms of global rankings, student diversity, and cross-border collaboration.
Top global universities such as Harvard, Yale, and Stanford strategically utilise their institutional
endowments to strengthen internationalisation. The endowments range from USD 27.2 billion to
over USD 50 billion and investments contribute directly to global impact, as reflected in the high
proportions of international students and international faculty at these institutions.
Table 2.1: Global Practices of Leveraging Institutional Endowments
UniversityEndowment
INR
(In approx.
crores)
Exchange
Rate
(Oct 2025)
Key International
Initiatives
International
Outcomes
Harvard
University
(USA)
USD 52.3
billion
20
4,64,162
1 USD =
₹88.75
20+ global research
centres
24% international
students
Financial aid for 50% of
international students
Consistently top
global ranking
Partnerships with 57
countries
Faculty exchanges in 30+
nations
Cambridge
University
(UK)
£2.6 billion
21
39,890
1 GBP =
₹119.0
Cambridge-Africa
Programme
24% international
faculty
Research hubs in
Singapore, India, China40% international
studentsGlobal fellowship
programmes
20
https://www.harvard.edu/about/endowment/
21
https://www.cam.ac.uk/about-the-university/how-the-university-and-colleges-work/cambridge-university-endowment-
fund 25
Approaches to Internationalisation: International, National and Institutional
UniversityEndowment
INR
(In approx.
crores)
Exchange
Rate
(Oct 2025)
Key International
Initiatives
International
Outcomes
NUS
(Singapore)
SGD 5.9
billion
22
39,852
1 SGD =
₹68.5
Yale-NUS College
Ranked in global
top 20
Duke-NUS Medical School
Research ties with 20+
countries
Tsinghua
University
(China)
USD 3.9
billion
34,612 1 USD =
₹88.75
Belt & Road Initiative
collaborations
300% growth
in international
enrolment (since
2010)
Global Innovation
Exchange
Southeast Asia
partnerships
Toronto
University
(Canada)
CAD 3.15
billion
23
19,587 1 CAD =
₹63.5
International doctoral
scholarships
25% international
student population
Research in 170+ countries
Global innovation hubs
ETH Zurich
(Switzerland)
CHF 804
million
24
14,791 1 CHF =
₹111.0
Singapore-ETH Centre 40% international
faculty
Global research stations
International faculty
recruitment
These examples of select top universities in the respective countries, demonstrate the pivotal
role of financial endowments in enabling and sustaining international outreach. Institutions
with strong endowments are able to fund student scholarships, support international research,
build global infrastructure, and foster meaningful partnerships. The outcomes include increased
international student enrolment, greater faculty diversity, and enhanced global visibility.
These are precisely the goals that many Indian institutions seek to achieve as they pursue
internationalisation.
2.2.2.2 Models of International Engagement
Two models in this context are - Global Centres and Hybrid Joint Campuses. Global Centres
and Hybrid Joint Campuses represent innovative models of international collaboration that
go beyond traditional offshore campuses. Unlike offshore campuses, which require significant
capital investment and time to replicate institutional culture and infrastructure, these models
operate with smaller physical footprints and can be hosted within existing international offices.
They allow HEIs to focus on strategic areas such as collaborative research, joint degrees,
and curriculum exchange while expanding global physical presence at a smaller scale. They
resolve the international collaboration needs of HEIs as reflected in survey responses without
significant investment. (Figure 2.2) By leveraging partnerships, alumni networks, and research
collaborations, they offer flexible, cost-effective avenues for sustained international engagement
and institutional growth.
22
https://www.straitstimes.com/politics/parliament-nus-has-largest-endowment-fund-of-59-billion-followed-by-ntu-with-
19-billion
23
https://www.intentionalendowments.org/university_of_toronto
24
https://report23.ethz-foundation.ch/en/ 26Internationalisation of Higher Education in India
Figure 2.2: Survey Response on Various Objectives for Partnerships
Note: Since the respondents could choose more than one objective, the percentages do not cumulatively add to 100.
i. Global Centres
A Global Centre is loosely defined as an international presence for a university, serving as a
nucleus for various activities including providing technology transfer opportunities, undertaking
industry or other sponsored research abroad, and enabling academic programmes. The centre
leverages the university’s strengths to serve the host country’s needs and meet global challenges
by acting as a local hub.
Top universities have already established global centres to achieve some of these aspirations.
Across 11 cities, Columbia University’s Global Centres provide an avenue for international
collaboration in research, education, and public engagement.
25
Apart from serving as local hubs
in India, China, Kenya, and other countries, they also function as an important network that
fuels the global aspirations of the University. New York University’s 14 Global Centres are each
focused on a different theme. For example, the centre in Accra, Ghana, deals with African studies
whereas the centre in Paris, France, focuses on French culture.
26
The University of Chicago’s Global
Centres in 3 cities across the world are more focused on international dialogues with the host
countries, apart from academic exchanges. The Global Research Centers of Harvard Business
School facilitate faculty research and case development on an international scale across 17
cities. These enable Harvard faculty to work with leaders, industry, government, and academia
worldwide, and to learn from business challenges and innovations wherever they occur.
27
Table 2.2: A comparison of Global Centres Across the World
University/
Centre
Year Locations (outside
home country)
Focus Area Features and Offerings
Columbia
University
Global
Centres
28
200910 cities including
Amman, Athens,
Beijing, Istanbul,
Mumbai, Nairobi, Paris,
Rio de Janeiro, Tel
Aviv, Tunis
International collaboration,
research projects, academic
programming, study abroad
Various programmes
in public health,
environmental
sustainability,
architecture, and more.
25
Columbia University. (n.d.). Global Centers. Columbia Global Centers. https://globalcentres.columbia.edu/
26
New York University. (n.d.). Global Academic Centers. In Liberal Studies Bulletin. https://liberalstudies.nyu.edu/academics/
liberalstudiesbulletin/global-academic-centers.html
27
https://www.hbs.edu/about/history
28
Columbia University. (n.d.). Global Centers. Columbia Global Centers. https://globalcentres.columbia.edu/ 27
Approaches to Internationalisation: International, National and Institutional
University/
Centre
Year Locations (outside
home country)
Focus Area Features and Offerings
NYU Global
Academic
Centres
29
201212 cities including Abu
Dhabi, Accra, Berlin,
Buenos Aries, Florence,
London, Madrid, Paris,
Prague, Shanghai,
Sydney, Tel Aviv
Study away programmes,
global research initiatives
Undergraduate and
graduate programmes
across various
disciplines in cities
like Paris, Berlin, and
Sydney.
University
of Chicago
Global
Centre
30
2003
2010
2013
3 cities including
Beijing, Delhi, Paris
Science, energy, medicine,
public health; business,
economics, policy; culture,
society, law
Academic and public
programmes addressing
global issues, serve as
a hub for scholars and
alumni.
Harvard
Global
Research
Centres
31
1999
2000
2002
2003
2006
2013
2017
16 cities including
Johannesburg, Lagos,
Nairobi, Hong Kong,
Shanghai, Singapore,
Paris, Mumbai, Tel Aviv,
Tokyo, Mexico City, Sao
Paulo, Montevideo,
Cairo, Dubai, Istanbul
Business and Environment,
Business History,
Entrepreneurship, Finance,
Globalization, Health Care
, Human Behaviour and
Decision-Making, Leadership,
Social Enterprise,
Technology and Innovation
Faculty research and
international case
study development
across a variety of
subjects and sectors.
ii. Hybrid Joint Campuses
Similar to joint degree programmes, there are many advantages in a combined effort by two or
more international partners toward establishing and operating a joint campus. The reputation of
both the universities is leveraged in this initiative, and a deep, multidimensional and strategic
collaboration is envisaged for transnational impact. Resources are shared, and knowledge and
technology transfer of global relevance is made possible through hybrid joint campuses. The
physical space requirements are minimal, with offices, laboratories and other spaces distributed
across each of the original campuses.
Faculty across the two universities are formally associated with such campuses through joint
appointments. Funding for physical mobility for faculty and students between the two institutions is
provided. Students in both universities participate in joint campus activities, and the collaboration
includes, but is not limited to joint degree programmes. The universities grow together in
partnership, with dedicated funding and identified thematic areas for an in-depth collaboration.
Global Practice: TransCampus Initiative
An implementation of this model is the transCampus initiative, a strategic collaboration
between King’s College London and Dresden University of Technology
32
. Established in 2013,
the academic platform includes joint research projects and PhD programmes, focusing on
synergy in areas including haematology, diabetes and mental health research. Two separate
but coordinated offices are maintained in London (UK) and Dresden (Germany). Several faculty
members across both institutions are onboarded as Associated Professors and Project Principal
Investigators. The transCampus partnership offers staff exchange and training programmes for
students from both universities, thereby creating an international ecosystem of students and
faculty collaborating across disciplines.
29
New York University. (2025, April 2). NYU Global Study Abroad/Away. https://tisch.nyu.edu/special-programs/global-
programs.html
30
University of Chicago. (n.d.). Global campuses and centres. https://www.uchicago.edu/education-and-research/global-
campuses-and-centres
31
https://www.hbs.edu/about/history
32
TU Dresden.TransCampus: Partnerships and cooperation. Hochschulpartnerschaften - transCampus — Internationales — TU
Dresden 28Internationalisation of Higher Education in India
2.3 COMPARATIVE ANALYSIS OF INTERNATIONALISATION STRATEGIES
AND LEARNINGS FOR INDIA
This section briefly highlights how different countries have built competitive higher education
ecosystems. As depicted in Figure 2.3, while the USA focuses on research funding and global
recognition, countries such as Germany leverage low-cost, high-quality education. China has
made large-scale investments in infrastructure and scholarships, while Australia and the UK
have prioritised international student experience and cultural integration.
Figure 2.3: Global Internationalisation Strategies
Source: The information is based on extensive stakeholder consultations, including workshops, national and
international KIIs and survey responses.
India has a unique opportunity to shape its internationalisation strategy by blending global
best practices with its own intellectual and cultural strengths. Its emerging model is being
shaped by its cost advantage, expertise in technical and professional education, ICT strength,
cultural heritage, and English-medium instruction. As a cost-effective, English-speaking, and
tech-savvy nation, India appeals especially to students from the Global South, but its potential
extends far beyond affordability. India’s expertise in basic sciences, engineering, management,
and professional education has built a globally competitive talent pool. Graduates from
institutions like the IITs, IIMs, IISc, and other Institutes of National Importance and Eminence
have made significant contributions across sectors such as technology, healthcare, finance, and
entrepreneurship. This robust foundation has enabled the Indian diaspora to excel in diverse
professions worldwide. There is a need to provide visibility to this expertise in order to make
India an attractive destination for Higher Education.
Additionally, Indian Knowledge System (IKS) encompassing fields like philosophy and literature,
Ayurveda and Yoga, Vedic mathematics and astronomy, arts and architecture, governance and
statecraft, and climate and sustainability, among many others, offers globally applicable, and
interdisciplinary insights. By integrating IKS with curricula, promoting research collaborations,
enabling post-study work opportunities, and aligning academic pathways with global standards,
India can position itself as a distinct contributor and destination for global higher education.
2.4 INDIAN EXPERIENCE OF INTERNATIONALISING EDUCATION
As outlined in NEP 2020, India aspires to become a globally attractive destination for higher education. 29
Approaches to Internationalisation: International, National and Institutional
Between 2012 and 2022, inbound international student numbers grew by 34%, reaching a peak of
46,878 in 2021–22. However, international students have consistently accounted for only a small
share between 0.5% and 0.11% of India’s total higher education enrollment over the past 25 years.
In comparison, leading host countries like the USA (11,26,690), Canada (842,760), the UK (7,58,855),
Australia (4,37,485), and China (2,00,892) (cited from Section 2.2) attract significantly higher numbers
and feature prominently among the world’s top 10 destinations for international students.
This stark contrast underscores that India’s current international student inflow remains limited
in global terms. To bridge this gap and realise its ambitions, India must scale up efforts to attract
international researchers and faculty, strengthen international research collaborations, and forge
robust academic partnerships. Some policy-level measures have already been introduced to
catalyse this shift as discussed below.
2.4.1 Country Level
i. Study in India Programme
India’s ambition to become a global education destination is reflected in the launch of the
Study in India (SII) programme in 2018 by the Ministry of Education. Conceived as an initiative
to strengthen India’s inbound student mobility, SII aims to position Indian HEIs as an attractive
alternative to traditional study-abroad destinations particularly for students from the Global
South.
However, despite early progress, the SII initiative has not met its target of hosting 2,00,000
international students by 2023. Creating SII 2.0 with comprehensive Branding, Communication,
and Outreach (BCO) strategies (as outlined in the policy recommendations of this report) would
be essential to attract international students to India. It may also focus on supporting short-
term academic exchanges that allow international students to study in India for part of their
degree, or Indian students to spend a limited period abroad. This form of mobility can play a
vital role in fostering international collaborations.
2.4.2 Institutional Level
2.4.2.1 Institutional Endowments
While Indian HEIs have historically depended primarily on government funding, there has been
a growing recognition of the importance of institutional endowments in achieving long-term
goals, including internationalisation. In recent years, several leading institutions have launched
or expanded endowment initiatives often supported by alumni and private donors to build
global partnerships, fund scholarships, and enhance research infrastructure.
i. Indian Practices of Building Institutional Endowments
Table 2.3 highlights select Indian institutions that are pioneering this approach. Though still
modest in scale compared to global counterparts, these efforts signal a shift toward greater
financial autonomy, strategic international engagement, and institutional innovation. 30Internationalisation of Higher Education in India
Table 2.3: Endowment Driven Examples of INIs
InstitutionLaunch
Year
Endowment Fund AmountImpact /
Outcomes
As On
IIT Delhi
33
2019 zTarget Amount: INR 10,000 crore by
2029 supported by alumni and industry
zAmount Raised: INR 500 crore pledged
donations
zNo. of donors: 425+
Mittal Sports
Complex, Yardi
AI School,
Duggal Climate
Centre, student
scholarships,
among others
December
2025
IIM
Ahmedabad
34
2020 zTarget Amount: INR 1,000 crores by
2025 through donors and alumni
zAmount Raised: INR 615+ crores (Total
commitment) and INR 400+ crores
(Raised)
zNo. of donors: 360+
1 new school, 5
research centres,
7 endowed
chairs, among
others
December
2025
These examples demonstrate the emerging potential of Indian endowments to support
internationally competitive institutions.
ii. Constraints in Scaling up Endowment Model in India
While there is no single act for endowment funds in India, a combination of central laws
(Charitable Endowments Act 1890, Income Tax Act 1961) and sector-specific statutes (such as
university or institutional acts or guidelines) collectively provide the regulatory framework for
endowment funds in India. Institutions must also ensure compliance with FCRA if handling
foreign funds. Institutional endowments hold immense potential to support internationalisation
in higher education, but several challenges hinder their effective establishment in the Indian
context. Key constraints include:
zRegulatory Hurdles at Central-level: The regulatory framework in India is not yet fully
conducive to encouraging and facilitating endowment growth in the higher education
sector with lack of clear guidelines on deployment of endowment funds and utilisation of
endowment income.
zLimited Fundraising Capacity at Institutional-level: HEIs struggle with raising significant
endowment funds due to a lack of an established culture of alumni donations or low
financial capacity among alumni compared to leading HEIs.
zLack of Fund Sustainability and Expertise: Institutions face difficulty in sustaining endowment
funds due to absence of professional fund management systems.
zAbsence of Reinvestment Strategy: There is a lack of defined mechanisms to generate income
and reinvest it in alignment with internationalisation priorities.
Addressing these constraints through regulatory reform, capacity building, and strategic
financial planning is essential to unlock the full potential of endowments in advancing the
internationalisation agenda of Indian higher education institutions.
2.4.2.2 Indian HEIs International Engagement Models
Select Indian HEIs have started espousing the practice of establishing Global Centres, though
none have ventured to establish a Hybrid Joint Campus as seen in other countries. While
such innovations are new for the Indian higher education system, their success and the rising
33
https://endowment.iitd.ac.in/
34
https://endowment.iima.ac.in/ 31
Approaches to Internationalisation: International, National and Institutional
dominance of Indian technology and education on the global stage can spur more Indian HEIs
to consider this and other models.
i. Global Centres
IIT Madras Global Centre
IIT Madras was the first Indian public HEI to establish an international centre in Dubai in
2024
35
. The IITM Global Dubai Centre will specialised in cutting-edge fields such as artificial
intelligence (AI), data science, robotics, and sustainable energy and create a new bridge to
India’s entrepreneurial ecosystem. The Institute’s plans to establish the Centre in Dubai has been
facilitated through an agreement between Indian Institute of Technology, Madras (IITM) and the
Dubai Department of Economy and Tourism (DET). Figure 2.4 depicts the pillars of activities on
which this centre, termed “IITM Global”, is based. It focuses on research, technology transfer and
bespoke academic skilling programme opportunities, within the domain of frontier technology.
IITM’s approach to the Global Centre emphasises connection with global markets for technologies
and short-term programmes.
Figure 2.4: Pillars of IITM Global
2.5 CHALLENGES IN INTERNATIONALISATION OF INDIAN HEIs
Based on the primary and secondary data analysed for this study, the key challenges in the
effective internationalisation of education in India can be summarised as follows:
i. Systemic-level
The following challenges at the systemic level hinder India’s global academic appeal:
zAcademic: There is a need to match the global academic curricula and industry alignment.
Currently, there are limited opportunities for international faculty exchange and research.
zAdministrative: Complicated visa procedures, lack of a comprehensive branding, marketing
and outreach strategy, and limited scholarships.
zInfrastructural: Upgradation of infrastructure and technology according to international
standards, and the need for enhancing R&D resources.
zStudent Experience: Challenges with respect to cultural adaptation, language barriers, and
job placement.
35
Times of India. (2024, March 11). IIT Madras to launch first international centre in Dubai focusing on AI and innovation.
https://timesofindia.indiatimes.com/education/news/iit-madras-to-launch-first-international-centre-in-dubai-focusing-
on-ai-and-innovation/articleshow/114353729.cms 32Internationalisation of Higher Education in India
zSupport Services: housing, and student support services impact the quality of life and impact
the overall experience of students in the country.
ii. Institutional-level
According to the survey conducted in Indian HEIs, the following are some of the key hindrances
with respect to research collaborations at the institutional level:
zLack of Integration of Scholarships with Admissions: 38% of respondents view scholarships
as crucial for student mobility. However, 57% report no coordination between funding bodies
and admissions offices. (Figure 2.5)This disconnect limits the effectiveness of financial
support in attracting international students.
Figure 2.5: Survey Responses to Financial Support Offered through Various Means
zFaculty Internationalisation is Ad Hoc: While 73% of institutions cite research relevance, 70%
importance of the conference, and 64% expected outcomes when approving faculty funding,
only 58% consider fund availability, and 35% account for past participation for faculty-led
research (Fig. 2.6). This reflects a lack of strategic, long-term investment in international
faculty engagement.
Figure 2.6: Survey Responses to the Various Criteria for Approving Funding Requests
Note: Since the respondents could choose more than one objective, the percentages do not cumulatively add to 100.
These insights underscore the need for institutions to move beyond ad hoc financial decisions
and develop coherent, forward-looking funding strategies. Strengthening governance frameworks,
aligning funding cycles with strategic goals, and integrating support for both faculty and students 33
Approaches to Internationalisation: International, National and Institutional
into internationalisation plans will be crucial. Such an approach will be key to unlocking the
full potential of institutional endowments and advancing India’s aspirations in global higher
education. Indian Higher Education has found its way into this model recently as well. With the
various NEP 2020 enablements for the possibility of earning academic credits, a strategically
evolved effort is important for Indian HEIs.
36
2.6 KEY TAKEAWAYS
An analysis of various country-level and institution-level strategies reveals that those excelling
in the internationalisation space have developed context-specific approaches tailored to their
unique needs and priorities. India too needs to formulate a comprehensive national strategy
for internationalisation of higher education. Its success will depend on leveraging the power
of the world’s largest diaspora, establishment of clear implementation mechanisms, sustained
institutional commitment from universities, and well-coordinated actions to overcome practical
challenges. Therefore, both at the systemic and institutional levels, India needs to design
contextually grounded strategies informed by global best practices to effectively advance the
internationalisation of higher education.
36 TU Dresden. (2023, October 20). Brückenschlag zwischen zwei der innovativsten Wissenschaftsgemeinschaften der Welt:
TU Dresden und IIT Madras gründen TransCampus-Partnerschaft. https://tu-dresden.de/tu-dresden/newsportal/news/
brueckenschlag-zwischen-zwei-der-innovativsten-wissenschaftsgemeinschaften-der-welt-tu-dresden-und-iit-madras-
gruenden-transcampus-partnerschaft?set_language=en 34Internationalisation of Higher Education in India
INTERNATIONAL STUDENT
MOBILITY
Chapter
3 35
International Student Mobility
3.1 OVERVIEW
International student mobility has become a pivotal feature of global higher education in the
21st century. As per the 2019 UNESCO Global Convention on the Recognition of Qualifications
concerning Higher Education, mobility refers to the “physical or virtual movement of individuals
outside their country for the purpose of studying, researching and teaching”. This movement
of students and scholars across borders not only reflects the aspirations of individuals seeking
quality education and career prospects but also embodies the growing interdependence among
educational systems worldwide.
This chapter provides a comprehensive temporal analysis of international student flows,
examining both global trends and India’s patterns. Through systematic data analysis from the
year 2000 to 2024, it traces the shifts in inbound and outbound student flows, host-source
dynamics, enrolment percentages and disciplinary preferences. Comparative metrics such as
growth rates, percentage share of international students, inbound-outbound ratios and net flow
of students have been used to interpret trends.
3.2 INTERNATIONAL STUDENT MOBILITY: GLOBAL OVERVIEW
Over the past two decades, the global landscape of higher education has witnessed a remarkable
surge in international student mobility, reflecting the rising demand for globally competitive
education. Table 3.1 depicts that there has been a 3x increase in the number of internationally
mobile students worldwide, from 22 lakh in 2001 to 69 lakhs in 2022. This upward trajectory
underscores the increasing importance of cross-border education in shaping transnational
education and fostering international collaboration.
Table 3.1: International Student Mobility (2001-2022)
Year No. of Students (in lakhs) Year No. of Students (in lakhs)
2001 222012 41
2002 252013 43
2003 262014 45
2004 272015 48 36Internationalisation of Higher Education in India
Year No. of Students (in lakhs) Year No. of Students (in lakhs)
2005 282016 51
2006 292017 54
2007 312018 57
2008 332019 61
2009 352020 66
2010 382021 64
2011 402022 69
Source: Migration Data Portal, International Organisation on Migration (IOM)
1
Note: The data reflects stock figures over the specified time period.
0
20
40
60
80
2001 2005 2010 2015 2020 2022
International Students (in lakhs)
Year
Figure 3.1: International Student Mobility (2001-2022)
Figure 3.1 depicts the number of international students globally between 2001 and 2022, reflecting a
214% rise over 22 years. Between 2001 and 2010, the number rose from 22 to 38 lakhs, an increase
of approximately 73%, driven by the early 2000s wave of globalisation and the expansion of higher
education systems. From 2010 to 2015, growth continued steadily, reaching 48 lakhs in 2015, a 26%
increase over five years aligned with the internationalisation strategies at the government and
institutional levels. The period from 2015 to 2020 saw further growth, with numbers rising from
48 to 66 lakhs, a 37.5% increase over five years, reflecting continued global demand.
During the COVID-19 pandemic (2020–2021), the growth rate slowed from 66 to 64 lakhs, indicating
a minor decline due to travel restrictions, health concerns and campus closures. However, 2022
marked a strong recovery with student numbers rising to 69 lakhs, a 7.8% increase from the
previous year. This is one of the sharpest annual increases of the entire period and can be
attributed to pent-up demand, resumption of cross-border mobility and universities adopting
hybrid and flexible models.
3.2.1 Top 10 Host Countries for International Students: A Two-Decade Analysis
International student mobility has undergone significant transformation with shifts in the global
higher education landscape influencing where students choose to study. Host countries play
a crucial role in this dynamic shaped by factors such as quality of education, immigration
policies, cultural openness, affordability and employment opportunities. Traditional education
destinations have faced growing competition from emerging players that have strategically
positioned themselves as attractive alternatives. As students increasingly weigh long-term
prospects alongside academic and research quality, the global map of top host countries
continues to evolve, reflecting broader political, economic and social trends.
1
Migration Data Portal. (2022). Internationally mobile students. https://www.migrationdataportal.org/international-
data?i=stud_in_&t=2022 37
International Student Mobility
Table 3.2: Top 10 Host Countries for International Students (2004-2024)
Year 200420142024
Rank Country
No. of
Students
Country
No of
Students
Country
No. of
Students
1USA 5,72,509 USA 9,74,926 USA 11,26,690
2 UK 3,00,050 UK 4,93,570 Canada 8,42,760
3 Germany 2,46,136 China 3,77,054 UK 7,58,855
4 France 2,45,298 Germany 3,01,350 Australia 4,37,485
5 Australia 1,51,798 France 2,98,902 France 4,12,100
6 Japan 1,17,302 Australia 2,69,752 Germany 3,67,578
7 China 1,10,844 Canada 2,68,659 Russia 3,21,845
8 Russia 75,786 Japan 1,39,185 South Korea 2,08,962
9 Canada 66,576 Netherlands 90,389 China 2,00,892
10South Africa49,979 New Zealand 46,659 Spain 1,49,279
Source: Gosende, R. & Gürüz, K. (2007); Project Atlas 2014, 2024
2
Note: The data reflects stock figures over the specified time period.
Figure 3.2 depicts the leading host countries for international students over two decades
with USA, Canada and UK emerging as the top three destinations in 2024. Other significant
destinations include Australia, France, Germany and China, each attracting a globally mobile
student population. The USA has consistently remained the top destination with international
student numbers rising from 5.73 lakhs in 2004 to 9.75 lakhs in 2014 and reaching 11.27 lakhs
in 2024. This sustained lead underscores the enduring appeal of American higher education,
driven by globally ranked HEIs with quality education, diverse programmes, research funding,
knowledge creation and innovation, career prospects and work permits. By preparing students
for the global workforce and supporting long-term national economic development, USA has
enhanced its national reputation and competitiveness.
The UK showed steady growth, with student numbers increasing from 3 lakhs in 2004 to 4.94 lakhs
in 2014 and rising further to 7.59 lakhs in 2024. This reflects continued efforts to internationalise
higher education through short programmes and language benefits, as well as policy shifts like
easy visa process and introduction of graduate route visas. Canada, which was not among the top
five in 2004, made remarkable gains to host 2.69 lakh students in 2014 and 8.43 lakhs by 2024.
This rapid growth of about 1,266% over 20 years can be attributed to several factors, including
Canada’s recent International Education Strategy (2019–2024), which focuses on diversifying
source countries, supporting Canadian students studying abroad, and building sustainable global
partnerships, aligning with the country’s broader commitment to equity and global citizenship.
Though their relative rankings declined, Germany and France showed consistent yet slower
growth, hosting over 3.68 and 4.12 lakh students respectively by 2024. Australia demonstrated
significant expansion, growing from 1.52 lakh students in 2004 to 4.37 lakh in 2024, bolstered
by targeted recruitment, work rights, PR pathways and regional partnerships. China, a top host
in 2014, experienced a relative decline by 2024, while new entrants such as South Korea and
Spain reflect evolving student preferences for studying abroad.
2
Institute of International Education. (2022). Project Atlas: Explore Global Data. https://www.iie.org/research-initiatives/
project-atlas/explore-global-data/ 38Internationalisation of Higher Education in India
Figure 3.2: Top 7 Host Countries for International Students (2004-2024)
3.2.2 Source Countries of International Students: Leading Places of Origin for Top
5 Host Countries
The patterns of international student mobility are also deeply influenced by the source countries
from which students originate. Host countries often receive students from specific regions based
on historical ties, language, bilateral agreements and migration networks. While countries like
China and India have traditionally been major sources due to their large youth populations,
shifts in economic development, domestic education capacity and geopolitical factors have led
to diversification in student origins.
Table 3.3: Top 5 Source Countries for Top 5 Host Countries (2014-2024)
Year20142024
Rank
Top Host
Country
Top 5
Source
Countries
No. of
Students
from Top
5 Source
Countries
% of Total
International
Students
from Top
5 Source
Countries
Top Host
Country
Top 5 Source
Countries
No. of
Students
from Top
5 Source
Countries
% of
International
Total Students
from Top
5 Source
Countries
1 USA
China,
India,
South
Korea,
Saudi
Arabia,
Canada
5,27,448 54.1 USA
India, China,
South Korea,
Canada,
Taiwan
7,04,304 62.5
2 UK
China,
USA, India,
Nigeria,
Germany
1,78,610 36.1 Canada
India, China,
Nigeria,
Philippines,
France
5,53,220 65.6 39
International Student Mobility
3 China
South
Korea,
USA,
Thailand,
Russia,
Japan
1,40,681 37.3 UK
India, China,
Nigeria,
Pakistan, USA
4,57,030 60.2
4 Germany
Turkey,
China,
Russia,
Austria,
Italy
99,431 32.9 Australia
China, India,
Nepal,
Vietnam,
Pakistan
3,00,951 68.7
5 France
Morocco,
China,
Algeria,
Tunisia,
Italy
1,07,201 35.8 France
Morocco,
Algeria,
China, Italy,
Senegal
1,38,193 33.5
Source: Project Atlas 2014, 2024
3
Note: The data reflects stock figures over the specified time period.
As depicted in Table 3.3, the decade from 2014 to 2024 reflects a diversification in the landscape of
international student mobility across major host countries with respect to their source countries.
In 2014, USA led as the top host country, with China, India, South Korea, Saudi Arabia and Canada
accounting for 54.1% of its international students. By 2024, the USA remained the largest host,
but with a change in source countries. India overtook China as the leading sender, alongside
South Korea, Canada and Taiwan, raising the share of the top five countries to 62.5%.
The UK, which earlier drew its largest cohorts from China, USA, India, Nigeria and Germany, was
overtaken by Canada as the second-largest destination by 2024. Canada’s international student
intake grew substantially, with India, China, Nigeria, Philippines and France forming 65.6% of its
students. Meanwhile, China is out of the list of top 5 host countries. The UK rose to the third
place in 2024, primarily hosting students from India, China, Nigeria, Pakistan and USA, accounting
for 60.2% of its total.
Australia emerged as the fourth major host, attracting students from China, India, Nepal, Vietnam,
and Pakistan, who together made up 68.7% of its international cohort. France remained in the
top five across both years, but the profile of its student inflows shifted slightly, with Morocco,
Algeria, China, Italy and Senegal making up 33.5% of its total in 2024. The trend reflects the
rising dominance of India and China as key source countries and an increasing concentration
of international enrolments coming from a narrower group of sending nations.
3.2.3 International Students as a Percentage of Total Higher Education Enrolment: Leading
Countries and India
International student enrolment as a percentage of total higher education enrolment is a key
indicator of a country’s global engagement in the academic sector. It reflects how attractive a
nation’s higher education system is to students from around the world. A higher proportion of
international students brings numerous benefits, including enhanced cultural diversity, enriched
classroom learning, robust research collaboration and significant economic contributions.
3
Institute of International Education. (2022). Project Atlas: Explore Global Data. https://www.iie.org/research-initiatives/
project-atlas/explore-global-data/ 40Internationalisation of Higher Education in India
Table 3.4: International Students as a Percentage of Total Higher Education Enrolment (2014-2024)
Year20142024
Rank Country% of StudentsCountry% of Students
1 UK22 Canada39
2 Australia21 Australia31
3 Ireland16 UK27
4 Canada14 Netherlands16
5 Netherlands13 France, Finland & Hungary14
6 Denmark12.5 Germany13
7 France12 New Zealand12
8 Germany11 Denmark & Sweden11
9 New Zealand10.5 Spain & Poland9
10 Norway10 South Korea7
India0.12 India (2022)0.10
Source: Project Atlas 2014, 2024
4
; India’s data from AISHE 2014-15, 2021-22
5
Figure 3.3: International Students as a Percentage of Total Higher Education Enrollment (2014-2024)
Figure 3.3 indicates that Canada witnessed a dramatic rise in international students as a
percentage of total higher education enrolment from 14% to 39% between 2014 and 2024, making
it the top-ranking country in this category in 2024. This surge reflects Canada’s deliberate efforts
to attract global talent through supportive immigration policies and globally ranked institutions.
Australia demonstrated significant growth from 21% to 31% over the same period, remaining a
4
Institute of International Education. (2022). Project Atlas: Explore Global Data. https://www.iie.org/research-initiatives/
project-atlas/explore-global-data/
5
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 41
International Student Mobility
preferred destination due to its strong academic offerings, student support systems and strategic
positioning in the Asia-Pacific region.
While the UK continues to benefit from its historic academic reputation and globally recognized
universities, recent shifts in visa policies and competition from other English-speaking countries
has moderated its growth from 22% in 2014 to 27% in 2024. The Netherlands witnessed a
smaller but steady increase, from 13% to 16%, aided by the growing availability of English-
taught programmes and concerted internationalisation strategies. Similarly, France and Germany
experienced modest increases from 12% to 14% and from 11% to 13% respectively, particularly
due to affordable tuition fees and research opportunities. In contrast, New Zealand’s share grew
marginally from 10.5% to 12%, while Denmark’s declined from 12.5% to 11%, indicating a loss of
momentum in attracting international students.
India, however, remains an outlier with a negligible percentage of international students and a
decrease from 0.12% in 2014 to 0.10% in 2022. Despite its ambitions to become a global higher
education destination, India’s share of international students remains minimal due to challenges
such as limited branding, communication and outreach of its higher education system abroad,
infrastructure gaps and regulatory barriers that hinder international mobility. This trend underscores
the urgent need for reforms to strengthen India’s global visibility and institutional capacity.
3.3 INTERNATIONAL STUDENT MOBILITY: INDIAN OVERVIEW
In recent decades, India has aimed to position itself as a preferred destination for learners
worldwide with its expanding academic infrastructure, growing emphasis on quality, commitment
to affordability, and policy enablers. At the same time, it continues to be a significant contributor
to outbound student flows.
3.3.1 Inbound Mobility of Students to India: A Two-Decade Analysis
India’s inbound student mobility has undergone significant changes over the past two decades,
marked by three broad phases: a gradual build-up in the early 2000s, a sharp rise between 2012
and 2019 and a period of mild fluctuation post-2020. Figure 3.4 displays the inbound mobility
trajectory from 2000-01 to 2021-22 revealing a steady expansion in India’s higher education
footprint and progression in attracting international students.
Table 3.5: Inbound Mobility of Students to India (2000–2022)
Academic Year
No. of International
Students Studying in
India
No. of Students Enrolled in
Higher Education (in crores)
International Students as a
% of Total Higher Education
Enrolment in India
6
2000-01 6,8960.840.08
2004-05 13,2671.04 0.12
2008-09 21,7782.160.10
2012-13 34,7743.02 0.11
2013-14 39,5173.230.12
2014-15 42,2933.420.12
2015-16 45,4243.460.13
6
Calculation: Percentage = (x ÷ y) × 100, where x = number of international student enrolments in a given year, and y = total
number of students enrolled in higher education in that year 42Internationalisation of Higher Education in India
Academic Year
No. of International
Students Studying in
India
No. of Students Enrolled in
Higher Education (in crores)
International Students as a
% of Total Higher Education
Enrolment in India
6
2016-17 47,5753.570.13
2017-18 46,1443.660.12
2018-19 47,4273.740.12
2019-20 49,3483.850.12
2020-21 48,0354.130.11
2021-22 46,8784.330.10
Source: Yeravdekar, V. R. (2016)
7
; UGC Annual Report 2000-01, 2004-05
8
; Statistics of Technical and
Higher Education 2008-09
9
; AISHE Report 2012-13 to 2021–22
10
Note: The data reflects stock figures over the specified time period.
0
20,000
40,000
60,000
2000-20012004-20052008-20092014-20152021-2022
Number of foreign students
Academic Year
Figure 3.4: Inbound Mobility of Students to India (2000–2022)
Table 3.5 indicates that India hosted just 6,896 international students in 2000–01. This number
noted modest but consistent growth in the early years of the 21st century, reaching 21,778 by
2008–09. The momentum picked up more clearly from 2012–13 onwards, with enrolment jumping
to 34,774 students and then steadily increasing year-on-year. Between 2012 and 2019, India
experienced a 42% increase of inbound international students peaking at 49,348 in 2019-20. This
growth phase can be attributed to a mix of pull factors, including affordable tuition, a wide range
7
Yeravdekar, V. R. (n.d.). Inbound international student mobility in India: Path to achievable success [Discussion Paper No.
2]. Forum for Indian Development Cooperation (FIDC). https://fidc.ris.org.in/sites/fidc.ris.org.in/files/Publication/FIDC_DP2.
pdf
8
University Grants Commission. (2005). UGC annual report 2004–2005. Annual Report 2004-2005_D12794.pdf
9
Ministry of Education, Government of India. (2009). Statistics of technical and higher education 2008–2009. https://www.
education.gov.in/sites/upload_files/mhrd/files/statistics-new/StatHTE_2008-09.pdf Ministry of Education, Government of
India. (2009). Statistics of technical and higher education 2008–2009. https://www.education.gov.in/sites/upload_files/
mhrd/files/statistics-new/StatHTE_2008-09.pdf
10
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 43
International Student Mobility
of English-medium programmes, government-led scholarship schemes and quality of education
at leading Indian HEIs. India’s long standing educational and cultural ties with South Asia and
parts of Africa also contributed to sustained flows.
The period 2020-22 witnessed stagnation and mild decline due to the global COVID-19 pandemic’s
impact on student mobility. Numbers dipped to 48,035 in 2020-21 and 46,878 in 2021-22, a
reversal from the pre-pandemic high. This disruption coincided not only with international travel
restrictions but also with domestic changes like declining preference for engineering courses,
which historically attracted many international students.
Figure 3.5: International Students as a Percentage of Total Higher Education Enrolment in India (2000-2022)
The inbound mobility of international students to India has historically remained a small fraction
of total higher education enrolment. Figure 3.5 depicts international students as a percentage of
total higher education enrolment in India from 2000-01 to 2021-22, showing a generally stable
but modest trend with a slight decline in the latter years. In 2000-01, international students
constituted only 0.08% of total enrolments. The early 2000s recorded modest percentages, with
a rise to 0.12% by 2004-05, reflecting nascent internationalisation efforts and limited global
appeal of Indian HEIs at the time.
By the mid-2010s, there was a gradual rise in the proportion of international students. From 0.11%
in 2012-13, the share grew to a peak of 0.13% in 2016-17. This period corresponds with increased
efforts by Indian institutions and policymakers to attract international students, improvements
in institutional quality and expanding bilateral educational ties. Between 2017-18 and 2019-20,
the percentage of international students hovered around 0.12%, indicating gradual growth in
international student numbers aligned with an expanding overall higher education sector.
However, from 2020-21 onwards, there is a noticeable dip in the share of international students,
falling to 0.11% in 2020-21 and further to 0.10% in 2021-22, reflecting the impact of the COVID-19
pandemic which disrupted international travel, created uncertainty in cross-border mobility and
affected global student flows. While the total number of students in India’s higher education
system continued to grow during these years, the international student population did not keep
pace, leading to a reduced proportion.
3.3.1.1 Top 10 Source Countries of International Students in India: A Decadal Analysis
Over the past decade, India has witnessed evolving patterns in the inflow of international
students, reflecting broader geopolitical, economic and educational shifts. This section presents 44Internationalisation of Higher Education in India
a decadal analysis of the top source countries sending students to India, offering insights into
regional trends and emerging partnerships. Understanding these dynamics is crucial for shaping
future internationalisation strategies.
Table 3.6: Top 10 Source Countries of International Students in India (2012-13 to 2021-22)
Year2012–20132017-182021–2022
RankCountry No of StudentsCountry No of Students Country No of Students
1 Nepal 7,167 Nepal 11,521 Nepal 13,126
2 Bhutan 2,468 Afghanistan4,378 Afghanistan3,151
3 Afghanistan2,330 Sudan 2,220 USA 2,893
4 Iran 2,109 Bhutan 1,999 Bangladesh2,606
5 Malaysia 1,874 Nigeria 1,866 UAE 2,287
6 Iraq 1,747 Bangladesh1,566 Bhutan 1,562
7 Sudan 1,649 Iran 1,558 Nigeria 1,387
8 Rwanda 1,027 Yemen 1,471 Tanzania 1,264
9 Sri Lanka 1,001 USA 1,418 Zimbabwe 1,058
10 USA 852 Sri Lanka 1,248 Sudan 982
Source: AISHE Report 2012-13, 2017-18 & 2021-2022
11
Note: The data reflects stock figures over the specified time period.
Figure 3.6: Top 10 Source Countries of International Students in India (2021-22)
Table 3.6 illustrates the changing profile of international students in India over the decade from
2012-13 to 2021-22. Nepal has consistently been the leading source country, with student numbers
11
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 45
International Student Mobility
increasing steadily from 7,167 in 2012-13 to 13,126 in 2021-22. This reflects strong historical, cultural
and educational ties, geographical proximity and favourable bilateral arrangements between the
two countries. Afghanistan also featured prominently throughout the period, rising from 2,330
in 2012-13 to 4,378 in 2017-18 but witnessed a decline to 3,151 in 2021-22 influenced by domestic
instability and evolving migration dynamics.
Countries such as the UAE, Nigeria, Zimbabwe, and Tanzania entered the top 10 list by 2021-22,
indicating broader outreach and India’s increasing appeal as a higher education destination.
Conversely, some countries that were once among the top contributors such as Iran, Iraq, Malaysia,
Rwanda and Sri Lanka no longer appear in the latest rankings, suggesting shifts in geopolitical
contexts and student preferences. Despite some fluctuation, nations like the USA, Bhutan, and
Sudan maintained a presence throughout the decade, reflecting enduring educational linkages.
The marginal increase in share suggests a steady if not accelerated growth, potentially through
exchange programmes, research collaborations or niche interests.
A significant observation is that many of India’s top source countries like Afghanistan, Sudan,
Nigeria and Yemen have experienced prolonged political or economic instability. While India
has served as an important higher education haven for students from conflict-affected regions,
a more balanced strategy would involve expanding its internationalisation efforts toward stable
and emerging economies across Southeast, Central and West Asia, Anglophone Africa, Europe
and Oceania. This would strengthen India’s global academic reputation and reduce volatility in
enrolment trends.
3.3.1.2 Inbound International Student Trends: State-wise Overview
The State-wise distribution of international students in India between 2012 and 2022 reveals
regional variations in international student concentration, with certain States emerging as
consistent leaders in attracting inbound mobility. These patterns point to the influence of factors
such as institutional capacity, regional connectivity and targeted State-level policies.
Table 3.7: Top 10 States with International Student Enrolment in India (2012–13 to 2021–22)
Year2012-132017-182021-22
RankState
No of
Students
State No of Students State
No of
Students
1 Karnataka 13,182 Karnataka 11,947 Karnataka 5,954
2 Tamil Nadu 4,323 Maharashtra 4,297 Punjab 5,847
3 Maharashtra3,841 UP 4,371 Maharashtra 4,818
4 Telangana 2,700 Punjab 3,719 UP 4,231
5 UP 1,829 Tamil Nadu 3,532 Tamil Nadu 3,866
6 Delhi 1,803 Telangana 2,802 Gujarat 3,422
7 Punjab 1,397 Delhi 2,165 AP 3,106
8 West Bengal790 AP 2,087 Delhi 2,727
9 AP 679 Haryana 2,012 Odisha 2,320
10Gujarat 555 Gujarat 1,682 Haryana 1,689
Source: AISHE Report 2012-13, 2017-18, 2021-22
12
Note: The data reflects stock figures over the specified time period for UG, PG, M.Phil, PhD, Diploma & PG Diploma
courses.
12
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 46Internationalisation of Higher Education in India
Figure 3.7: Transition in International Student Enrolment Across Top 10 Indian States (2012-13 to 2021-22)
Note: Bracketed figures refer to 2012–13; unbracketed to 2021–22.
Table 3.7 displays data on international student enrolment in Indian States from 2012-13 to
2021-22 highlighting important trends in international student preferences and institutional
outreach in India. One of the most striking observations is the significant decline in overall
international enrolment numbers in States that were previously major hubs. For instance,
Karnataka experienced about 55% decrease from 13,182 students in 2012–13 to 5,954 in 2021-22.
This may be attributed to increased competition and a plateau in institutional capacity to attract
international students. Similarly, Tamil Nadu’s enrolment declined from 4,323 to 3,866 over the
same period, suggesting a need for renewed internationalisation efforts.
In contrast, some States witnessed a sharp rise in international student numbers, indicating
emerging hubs for international education. Punjab experienced a 300% increase from 1,397
students in 2012-13 to 5,847 in 2021-22 with enhanced outreach and better alignment of courses
with international demand. Uttar Pradesh, Andhra Pradesh and Gujarat also recorded strong
growth in enrolments, reflecting a wider dispersion of international students across India.
Traditional destinations like Delhi and Maharashtra have a relatively stable overall presence.
States like Odisha and Haryana notably emerged as new and important destinations by 2021-
22, pointing to the growing role of State-level higher education policies and institutional
development in attracting international students. Despite the presence of top HEIs in Kolkata and 47
International Student Mobility
Hyderabad, West Bengal and Telangana have dropped out of the top 10 States for international
student enrolment between 2012-13 and 2021-22, indicating shifting regional dynamics.
3.3.1.3 Inbound International Student Trends: Analysis by Level & Stream
An analysis of international student preferences by academic levels and streams offers valuable
insights into how global learners are navigating choices in higher education, showing both
continuity and transformation in enrolment patterns. Emerging shifts in stream preferences could
be understood by examining enrolment patterns across levels such as PhD, M.Phil. Undergraduate
and Postgraduate, Diploma and PG Diploma, Certificate and Integrated in disciplines such as
engineering, business, health sciences, social sciences and humanities amongst others.
Figure 3.8: Enrolment of International Students across Levels (2012-13 to 2021-22)
Source: AISHE Report (2012-13, 2021-22)
Figure 3.8 shows international student enrolments across levels such as PhD, M.Phil., Undergraduate
and Postgraduate, Diploma and PG Diploma, Certificate and Integrated courses in the years 2012-
13 and 2021-22. It is observed that the undergraduate programmes have attracted the highest
number of international students over the past decade. According to AISHE Report 2021-22, there
are 13 programmes with 1,000+ enrolment of which the highest number of students are enrolled
in Bachelor of Technology (11,461), followed by Bachelor of Business Administration (3,346) and
Bachelor of Science (3,289) programmes.
Table 3.8 Inbound Students to India: By Stream (2012-13 to 2021-22)
YearB.TechBBAB.Sc.B.E.PhDB.PharmB.ComB.A.MBA BCAMBBSOthers
2012-132,7331,6681,8491,5918322,6252,1572,6231,0562,0102,28913,341
2013-144,1322,1202,2041,8649172,5832,3182,2441,0202,2162,73411,209
2014-154,4782,8032,6231,8811,1422,6832,5983,4501,2702,2272,35714,362
2015-165,9413,2282,9132,3321,1392,7622,7763,1131,4452,4782,16415,124
2016-176,8184,1923,1522,4531,4822,5262,6912,7581,4392,2621,85315,335
2017-187,61035,893,0022,4901,4932,6291,99226,591,3302,6671,71913,886
2018-198,8613,3543,3202,5761,5602,4981,7342,2261,5741,8731,42914,098
2019-209,5033,2903,9642,5961,6142,4511,9282,2951,7071,820177913,620
2020-2111,2453,3143,4392,5411,4442,0212,6051,8172,0991,91894412,661
2021-2211,4613,3463,2892,9782,0121,9541,9351,7981,7171,51784012,840
Source: AISHE Report 2012-13 to 2021-2022
13
Note: The data reflects stock figures over the specified time period.
13
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 48Internationalisation of Higher Education in India
Table 3.8 displays notable shifts in the academic preferences (by stream) of international students
coming to India between 2012-13 and 2021-22. Programmes like B.Tech, B. Pharma, B.A. and MBBS
were the most popular in 2012-13, with B.Tech enrolments rising over 4x from 2,733 in 2012–13 to
11,461 in 2021–22. This strong performance reflects India’s reputation for cost-effective, English-
medium technical education. The sharp growth of B.Tech suggests a broader market preference
for specific institutions or formats of engineering education.
Business and Management programmes such as BBA and MBA experienced steady and moderate
growth. BBA enrolments grew from 1,668 to 3,346 and MBA numbers rose from 1,056 to 1,717 over
the decade, reflecting growing interest in industry-oriented and globally transferable managerial
skills. Science and humanities disciplines such as B.Sc. and B.A. maintained consistent appeal,
though their numbers fluctuated year to year. Interestingly, MBBS enrolments declined from
2,289 in 2012–13 to just 840 in 2021–22 due to regulatory hurdles and rising competition from
other destination countries.
The data also highlights a gradual rise in interest in applied and vocational disciplines such as
B.Pharm., BCA, and PhD programmes. While absolute numbers in these streams remain modest,
their stability suggests a broadening of India’s appeal beyond traditional STEM fields. Additionally,
the large and fluctuating ‘Others’ category ranging from 11,209 to over 15,000 students across the
years points to a growing number of students opting for diploma, certificate or non-conventional
courses. This evolving trend indicates that while Engineering remains a cornerstone of India’s
inbound education market, international students are increasingly drawn to a more diverse array
of academic opportunities aligned with global employment trends.
3.3.2 Outbound Mobility of Students from India: A Decadal Analysis
The outbound mobility of Indian students has shown a sharp and sustained upward trend over
the past decade, reflecting India’s transformation into the world’s largest source of international
students. This analysis seeks to understand the dynamics behind this surge in outbound mobility,
including shifts in destination countries and emerging patterns such as preference for specific
programmes, institutions and geographies.
Table 3.9: Outbound Mobility of Students from India (2016-2024)
Academic Year No of Outbound Students % Change (YoY) in Outbound Mobility
14
2016 6,84,823-
2017 8,06,32617.74
2018 6,20,156-23.08
2019 6,75,5418.93
2020 6,85,0971.41
2021 11,58,70269.09
2022 9,07,404-21.72
2023 13,18,95545.35
2024 13,35,8781.28
Source: Ministry of External Affairs
15
; data.gov.in
16
Note: The data reflects stock figures over the specified time period.
14
Calculation: Percentage change in Outbound Mobility = [(n1 - n2) ÷ n2] × 100 where n1 = no of outbound students in present
year and n2 = no of outbound students in previous year
15
Ministry of External Affairs. (2024, August 1). Parliament question response RS-1194. https://www.mea.gov.in/Images/CPV/
RS-1194-01-08-2024-en.pdf
16
Ministry of External Affairs, Bureau of Immigration. (n.d.). Data.gov.in. https://www.data.gov.in/search?title=abroad&type=
resources&sortby=_score 49
International Student Mobility
Figure 3.9: Outbound Mobility of Students from India (2016-2024)
Table 3.9 provides year-wise data of the number of Indian students pursuing education abroad
from 2016 to 2024, along with the corresponding percentage change (YoY) in outbound mobility.
In 2016, 6,84,823 Indian students went abroad. This number increased significantly in 2017 to
8,06,326, marking a 17.74% rise. However, 2018 recorded a sharp decline to 6,20,156 students, a
23.08% decrease from 2017. The count recovered modestly in 2019 to 6,75,541 students, up by
8.93% and edged up again in 2020 to 6,85,097, a marginal rise of 1.41%. The most dramatic shift
came in 2021, with a jump to 11,58,702 students, translating to a 69.09% surge likely driven by
post-pandemic reopening. However, 2022 experienced a significant dip to 9,07,404. This was
followed by a strong recovery in 2023, which recorded 13,18,955 outbound students, an increase of
45.35%. In 2024, the number increased to 13,35,878, suggesting a potential plateau or stabilization
after years of volatility. The outbound student mobility from India recorded a compounded
annual growth rate (CAGR) of 8.84% between 2016 and 2024.
17
3.3.2.1 Outbound International Student Trends: Top 10 Study Destinations of Indian students
There has been a significant transformation in the landscape of international higher education
for Indian students over the past decade. With globalization and increasing aspirations for
quality higher education, the number of Indian students pursuing studies abroad has surged. A
comparison of data from 2014 and 2024 illustrates a dramatic shift not just in volume but also
in preferred study destinations.
Table 3.10: Top 10 Study Destinations of Indian Students (2016-2024)
Year201620202024
Rank Host Country
No. of Indian
Students
Host Country
No. of Indian
Students
Host Country
No. of Indian
Students
1USA 4,23,863 Canada 1,79,480 Canada 4,27,000
2Canada 94,240 USA 1,67,582 USA3,37,630
3Australia 78,103 Australia 1,15,137 UK1,85,000
4UK 16,559 UK 90,300 Australia 1,22,202
5Ukraine 10,963 Germany 35,147 Germany 42,997
6Germany 10,820 Ukraine 18,429 UAE25,000
7Philippines8,500 Russia 14,370 Russia 24,940
17
Calculation of CAGR: Percentage change in Outbound Mobility = (E/B)^(1/N)-1 where E = ending year value, B = beginning
year value and N = no of years 50Internationalisation of Higher Education in India
Year201620202024
Rank Host Country
No. of Indian
Students
Host Country
No. of Indian
Students
Host Country
No. of Indian
Students
8Russia 6,903 Philippines 13,227 Kyrgyzstan 16,500
9France 3,291 Georgia 5,992 Georgia 16,093
10Georgia 3,000 Italy 4,634 Philippines 9,665
Source: Ministry of External Affairs
18
; data.gov.in
19
Note: The data reflects stock figures over the specified time period.
0
1,00,000
2,00,000
3,00,000
4,00,000
5,00,000
Canada USAUK Australia Germany
Country
201620202024
Figure 3.10: Top 5 Study Destinations of Indian students (2016-2024)
Table 3.10 presents data on the top study destinations for Indian students from 2016 to 2024
revealing trends that reflect changing geopolitical dynamics, immigration policies and students’
evolving priorities regarding affordability, post-study work opportunities and quality of education.
USA consistently remained a top destination, leading with 4.24 lakh Indian students in 2016, 1.68
lakh in 2020 and 3.38 lakh in 2024. Canada showed a remarkable increase of 350% in popularity,
climbing from 94,240 students in 2016 to top position in both 2020 and 2024, hosting 1.79 lakh
and 4.27 lakh students respectively. Australia held third place in both 2016 with 78,103 students
and 2020 with 1.15 lakh students, but slipped to fourth despite a modest increase to 1.22 lakh
students in 2024. The UK witnessed a dramatic rise in Indian student numbers, growing from just
16,559 in 2016 to 90,300 in 2020 and further to 1.85 lakh by 2024. This significant upward trajectory
indicates renewed interest possibly due to changes in visa policies and the introduction of post-
study work opportunities. Germany has also experienced consistent growth with 10,820 students
in 2016 to 35,147 students in 2020, reaching 42,997 by 2024.
Beyond the top five destinations, other countries such as UAE, Russia, Georgia, Philippines,
Ukraine and Kyrgyzstan have consistently featured among the top choices for Indian students,
though at significantly lower volumes. These trends suggest a diversification in the choice of
study destinations among Indian students, with a growing preference for countries offering
affordable education, particularly in medicine and technical fields. While these countries do
not yet rival the major Anglophone destinations in scale, they are increasingly catering to niche
demands and specific academic interests.
UAE presents an interesting case, overtaking Canada in 2021 to be at the top with 3.25 lakh
students. However, the number decreased to 25,000 in 2024, indicating that its attractiveness
may have been temporary and more linked to pandemic-era travel restrictions and regional
preferences than to long-term academic factors.
18
Ministry of External Affairs. (2024, August 1). Parliament question response RS-1194. https://www.mea.gov.in/Images/CPV/
RS-1194-01-08-2024-en.pdf
19
Ministry of External Affairs, Bureau of Immigration. (n.d.). Data.gov.in. https://www.data.gov.in search?title=abroad&type=
resources&sortby=_score 51
International Student Mobility
3.3.2.2 Outbound Indian Student Trends: State-wise Overview
India has long been a major source of international students, with lakhs of students seeking higher
education opportunities abroad. A state-wise analysis of outbound student mobility offers valuable
insights into regional trends, priorities and socio-economic factors driving international education.
Table 3.11: Top 10 Source States of Indian Students Going Abroad (2016–2020)
Year201620182020
RankState
No of
Students
State
No of
Students
State
No of
students
1 AP 46,818 AP 62,771 AP35,614
2 Maharashtra 45,560 Punjab 60,331 Punjab 33,412
3 Punjab 36,743 Maharashtra 58,850 Maharashtra 29,079
4 Tamil Nadu 27,518 Gujarat 41,413 Gujarat 23,156
5 Delhi 27,016 Tamil Nadu 38,983 Delhi 18,482
6 Gujarat 24,775 Delhi 35,844 Tamil Nadu 15,564
7 Chandigarh 18,916 Karnataka 26,918 Kerala 15,277
8 Kerala 18,428 Kerala 26,456 Chandigarh 13,988
9 Karnataka 17,719 Chandigarh 26,211 Karnataka 13,699
10UP 13,776 UP 20,246 UP8,618
Source: Ministry of External Affairs
20
Note: The data reflects flow figures over the specified time period as per students’ place of issuance of passport.
Figure 3.11: Transition in Top 10 Source States for Indian Students Going Abroad (2016-2020)
Note: Bracketed figures refer to 2016; unbracketed to 2020.
20
Ministry of External Affairs. (n.d.). Lu4709_01 [PDF document]. https://www.mea.gov.in/Images/arebic/lu4709_01.pdf 52Internationalisation of Higher Education in India
Table 3.11 presents a State-wise analysis of the top ten Indian States sending students abroad
during the years 2016, 2018 and 2020. Andhra Pradesh (AP) consistently emerged as the leading
source of outbound students across all three years. The number of students from the State rose
from 46,818 in 2016 to 62,771 in 2018, before declining sharply to 35,614 in 2020 likely due to the
onset of the pandemic. Punjab followed a similar trajectory, moving from third position in 2016
to second in 2018 and maintaining that position in 2020, though its student numbers dropped
from 60,331 in 2018 to 33,412 in 2020. Maharashtra, which was the second-largest contributor in
2016, slipped to third in subsequent years, with its numbers decreasing from 45,560 in 2016 to
29,079 in 2020. Gujarat showed upward mobility, climbing from sixth place in 2016 to fourth in
2018 and 2020. Tamil Nadu and Delhi also remained significant contributors. Southern States
such as Karnataka and Kerala featured consistently in the top ten. Uttar Pradesh (UP), while
present in all three years, consistently had the lowest numbers among the top ten States and
experienced a significant decline from 13,776 students in 2016 to just 8,618 in 2020.
The data reflects both regional concentrations in outbound student numbers dominated by
southern and western States and a general decline across all States in 2020, highlighting the
disruptive impact of the global pandemic on international student mobility.
3.3.2.3 Outbound Indian Student Trends: Analysis by Stream (2020-21)
An analysis of outbound international student trends by academic stream reveals how students
from India are making strategic decisions about their global higher education journeys. Tracking
enrolment patterns across disciplines such as Engineering, Business, Health Sciences, Social
Sciences and the Humanities between 2018 and 2022 highlights both persistent preferences and
evolving aspirations. These trends offer insights into how Indian students respond to global
academic opportunities, labour market signals and shifting geopolitical contexts.
Figure 3.12: Outbound Students from India: By Stream (2021-22)
Source: Oxford International Digital Institute,2021
21
Figure 3.12 depicts the trend in outbound Indian student enrolment by field of study in 2020-21.
It reveals a strong preference for STEM and career-oriented disciplines. Engineering (16.4%), and
Math & Computer Science (15.7%) together account for over one-third of students, reflecting
India’s strong interest in technical education and the global demand for IT and engineering
professionals. Business & Management (12.6%) is also a major draw, given the popularity of
MBAs and related programmes as pathways to international careers. In contrast, fields like Social
Sciences (6.6%), Fine & Applied Arts (4.4%), and Communication & Journalism (1.8%) remain less
pursued. Health professions (2.8%) also attract a relatively small share, likely due to high costs,
stringent licensing requirements, and sufficient domestic options.
21
Oxford International Digital Institute. (n.d.). Indian students abroad. https://oidigitalinstitute.com/news/indian-students-
abroad/ 53
International Student Mobility
3.3.3 International Student Mobility: Overall Trend Analysis of India
India’s international student mobility trends between 2016 and 2022 reveal an increasingly
outward-bound trajectory, with outbound student numbers significantly outpacing inbound
flows. This pattern underscores India’s growing footprint in global higher education markets
while also indicating challenges in attracting international students domestically. Table 3.12
provides insights into annual trends, net outflows and fluctuations in the balance of mobility,
reflecting both global disruptions and domestic policy responses.
Table 3.12: International Student Mobility of India (2016-2022)
Year Inbound (i) Outbound (o) i:o Ratio
22
Net Outflow
23
2016 45,424 6,84,823 1:15 6,39,399
2017 47,575 8,06,326 1:17 7,58,751
2018 46,144 6,20,156 1:13 5,74,012
2019 47,427 6,75,541 1:14 6,28,114
2020 49,348 6,85,097 1:14 6,35,749
2021 48,035 11,58,702 1:24 11,10,667
2022 46,878 9,07,404 1:19 8,60,526
Source: AISHE Report 2016-17 to 2021-22; Ministry of External Affairs
Note: The data reflects stock figures over the specified time period.
Figure 3.13: International Student Mobility of India (2016-2022)
Figure 3.13 depicts India’s international student mobility from 2016 to 2022, revealing a clear
divergence between inbound and outbound trends. The number of international students coming
into India remained relatively stable from 45,424 in 2016 to 46,878 in 2022, indicating a stagnant
growth trajectory in attracting international students. In contrast, the number of Indian students
going abroad for higher education displayed significant variation and overall growth from 6.84
lakh in 2016 to 11.58 lakh in 2021. The trend indicates a strong and increasing demand among
Indian students for international higher education opportunities.
22
Calculation: Inbound to Outbound Ratio = i ÷ o, where i = inbound mobility of students to India, and o = outbound mobility
of students from India in a given year
23
Calculation: Net Outflow (n) = o-i, where i = inbound mobility of students to India, and o = outbound mobility of students
from India in a given year 54Internationalisation of Higher Education in India
The imbalance between inbound and outbound mobility is clearly reflected in the i:o ratio. In 2016,
for every international student coming to India, 15 Indian students went abroad. This imbalance
intensified over time, peaking at a ratio of 1:24 in 2021. Although the ratio slightly narrowed
to 1:19 in 2022, it still underlines a significant outflow of students with minimal corresponding
inflow. The persistent skew in the ratio points to challenges in India’s ability to retain and
attract international talent. The net outflow of students i.e. difference between outbound and
inbound mobility mirrors the trends in the i:o ratio. It increased from approximately 6.39 lakh
in 2016 to over 11.10 lakh in 2021, before declining to 8.60 lakh in 2022.
3.3.4 Addressing the Disparity in Student Mobility Ratio in India
The net outflow of students i.e., the difference between inbound and outbound mobility mirrors
the trends in the inbound to outbound ratio (i:o) ratio. This sustained high net outflow and
i:o ratio over the past decade, highlights a major gap in India’s internationalisation strategy,
particularly in making its higher education system attractive to international students.
Inflow of international students is a prerequisite for becoming a global knowledge hub, yielding
substantial economic and cross-cultural benefits. However, an objective analysis of global data reveals
a stark gap between India’s aspirations and its current standing. To bridge this gap and provide
a data-driven roadmap, two distinct forecasting models have been developed to project inbound
international student enrolment for the short-term (2030), medium-term (2035), and long-term (2047).
Firstly, the Global Benchmarking Approach which is based on the Aspirational Growth Model using
the Compound Annual Growth Rate (CAGR) lens. Secondly, the Internationalisation Intensity Approach
which is based on the Strategic Intensity Model using the internalisation intensity lens.
i. Global Benchmarking Approach
The first approach utilises the Compound Annual Growth Rate (CAGR), a standard methodology
in economic forecasting and public policy that smoothens periodic volatility to reveal a steady
underlying growth trend. Its application is well-established in the international education sector;
for instance, the education intelligence unit HolonIQ employed a CAGR to forecast the doubling
of the global market to over 8 million students by 2030.
24
This approach provides a quantitative,
path-dependent “corridor of possibility” for future enrolment.
This Report applies the CAGR lens in two distinct ways to define this corridor:
zA Conservative Lower Bound: By projecting India’s own historical CAGR of 7.71% in attracting
international students, a conservative “business-as-usual” forecast is established. This
represents a realistic baseline achievable if past momentum is maintained.
zAn Aspirational Upper Bound: To define an aspirational yet achievable target, the framework
benchmarks against the historical CAGR of Canada (13.53%) from a period when its international
student population was at a comparable absolute level to India’s today. Canada’s subsequent
success, driven by a deliberate national strategy, offers an empirically validated model of
the growth velocity possible when a nation commits to a coordinated, whole-of-government
approach to internationalisation.
The projected range for international student enrolment under this model assuming lower bounds
as a continuation of India’s historical CAGR of 7.71% and the upper bound as the benchmark
13.53%, is as follows:
YearLower Bound TargetUpper Bound Target
203084,9071,29,397
20351,23,0772,44,073
20473,00,01311,19,314
24
Refer to https://www.holoniq.com/notes/196b-international-education-market-set-to-reach-433b-by-2030-7-4-cagr. Date
accessed: 19 October 2025. 55
International Student Mobility
This approach is motivated using global benchmarking standards whereas the next approach is
more proactive and policy-driven.
ii. Internationalisation Intensity Approach
Complementing the growth-rate projections, the second approach sets policy targets based
on internalisation intensity as a percentage of India’s total higher education enrolment. This
shifts the strategic focus from “how fast can we grow?” to “where do we want to stand on the
world stage?” and utilizes the concept of “internationalisation intensity”—the percentage of
international students within the total higher education population. This metric is a globally
recognised standard, used by organisations like the OECD,
25
to measure a nation’s integration
into the global education landscape and the competitiveness of its higher education system.
The approach is proactive and designed to align with the NEP goal of achieving a 50% GER by
2035, based on the youth population estimates (18-23 years) from the UN Population Prospects
2024 Report. The key assumption here is that the GER target is achieved in a linear and phased
manner.
26
The proposed intensity targets and the corresponding number of international students are
given below:
Year Internationalisation Intensity Target International Students
20300.25%1,55,514
20350.50%3,59,254
20471.0%7,89,037
To align with global standards, a phased increase in India’s internationalisation intensity is
proposed. The targets are to elevate the current rate of 0.1% to 0.25% by 2030, 0.50% by 2035,
and ultimately 1.0% by 2047. These objectives are conservative when compared to international
standards, yet achieving 1% intensity in a system of India’s scale would translate into over 8
lakh international students, firmly establishing the nation as a leading global destination for
higher education. Currently, the average intensity of the top 10 host countries is 17.9%, whereas
that of other Asian nations such as South Korea and Japan are 7% and 4% respectively.
The two approaches provide a clear, data-backed range of targets for elevating India’s global
academic standing. Achieving these targets aiming for at least 1,50,000 international students
in Indian HEIs by 2030 and scaling to 8,00,000 internationalisation students in Indian HEIs by
2047 is desirable and will require a dedicated and coordinated implementation strategy.
3.3.4.1 India’s Flagship Inbound Mobility Initiative: Study in India
The Study in India (SII) programme launched in 2018 by the Ministry of Education is an initiative
to strengthen India’s inbound student mobility and make India a global study destination. SII
positions Indian HEIs as attractive alternatives to traditional study-abroad destinations, particularly
for students from the Global South. It aligns with NEP 2020’s vision of internationalising Indian
higher education with the goal of projecting India as an accessible, diverse and affordable
global education hub.
Core Objectives:
zIncreasing international student enrolment, with ambitious milestones of 2,00,000 students
by 2023 and 5,00,000 by 2047.
zUtilising surplus capacity in Indian HEIs by reserving 10-15% supernumerary seats for foreign
students in participating HEIs without displacing domestic candidates.
zEnhancing India’s global academic brand by promoting the country’s educational heritage,
25
Refer to https://www.oecd.org/en/data/indicators/international-student-mobility.html
26
This translates into a GER of 42% in 2030 and the aspirational GER of 60% in 2047. 56Internationalisation of Higher Education in India
cultural vibrancy, and expanding higher education ecosystem.
zImproving global competitiveness by internationalising Indian campuses and facilitating
cross-border academic exchange.
zSimplifying admissions and support through a centralised digital portal, application tracking,
scholarship access and visa guidance.
Strategic Mechanisms:
zCentralised Online Platform: Designed as a one-stop solution, this portal offers institution
listings, course directories, scholarship information, application processes, and visa guidance.
zAcademic Quality Standards: Institutions onboarded to the portal must be NAAC-accredited
or ranked in the NIRF, ensuring a baseline of academic credibility.
zInstitutional Incentives: Participating HEIs are encouraged to allocate supernumerary seats
and receive performance-based recognition for enrolling international students.
zScholarship Framework: The programme offers tiered fee waivers 100%, 50%, and 25% based
on merit, tied to institutional ranking and disciplinary strength.
zMarketing and Branding Campaigns: India has hosted education fairs and launched digital
campaigns across Africa, Southeast Asia, and Central Asia, in collaboration with Indian
embassies and select EdTech partners.
zStudent Support Infrastructure: Pre-arrival orientation, helpline services, and limited post-
arrival support have been introduced to assist international students in navigating Indian
institutions and society.
Despite its strong policy backing and strategic initiatives, SII has not achieved its enrolment
goals. With just over 46,000 international students currently in India, it is far short of the
identified target of 2,00,000 inbound students by 2023, the initiative presents an instructive case
of how good intentions need to be supported by systemic readiness and strategic execution.
3.3.4.2 Barriers to Inbound Mobility of Students
Drawing on the survey insights and policy analyses, several structural and systemic barriers
continue to hinder India’s ability to attract and retain international students:
zInfrastructure and Ecosystem Gaps: International students expect globally benchmarked
campus facilities, housing, safety measures and support services. Fewer than 15% of Indian
HEIs meet these expectations. Even basic needs such as visa support, grievance redressal,
and access to banking remain underdeveloped.
zVisa and Regulatory Bottlenecks: Complex visa procedures, coupled with average processing
time, act as significant deterrents to prospective international students. Students face
documentation issues, unresponsive embassies and unclear guidance. The lack of a fast-
track academic visa category undermines India’s appeal.
zInsufficient Student Support Ecosystems: Fewer than 10% of surveyed HEIs provide
comprehensive pre-arrival guidance, cultural orientation, or dedicated international student
support services.
zCurricular Inflexibility: Rigid academic structures, a lack of interdisciplinary offerings, and
limited modular or credit-based programmes hinder academic alignment with global trends.
zScholarships and Deliver Gaps: Although scholarships are advertised, students reported
unclear eligibility criteria, non-transparent selection, and delays in receiving fee waivers.
zWeak Global Visibility and Outreach: Inadequate branding, limited participation in global
education fairs and underutilised alumni networks have left Indian HEIs underrepresented
in the international education landscape.
zWeak Strategic and Diplomatic Alignment: In contrast to global initiatives by countries like 57
International Student Mobility
Australia (New Colombo Plan), or the UK (Erasmus Model), India has not integrated SII into
broader foreign policy, trade negotiations, or regional development strategies.
zLimited Stakeholder Collaboration: Public-private partnerships especially in areas such as
international promotion, visa logistics, student onboarding, and infrastructure development
– remain underutilised. India has yet to fully leverage the experience of private actors that
have led successful campaigns in other contexts.
Hence critical reform in domains such as infrastructure development, curriculum innovation,
industry partnerships and research expansion that are linked to short, medium and long-term
implementation strategies is vital to increase Inbound Mobility to higher levels.
3.4 CONCLUSION
The global overview of international student mobility shows a 214% increase in the number of
mobile students over the last 25 years. The patterns explored in this chapter reflect the evolving
aspirations of students, strategic priorities of nations and growing interdependence of the global
higher education system.
The internationalisation of higher education has witnessed substantial changes globally and
within India over the last two decades. For India, the inbound mobility remains modest while
the outbound mobility has surged with India being the world’s leading source country for
international students. However, the combined trend analysis reveals a consistent imbalance
between inbound and outbound mobility, highlighting the need for a more balanced and strategic
internationalisation approach at the systemic and institutional levels. 58Internationalisation of Higher Education in India
GLOBAL ACADEMIC MOBILITY AND
TALENT ATTRACTION
Chapter
4 59
Global Academic Mobility and Talent Attraction
4.1 ACADEMIC MOBILITY: OVERVIEW
International academic mobility encompasses the movement of students, researchers and
faculty across borders in pursuit of educational, research and professional opportunities. It is a
cornerstone of global higher education, fostering cross-cultural exchange, enhancing knowledge
transfer, and encouraging collaborative research. Global student and faculty mobility not only
raises academic standards but also facilitates the sharing of best practices and nurtures global 60Internationalisation of Higher Education in India
citizens who are equipped to address complex, transnational challenges. In the 21st century,
academic mobility is driven by globalisation, internationalisation strategies at systemic and
institutional levels, and demand for globally relevant skills. Students, researchers and faculty
participation in academic mobility programmes and research exchanges are now recognized as
critical pathways for academic excellence and innovation.
India, with its rich history as a centre of learning, has traditionally attracted scholars and
welcomed intellectuals, philosophers and students from regions as far as Central, West and East
Asia. Notable scholars who traveled to India include, Xuanzang (Hiuen Tsang), Chinese Buddhist
monk and scholar who studied and taught at Nalanda University in the 7th century, Faxian,
Chinese pilgrim of the 5th century, who visited Indian centres of learning for scriptural studies,
and Al-Biruni, renowned Persian scholar and polymath, who traveled extensively in India in the
11th century, studying science, culture and religions.
In the modern era, India continues to serve as an important destination for academic and
research collaboration. NEP 2020 marked a significant shift in India’s approach to international
academic mobility by encouraging systemic and institutional collaborations for student and
faculty exchanges. It initiated enabling mechanisms such as the National Credit Framework (NCrF)
and the Academic Bank of Credit (ABC) to facilitate seamless credit transfers and permitting dual,
twinning and joint degree programmes between HEIs and FHEIs. Building on this momentum,
the UGC has issued the Recognition and Grant of Equivalence to Qualifications obtained from
Foreign Educational Institutions Regulations, 2025. This streamlines the process of granting
equivalence to foreign degrees, diplomas and certificates which in turn supports inward mobility
and strengthens India’s position as a global academic destination.
Figure 4.1: Role of International Academic Mobility
4.2 KEY APPROACHES TO ACADEMIC MOBILITY
Academic mobility encompassing student, researcher and faculty movement across international
borders is driven by key enablers that ensure their smooth transition across institutions,
disciplines, and borders.
Table 4.1: Key Approaches to Academic Mobility
Pillar Main FunctionExample
Memorandum of
Understanding (MoU)
Cooperation in the field of higher
education
India has signed MoUs for Higher
Education with 54 countries (Annexure 1)
Mutual Recognition
of Qualifications
(MRQ)
Academic qualification equivalence
and acceptance of educational and
vocational credentials
Bilateral: India-UK MRQ
Migration & Mobility
Partnership (MMPA)
Two-way student and professional
mobility; mostly bilateral
arrangements
Bilateral: India-Australia MMPA
Uniform Credit
Frameworks
Creditisation of learning across
academic, vocational, and skill sectors
National Level: National Credit
Framework (NCrF) 61
Global Academic Mobility and Talent Attraction
Pillar Main FunctionExample
Credit Transfer
Mechanisms
Standardised transfer of academic
credits at global level
National Level: Choice Based Credit
System (CBCS)
International Level: European Credit
Transfer and Accumulation System (ECTS)
Credit Transfer
Mechanisms
Standardized transfer of academic
credits at global level
National Level: Choice Based Credit
System (CBCS)
International Level: European Credit
Transfer and Accumulation System (ECTS)
Joint, Twinning
and Dual Degree
Arrangements
Cross-institutional transfer, dual/
joint/twinning degree structures
MoUs at institutional level
4.3 ACADEMIC MOBILITY: GLOBAL MODELS
Academic mobility has evolved into a multi-layered global phenomenon shaped by diverse
models that reflect national and international educational priorities. This section outlines
the major academic models that have emerged across North America, Europe and the Asia-
Pacific and highlights the diversity of approaches to international academic mobility and their
role in advancing educational, cultural and diplomatic objectives. In North America, initiatives
have largely focused on strengthening bilateral exchanges and fostering mutual understanding
through people-to-people connections. Europe has developed highly structured and regionally
coordinated frameworks that facilitate credit recognition, institutional partnerships and cross-
border student flows. The Asia-Pacific has advanced collaborative schemes that emphasise
regional integration, capacity-building and intercultural learning opportunities.
Figure 4.2: Global Academic Mobility Models
4.3.1 North American Models
i. Fulbright Programme
Established in 1946, it is a prominent international academic exchange initiative supported by
the US Government to promote mutual understanding and foster peaceful, friendly relations
between the US and other countries. It operates in partnership with 160+ nations and has
binational Fulbright Commissions with 49 countries. These are jointly funded by the US and host
governments and manage essential functions such as setting priorities, selecting participants,
working with local institutions, supporting US scholars abroad, engaging alumni, fundraising and
offering public information on study opportunities. 62Internationalisation of Higher Education in India
Beneficiaries:
Students, Scholars, Educators, Professionals (US and Non-US Citizens) and HEIs
Key Features:
zAdministered by the Bureau of Educational and Cultural Affairs (ECA), US Department of State.
zFunded primarily by the US Congress, with additional support from foreign governments,
host institutions, corporations and foundations.
Impact and Outcome:
zThe Programme awards ~9,000 grants annually. ~2,000 US students, 4,000 foreign students,
over 800 US scholars, and 900 visiting scholars receive awards, in addition to several hundred
teachers and professionals.
1
zMore than 4,00,000 individuals from 160+ countries have benefited from the programme
since its inception.
1
zPromotes cross-cultural exchange, academic collaboration, and international understanding.
zContributes to global diplomacy by building long-term professional and personal networks
across borders.
ii. 100,000 Strong Initiative
The 100,000 Strong Initiative was launched in 2009 by President Barack Obama citing the strategic
importance of the US-China relationship. It was a national effort designed to increase the number
and diversify the composition of American students studying in China. It was later transitioned
into an independent, non-profit organisation external to the State Department.
In 2011, the President launched the 100,000 Strong in the Americas, an initiative to increase
international study and exchange of students in Latin America and the Caribbean (LAC) region.
The US Department of State implemented it through partner ships with foreign governments,
universities and colleges and with the private sector.
The 100,000 Strong in the Americas Innovation Fund is a public-private collaboration between the US
Department of State, US Embassies, Partners of the Americas, corporations and foundations working
together to stimulate new higher education partnerships between the US and Western Hemisphere.
Beneficiaries:
Students and HEIs
Key Features:
zFocused on increasing both the number and diversity of US students studying abroad.
zEstablished to support and sustain partnerships among education-related institutions.
zFoundation funding mainly from the private sector, complemented by limited government
backing.
zFunctioned as a network switcher, linking diverse organisations involved in study abroad
programmes.
Impact and Outcome:
zThe initiative surpassed the goal of sending 100,000 American students in 2013. The effort
has since evolved into the US-China Strong Foundation, focusing on deeper engagement.
2
zThe initiative also expanded to incorporate Mandarin language learning, with the goal of
1
Fulbright Programme.(2025, September).https://www.fulbrightprogram.org/
2
Institute of International Education. (2013). U.S. students in China: Meeting the goals of the 100,000 Strong Initiative. A pilot
study on U.S. student participation in education abroad activities in China. 63
Global Academic Mobility and Talent Attraction
having one million Americans learning Mandarin by 2020.
3
zThe Americas initiative created 100,000 new exchange opportunities for students between
the US and LAC region, building institutional capacity and public-private partnerships for
educational innovation.
4
zA total of 321 Innovation Fund grants have been awarded to teams of 585 HEIs from 26
countries and in 49 U.S. states as of 2025.
4
4.3.2 European Models
i. Erasmus Model (Erasmus+)
As a successor to the previous Erasmus Model 1987, the Erasmus+ Programme was launched
in 2014. It is the European Union’s flagship academic mobility initiative supporting education,
training, youth and sports in Europe. Managed by the European Commission, Erasmus+
consolidates multiple schemes to create an integrated approach to academic mobility and
cooperation. Erasmus+’s current funding period runs from 2021-2027, following its first funding
period from 2014-2020. It places a strong focus on social inclusion, green and digital transitions
and promoting young people’s participation in democratic life with an estimated budget of €26.2
billion (~INR 2.7 lakh crore).
5
Beneficiaries:
Students, Trainees, Teaching and Training Staff, Adult Learners, Sports Staff, Volunteers and
Youth Workers
Key Features:
zA standardised credit transfer system (ECTS) that ensures academic recognition.
zIntegrated funding mechanism covering travel and living expenses.
zEstablished partnerships between more than 5,000 institutions.
zDigital infrastructure for seamless administration.
zQuality assurance frameworks and monitoring systems.
Impact and Outcomes:
zErasmus+ is a lasting EU success story, with nearly 40 years of impact on the personal and
professional growth of over 16 million people.
6
zErasmus+ supported 1.3 million opportunities abroad in 2023.
6
zAccording to the European Commission, 80% of Erasmus+ graduates find employment within
three months of graduation, with nearly half securing jobs with their host companies.
zAdditionally, the programme fosters a sense of European identity and social cohesion, with
90% of participants reporting improved collaboration skills and a more positive view of the EU.
7
ii. The Nordic Agreement on Higher Education
The Nordic Agreement on Higher Education, specifically the agreement on access to higher
education, was established in 1996 to enable seamless academic mobility across Denmark,
3
The PIE News.(2016, June). US–China 100,000 strong foundation rebrands. https://thepienews.com/us-china-100000-strong-
foundation-rebrands/#:~:text=The%20foundation%20was%20established%20as,Natalie%20Marsh
4
100,000 Strong Initiative.(2025, September).https://www.100kstrongamericas.org/about/
5
Erasmus+.(2025,September).https://erasmus-plus.ec.europa.eu/about-erasmus/what-is-erasmus
6
Erasmus+.(2025,September).https://erasmus-plus.ec.europa.eu/news/erasmus-supported-13-million-opportunities-abroad-
in-2023
7
Erasmus+ Montenegro. (2019, July 17).Getting a job much faster with the “EU degree”. https://eras.webexperts.me/getting-
a-job-much-faster-with-the-eu-degree/?lang=en 64Internationalisation of Higher Education in India
Finland, Iceland, Norway and Sweden. The agreement guarantees that applicants from any Nordic
country can apply for admission to higher education institutions in another Nordic country on
the same terms as domestic applicants. It also secures the right to credit transfer between
institutions across Nordic countries, ensuring parity with local students. Furthermore, it allows
individuals to seek admission based on prior education obtained in any Nordic country.
8
Beneficiaries:
Students
Key Features:
zAutomatic recognition of qualifications between Nordic countries.
zShared funding mechanisms.
zIntegrated student services and housing support.
zJoint degree programmes and research initiatives.
Impact and Outcome:
zIn the academic year 2019-20, more than 10,000 Nordic students chose to obtain their full
education in another nordic country.
9
zHarmonized systems for the recognition of academic credentials, ensuring a seamless
academic journey for students across the region.
zA significant proportion of research papers produced in the Nordics are co-authored cross-
border, fueling innovation and contributing to high university rankings.
4.3.3 Asia-Pacific Models
i. University Mobility in Asia and the Pacific (UMAP):
UMAP was founded in 1991 to promote academic mobility among HEIs in the Asia-Pacific region
across 25 Asia-Pacific member countries. Initiated by the Australian Vice-Chancellors’ Committee,
its first conference was held in Hong Kong in April 1991, followed by another in Australia in
September 1991. UMAP is a consortium of HEIs and partners, collaborating to increase opportunities
for student and staff exchange through a variety of short and long-term in-person and virtual
exchange programmes, as well as Collaborative Online International Learning (COIL) experiences.
Beneficiaries:
Students, Academic and Administrative Staff and HEIs
Key Features:
zA credit transfer scheme similar to ECTS, tailored for Asia-Pacific institutions.
zMultilateral agreements that reduce bureaucratic barriers to mobility.
zSupport for virtual exchange and blended learning modalities.
zCultural integration initiatives to ease transition and build community.
Impact and Outcomes:
zEach university sends and receives 2 students per semester under the semester programme
A; with 250+ universities, ~1,000 students are exchanged annually.
10
zSemester programme B and short-term programme C add further students beyond the
multilateral exchange count; benefiting over 1,00,000 students cumulatively since its inception.
8
Nordic Cooperation. (2025, September). Nordic education agreements and programmes. https://www.norden.org/en/info-
norden/nordic-education-agreements-and-programmes-0
9
Nordic Statistics. (2021, December 10). Mobility in the Nordic region III – Studying abroad. https://www.nordicstatistics.org/
news/mobility-in-the-nordic-region-iii-studying-abroad/
10
University Mobility in Asia and the Pacific. (2025, September). Programs.https://umap.org/programs/ 65
Global Academic Mobility and Talent Attraction
zIncreased opportunities for students to study abroad, fostering cultural competence and
global perspectives.
zEstablished UCTS, credit transfer system enabling wide academic recognition and facilitating
easier mobility.
ii. Collective Action for Mobility Programme of University Students in Asia (CAMPUS Asia):
Launched in 2010 at the 3rd Korea-Japan-China Summit in South Korea, CAMPUS Asia is a cross-
border student and staff mobility programme among Korea, Japan and China. The programme
aims to strengthen networks among HEIs in Asia and promotes student exchanges through joint
and double degree programmes and collaborative research to strengthen higher education ties
across Asia.
Beneficiaries:
Students, Faculty and HEIs
Key Features:
zTrilateral Collaboration jointly operated by universities in Japan, China and South Korea, with
some programmes expanding to Southeast Asia.
zDual/Degree and Joint Programmes with credit transfer arrangements across partner
institutions.
zCurriculum Integration by innovative, collaboratively-developed courses that address regional
social issues, diversity and the UN SDGs.
zEmphasis on language training, sociocultural understanding, and hybrid (online and campus-
based) modules.
zInternship and collaborative opportunities with governments, businesses, and local
communities enhance real-world understanding.
Impact and Outcomes:
zBy 2022, about 6,625 students had participated in the programme, with 500 students from
the three countries obtaining dual or multiple degrees.
11
zEnhanced students experience living and learning in neighbouring countries every year,
creating regional academic networks.
zDeepened institutional partnerships and collaborations, joint research and curriculum
innovation among Asia’s leading universities.
zGlobal Competence due to language proficiency, broader cultural awareness, and practical
experience, boosting employability and leadership potential across Asia.
iii. New Colombo Plan (NCP):
NCP is an Australian Government initiative that provides opportunities for Australian undergraduate
students to develop their Indo-Pacific capability and Asia literacy through immersive, structured
learning and internships in 40 Indo-Pacific countries. It is structured with three programmes -
NCP Scholarships Programme, Semester Programme, and the Mobility Programme.
Beneficiaries:
Students and HEIs
Key Features:
zSupports Australian undergraduate students for study, internships, and language training in
up to 40 Indo-Pacific countries.
11
University World News. (2022, January 21). New CAMPUS Asia initiative extends to ASEAN countries.https://www.
universityworldnews.com/post.php?story=20220121090616128#:~:text=CAMPUS%20Asia%20or%20Collective%20
Action,agreed%20as%20early%20as%202020 66Internationalisation of Higher Education in India
zOffers both short-term mobility grants and long-term, prestigious scholarships (up to 19
months), including academic study, work placements, and mentorships.
zUniversities partner with host institutions, businesses, and communities to deliver a wide
range of academic and professional opportunities.
zStrong post-programme engagement through an active NCP alumni community fosters
ongoing intercultural and professional connections.
Impact and Outcomes:
zOver 10,000 Australian students participate in NCP programmes annually; around 120 receive
major scholarships each year.
12
zSince its inception, NCP has supported over 55,000 Australian undergraduate students
through study, internships and language training.
13
zNCP Mobility Programme alone offered over 4,000 student grants to 40 Australian universities
for 30 projects in the Indo-Pacific.
z219 Australian undergraduate students from 33 universities across Australia have been offered
NCP scholarships for 2025.
14
4.4 FUNDING MECHANISMS AND SCHOLARSHIPS
Globally, countries and regional blocs have developed targeted funding mechanisms and
scholarship based on geopolitical interests, regional integration goals and academic priorities.
These serve as strategic tools for soft power, academic diplomacy and global talent acquisition.
Table 4.2 highlights examples of countries that have used international scholarships as a key
pillar of their academic models for facilitating faculty and student mobility in higher education,
presenting key programmes and approaches that have demonstrated success globally.
In addition to scholarships, support services and opportunities for academic mobility are designed
to help students, researchers and faculty gain valuable international experiences by providing
guidance on opportunities, scholarship information, application assistance, preparatory events,
pre-departure counseling, advisory services, centralized information platforms, intercultural and
language preparation and mentoring during the stay abroad. This also includes post study work
opportunities like visa extensions and residence permits that make academic mobility accessible,
inclusive and successful.
12
Australian Government Department of Foreign Affairs and Trade. (2025, September). Australia Awards Scholarships.https://
www.dfat.gov.au/people-to-people/australia-awards/australia-awards-scholarships
13
Wong, P. (2025, July 30). New Colombo Plan reforms to build Australia’s Asia capability. https://www.foreignminister.gov.au/
minister/penny-wong/media-release/new-colombo-plan-reforms-build-australias-asia-capability
14
Australian Government Department of Foreign Affairs and Trade. (2025, January). https://www.dfat.gov.au/people-people/
new-colombo-plan/news/record-number-new-colombo-plan-awardees-develop-indo-pacific-capabilities-and-asia-literacy 67
Global Academic Mobility and Talent Attraction
Table 4.2: International Funding Comparison
Region Country Scholarship Funded By
Funding Details
(Monthly/Annual)
Types
No. of
Beneficiaries
(Annual)
North
America
Canada Vanier Canada
Graduate
Scholarships
15
Government of
Canada
CAD 50,000/year
(~INR 32 lakhs/
year)
Doctoral ~166
USA Fulbright
Scholarships
16
ECA, US
Department
of State
and Partner
Governments
USD 25,000-
50,000/year
(~INR 22 lakhs-
44 lakhs/year);
varies by region
and type
Graduate,
Postgraduate,
Doctoral,
Teaching and
Training
~9,000
EuropeEU
Countries
Erasmus+
Scholarships
17
European
Commission, EU
Budget
€850-€1,000/
month
(~INR88,500-
1,00,000/month)
for graduates
€1,400/month
(~INR1,46,500/
month) for
postgraduate and
doctoral students
Graduate,
Postgraduate,
Doctoral,
Teaching and
Training
~13,00,000
GermanyDAAD (German
Academic
Exchange
Service)
Scholarships
18
German Federal
Government
Ministries and
the EU
€900-1000/month
(~INR 95,000-1
lakh/month) for
postgraduates
€1,200-1,300/
month (INR
1.25-1.36 lakhs/
month) for
doctoral students
Graduate,
Postgraduate,
Doctoral,
Research
Grants, Short-
term study
visits
~1,40,000
UK Chevening
Scholarships
19
UK Government£1,200-1,400/
month (~INR 1.4-
1.6 lakhs/month);
varies by type
Postgraduates,
Mid-career
professionals
~1,500
15
Canadian Institutes of Health Research. (2020, September). Vanier Canada Graduate Scholarships Program Evaluation
Report. https://cihr-irsc.gc.ca/e/documents/vanier_evaluation_report_2020-en.pdf
16
U.S. Department of State. (2022). Fulbright Foreign Scholarship Board Annual Report 2022 - https://www.state.gov/wp-
content/uploads/2025/05/FFSB-Annual-Report-2022.pdf
17
European Commission. (2024, November 26). Erasmus+ supported 1,3 million opportunities abroad in 2023 - https://
erasmus-plus.ec.europa.eu/node/5356
18
German Academic Exchange Service. (2025, May 19). Annual Report 2024 - German Academic Exchange Service - https://
www.daad.de/en/the-daad/communication-publications/press/press_releases/annual-report-2024/
19
Chevening. (2024, February). Chevening Impact Report 2022-2023. https://www.chevening.org/wp-content/uploads/2024/02/
Chevening-Impact-Report-2022-2023.pdf 68Internationalisation of Higher Education in India
Region Country Scholarship Funded By
Funding Details
(Monthly/Annual)
Types
No. of
Beneficiaries
(Annual)
Asia-
Pacific
AustraliaNCP
Scholarships
20
Australian
Government
AUD 30,000/year
(~INR 18 lakhs/
year)
Undergraduates~220
China China
Scholarship
Council (CSC)
Scholarships
21
Government of
China
CNY 30,000-
100,000/year
(~INR 3.6-12
lakhs/year);
varies by type
Graduate,
Postgraduate,
Doctoral
~60,000
Japan MEXT
Scholarships
22
Japanese
Government
¥143,000-145,000/
month (~INR
85,000-86,500/
month); varies by
type
Graduate,
Postgraduate,
Doctoral,
Research
Students
~4,500+
Source: Respective government and scholarship websites, and other publicly available sources; accessed September 2025
4.5 GLOBAL PRACTICES IN ACADEMIC MOBILITY AND RESEARCH
EXCHANGE
Researcher and faculty mobility supports temporary academic placements, fellowships and
researcher exchanges which are distinct from permanent immigration. These are exchange-
oriented (short-to-medium term) or long-term talent migration strategies (longer periods).
Effective faculty mobility models share three common features: competitive funding, research
infrastructure support and institutional integration pathways. Four country specific examples
across North America, Europe and Asia have been provided here, each of which is funded by
their respective government.
4.5.1 Canada: Research Chairs Programme
Canada’s Research Chairs Programme incorporates international mobility through the following:
zTiered, competitive fellowships that attract global researchers.
zLong-term, renewable contracts that align with national research goals.
zOpportunities for collaboration with Canadian universities, labs, and industries.
The programme provides approximately CAD 300 million (~INR 1,960 crores) in annual funding
to support research excellence in Canadian post-secondary institutions. Additionally, the Canada
150 Research Chairs Programme has invested CAD 117.6 million (~INR 770 crores) in one-time
funding to attract international researchers.
23
The programme distinguishes between Tier 1 and
Tier 2 Chairs, allowing both senior and early-career scholars to engage in high-impact research
while supporting cross-border institutional partnerships.
20
Department of Foreign Affairs and Trade. (2025). 2026 NCP Scholarship Program Guidelines. https://www.dfat.gov.au/sites/
default/files/2026-ncp-scholarship-program-guidelines.pdf
21
Georgetown University Center for Security and Emerging Technology. (2020). The China Scholarship Council: An Overview.
https://cset.georgetown.edu/wp-content/uploads/China-Scholarship-Council-Overview.pdf
22
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2024, March 27). Japanese Government (MEXT)
Scholarship for Research Students 2025. https://www.mext.go.jp/content/20240327-mxt_kotokoku02-000034995-02.pdf
23
Canada Research Chairs. (2013, November 14).Government of Canada invests in research excellence at Canadian universities.
https://www.chairs-chaires.gc.ca/media-medias/releases-communiques/2013/november-novembre-eng.aspx 69
Global Academic Mobility and Talent Attraction
4.5.2 European Union: Marie Skłodowska-Curie Actions (MSCA)
The MSCA is one of the EU’s most established mobility frameworks:
zProvides cross-border and intersectoral mobility grants for researchers.
zEmphasises industry secondments, career development, and network-building.
zFacilitates mobility across EU member states and beyond, with structured support for both
early-stage and experienced researchers.
MSCA also funds global partnerships through consortia, doctoral networks, and co-funding
mechanisms, making it highly scalable and adaptable across disciplines. Its flexible structure has
made it a model for fostering academic cooperation and research excellence through mobility.
4.5.3 Germany: Research Cluster-Based Mobility
Germany offers targeted mobility schemes embedded within its research clusters and centres
of excellence. These include:
zSubstantial funding for visiting scholars and research collaborators.
zInternational recruitment packages that support short- and medium-term mobility.
zIntegration support such as housing assistance, onboarding, and access to labs and technical
staff.
These schemes are often aligned with Germany’s Excellence Strategy and German Research
Foundation (DFG) supported research centres, facilitating academic mobility through structured,
merit-based collaboration. This model enables German institutions to host global researchers
while maintaining research continuity and excellence.
4.5.4 Singapore: NRF Fellowship
The NRF Fellowship is a prestigious scheme that enables early-career international researchers
to conduct independent research in Singapore:
zOpen to researchers of all nationalities across scientific disciplines.
zOffers up to SGD 3.25 million (~INR 21.93 crores) in research funding over a period of 5 years.
24
zIncludes mentorship, access to top facilities, and industry engagement opportunities.
zFellows must take up a full-time position at a local host institution, ensuring institutional
integration.
The fellowship fosters both academic excellence and commercialisation, linking research
outcomes to national innovation goals. This model effectively supports high-quality academic
mobility while reinforcing Singapore’s strategic R&D priorities.
4.6 ACADEMIC MOBILITY: INDIAN OVERVIEW
India does not have a single, unified national mobility programme. Most initiatives are
decentralized, bilateral, or institution-driven, rather than pan-Indian and multilateral. India’s
approach to student and faculty mobility has evolved rapidly in recent years and is being shaped
by a combination of policy-driven guidelines, bilateral programmes, institutional partnerships
and targeted schemes.
At the systemic level, India’s approach to student and faculty mobility is guided primarily by
the NEP 2020, which prioritizes internationalisation by encouraging Indian HEIs to collaborate
24
National University of Singapore.(2025).NRF Fellowship Information Sheet. https://nus.edu.sg/research/docs/default-
source/nrf-rf/nrf-fellowship-information-sheet-(class-of-2025).pdf 70Internationalisation of Higher Education in India
globally, facilitate student and faculty exchanges, and streamline processes for international
student enrollment and credit transfer. The Ministry of Education, Ministry of External Affairs
and UGC operationalize these goals through regulations, frameworks and actively pursuing MoUs,
MRQs and MMPAs with other countries to foster academic collaboration and mobility. The Study
in India programme is one such initiative.
At the institutional level, Indian HEIs are increasingly embedding student and faculty mobility
into their operations. This includes joint, dual, and twinning programmes, semester exchanges,
faculty exchange and short-term faculty transfers often funded through institutional or bilateral
agreements. Collaborative research projects and joint publications are becoming more common,
and some HEIs are leveraging technology for virtual mobility and transnational education.
There is significant potential for India to consolidate and streamline its mobility initiatives under a
coherent national framework or mobility programme. This would require coordinated policymaking,
increased investment from both public and private sectors and clearer pathways for student and
faculty participation. Such a move could enhance India’s global academic footprint and better
align its higher education goals with broader diplomatic and developmental objectives.
4.7 FUNDING MECHANISMS FOR ACADEMIC MOBILITY IN INDIA
India’s approach to fostering international academic mobility is supported by a mix of
government schemes, targeted programmes, and scholarships, designed both for Indian students
going abroad and for attracting foreign students to India. This section details mechanisms
that enhance global academic mobility, increasing India’s visibility, and connectivity in the
international education landscape.
4.7.1 Government Schemes and Programmes
This section outlines the major Indian Government funding schemes and programmes available
for student and faculty mobility. The focus is on sustainable, scalable frameworks that enhance
academic exchange while addressing common challenges.
i. Global Initiative for Academic Networks (GIAN):
GIAN was launched in 2015 to enhance the quality of higher education in India by leveraging
international expertise from renowned global institutions. Over the last decade, a wide range
of courses, workshops and lectures have been organised across multiple disciplines, including
science, technology, and humanities.
Key Features:
zThe Central Government allocated INR 126 crore towards supporting foreign faculty at the
time of its inception. These funds cover travel expenses and honorarias for teaching.
zEach foreign faculty member receives USD 8,000 (~INR 7 lakh) for a week-long course and
USD 12,000 (~INR 10.6 lakh) for a two-week course.
25
zAround 41.4% of visiting academicians were from the US, followed by experts from the UK,
Germany, Canada, France, Italy, Nordic countries, China, Japan, Taiwan, ASEAN countries,
among others.
zIn Phase I-III of the scheme, 2,163 courses were approved, 1848 were completed with
participation from 72,000+ students taught by 1,654+ foreign faculty. Phase IV has received
779 proposals till date.
26
25
Porecha, M. (2023, December 3). After COVID break, Centre approves fourth phase roll-out of GIAN scheme. The Hindu.
https://www.thehindu.com/news/national/after-covid-break-centre-approves-fourth-phase-roll-out-of-gian-scheme/
article67599029.ece
26
Global Initiative of Academic Networks. GIAN. https://gian.iith.ac.in/ 71
Global Academic Mobility and Talent Attraction
ii. Visiting Advanced Joint Research (VAJRA):
The VAJRA Scheme, launched in 2017 is a dedicated programme exclusively for overseas scientists
and academicians with emphasis on Non-resident Indians (NRIs) and Persons of Indian Origin
(PIOs)/ Overseas Citizen of India (OCIs) to work as adjunct/visiting faculty for a specific period
of time in Indian Public funded academic and research institutions.
Key Features:
zThe faculty undertakes research in national S&T priority areas requiring capacity building
and engage in collaborative research in public funded institutions.
zThe faculty residency period in India is for a minimum period of 1 month and a maximum
of 3 months a year.
zA lump-sum amount of USD 15,000 (~INR 13.30 lakh) is paid in the first month of residency and
USD 10,000 (~INR 8.8 lakh) per month in the other two months to cover travel and honorarium.
27
iii. Scheme for Promotion of Academic and Research Collaboration (SPARC):
SPARC is a flagship programme of the Ministry of Education launched in 2018. It encourages
academic mobility between top Indian HEIs (Top 100 overall NIRF ranking) with leading FHEIs
ranked within the top 800 of QS World University Rankings from 28 selected nations (USA, UK,
Germany, Australia, Austria, Denmark, France, Canada, Italy, China, Hong Kong, Japan, Singapore,
Russia, Israel, Switzerland, Sweden, Netherlands, South Africa, South Korea, Norway, Portugal,
New Zealand, Taiwan, Belgium, Spain, Brazil, and Finland).
Key Features:
z12 themes have been identified for collaborative funding under SPARC: i) Advanced Materials;
ii) Rare-earth & Critical Minerals; iii) Energy, Sustainability and Climate Change; iv) Agri & Food
Technologies; v) Semiconductors; vi) Advanced Computing (Supercomputing, AI, Quantum
Computing); Healthcare & MedTech; vii) Space and Defence; viii) Next-Gen Communications;
ix) Disaster Management & Resilient Infrastructure; x) Blue Economy; xi) Smart Cities &
Mobility; and xii) Manufacturing & Industry 4.0.
zA budget outlay of INR 418 crores has been dedicated to the project from 2021-2026.
iv. Dr. Ambedkar Scheme of Interest Subsidy on Educational Loan for Overseas Studies for
OBCs & EBCs
Launched in 2001, it is a Central Sector Scheme for interest subsidy on educational loans for
overseas studies for Other Backward Classes (OBCs) and Economically Backward Classes (EBCs).
The objective is to provide them with better opportunities for higher education abroad and
enhance their employability.
Key Features:
zThe interest payable by the students availing the education loans of the Indian Banks’
Association (IBA) for the period of moratorium (i.e. course period, plus one year or six months
after getting a job, whichever is earlier) is borne by the Government of India.
zFor a student, the eligible loan component is the actual loan taken subject to a maximum
of INR 20 lakhs for the purpose of an interest subsidy claim.
zBetween 2020 and 2023, 15,000 beneficiaries received a total of INR 95 crores across all
States and UTs.
28
4.7.2 Scholarships and Fellowships
India has taken active steps to expand its scholarship offerings for outbound mobility (Indian
27
VAJRA (Visiting Advanced Joint Research) Faculty. https://www.vajra-india.in/index.php/about-vajra
28
Ministry of Social Justice & Empowerment. (2024, February 7). Dr. Ambedkar Scheme of Interest Subsidy on Educational
Loans. PIB. https://www.pib.gov.in/PressReleasePage.aspx?PRID=2003439 72Internationalisation of Higher Education in India
students and faculty going abroad) and inbound mobility (foreign students and scholars
coming to India), through bilateral and multilateral partnerships, as well as new government-
led initiatives. However, the scale and coherence of these programmes remain limited when
compared to global success stories. This section outlines India’s key inbound and outbound
scholarship strategies, identifying strengths and areas for improvement.
4.7.2.1 Inbound Scholarship and Fellowships
India offers a range of scholarship programmes and fellowships to attract international
students, researchers and faculty focusing on strengthening cultural ties, regional cooperation
and academic exchange. These initiatives are particularly targeted at students from developing
countries in Africa, South Asia and Southeast Asia, with some programmes extending globally.
Table 4.3 outlines key schemes and their focus areas:
Table 4.3 : Inbound International Scholarships and Fellowships
S No
Name of the
Scholarship
Year of
Estab-
lishment
Target Region
/ Countries
Focus Area Key Features
1
ICCR
Scholarships
29
1950
Africa, ASEAN,
SAARC, Middle
East
Cultural and
Academic
Exchange
3,000 scholarships offered
through 21 schemes to foreign
students from 180+ countries.
Out of these, 6 schemes are
funded by ICCR, while the
remaining are funded by the
Ministry of External Affairs and
the Ministry of Ayush.
2
Commonwealth
Scholarship
Scheme
30
1959
Commonwealth
countries
Postgraduate
Education
700 students awarded for
bilateral cultural exchange and
academic collaboration.
3
Indian Technical
and Economic
Cooperation
(ITEC
Programme
31
1964
161+ countries
including
Africa, Asia,
Latin America,
East Europe,
Pacific region,
including some
island countries
Capacity
building for
professionals
12,000+ scholarships offered
each year with capacity
building activities through
personnel training in fields
like banking, IT, science, and
personnel management.
4
SAARC
Scholarships
32
1987
SAARC
countries
Regional
academic
cooperation
Support for regional integration
via higher education.
5
Mekong-Ganga
Cooperation
Scholarships
33
2000
Cambodia,
Laos, Myanmar,
Thailand,
Vietnam
Regional
collaboration
Scholarships for Master's
studies at Indian universities.
29
Indian Council for Cultural Relations. (2025, January 10). ICCR Scholarship Schemes. https://www.iccr.gov.in/scholarship
30
Commonwealth Scholarship Commission. (2024, December). Commonwealth Master’s & PhD Scholarships. https://cscuk.
fcdo.gov.uk/scholarships
31
Ministry of External Affairs, India. (2025). ITEC Programme - https://www.mea.gov.in/itec
32
SAARC Secretariat. (2023, November). SAARC Scholarship Scheme - http://www.saarc-sec.org/scholarships
33
Ministry of External Affairs, India. (2022, July). Mekong-Ganga Cooperation Programme - https://www.mea.gov.in/megexpo 73
Global Academic Mobility and Talent Attraction
S No
Name of the
Scholarship
Year of
Estab-
lishment
Target Region
/ Countries
Focus Area Key Features
6COMPEX
34
2001 Nepal
Undergraduate
education
For Nepalese students to
pursue Undergraduate courses
(Engineering, Agriculture,
Nursing and Pharmacy) in
Indian HEIs.
7
AYUSH
Scholarships
35
2005 Global
Traditional
Indian
medicine
(AYUSH)
Awards various scholarship
amounts to support studies in
Ayurveda, Yoga, Unani, Siddha
& Homeopathy.
8
Scholarship
Programme
for Diaspora
Children
(SPDC)
36
2006-07India
Undergraduate
education
150 scholarships awarded to
students from 66 countries
who fall under the categories
of PIOs (Persons of Indian
Origin) and NRIs (Non-Resident
Indians) to help them pursue
undergraduate courses in
Indian universities.
9
ASEAN-India
Research
Training
Fellowship
(AI-RTF)
37
2008
ASEAN
countries
Research
50 Fellowships to support
young researchers from ASEAN
countries to conduct research
at Indian institutions.
10
Africa
Scholarship
Scheme
(now, India-
Africa Maitri
Scholarship
Scheme)
38
2009
African
countries
Higher
Education &
Research
1,068 fully-funded scholarships
for UG/PG/PhD.
11
ASEAN
Scholarships
39
2014
ASEAN
countries
Postgraduate
Education
20 scholarships per year for
ASEAN students to pursue
Master's programmes at
Nalanda University.
12
ASEAN
Fellowships
40
2019
ASEAN
countries
Higher
Education &
Research
Awards 1,000 ASEAN students
to pursue PhD in IITs.
34
University Grants Commission, India. (2024). COMPEX for Nepalese Students. https://www.ugc.ac.in/compex
35
Ministry of Ayush, India. (2025, February). AYUSH Scholarship Guidelines. https://www.ayush.gov.in/scholarship
36
Ministry of External Affairs, India. (2023). SPDC Scheme - https://www.mea.gov.in/spdc
37
ASEAN-India Centre. (2024, May). AI-RTF Fellowship - https://aic.mea.gov.in/airt-fellowship
38
Ministry of External Affairs, India. (2025, March). India-Africa Maitri Scholarship - https://www.mea.gov.in/maitri-scholarship
39
Nalanda University. (2025, June). ASEAN Scholarships - https://nalandauniv.edu.in/asean-scholarship
40
Ministry of Education, India. (2024, December). ASEAN-IIT PhD Fellowship Scheme. https://www.education.gov.in/asean-iit-
fellowship 74Internationalisation of Higher Education in India
Despite these efforts, structural and institutional barriers, operational and resource constraints,
differences in curricula and credit systems, insufficient support for foreign languages, weak
industry-academia linkages, lack of outreach and promotional efforts continue to limit the scope
and success of inbound mobility of students to India. By addressing challenges and fostering
inclusive policies, India and its HEIs can maximize the benefits of mobility for individuals,
institutions and society as a whole.
4.7.2.2 Outbound Scholarship and Fellowships
The Government of India supports a range of outbound scholarship schemes through both
government-funded and bilateral/multilateral initiatives. These scholarships aim to support
postgraduate education, collaborative research, and faculty development abroad. Most of these
are offered by the Ministry of Social Justice & Empowerment, Ministry of Science & Technology
and various other Ministries.
Apart from these, the Scholarship Division, Department of Higher Education, Ministry of Education
(MoE) coordinates scholarships provided by foreign countries to Indian students. The Ministry
either nominates candidates for scholarships as requested by the foreign government/institution
or disseminates information about the scholarships offered by them. The final selection of the
nominated candidates rests with the donor country or institution.
Table 4.4 : Outbound International Scholarships where MoE invites Applications
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target Group Field
Scholarship
Amount
1
New
Zealand
1959
Common-
wealth
Scholar-
ship
41
Postgraduate
and PhD
students
STEM, Health,
Innovation and
Entrepreneurship,
Security and
Governance
Tuition fee along
with various
allowances.
2UK 1959
Common-
wealth Mas-
ter’s Schol-
arship
42
Postgraduate
students
STEM, Health,
Innovation and
Entrepreneurship,
Security and
Governance
Monthly stipend
is £1,347 (~INR
1.56 lakhs), but it
increases to £1,652
(~INR 1.92 lakhs)
for universities
in the London
metropolitan area.
3Thailand 2005
Chulaborn
Graduate
Institute
43
Postgraduate
students
Environmental
Toxicology,
Biological
Sciences and
Chemical Biology
Tuition Fee,
accommodation,
airfare, visa fees,
and provide a
monthly stipend.
41
New Zealand Scholarships. (2025). Commonwealth Scholarship. https://www.nzscholarships.govt.nz/scholarships/
commonwealth-scholarship/
42
Commonwealth Scholarship Commission. (2024). Commonwealth Master’s Scholarships. https://cscuk.fcdo.gov.uk/
scholarships/commonwealth-masters-scholarships/
43
Chulabhorn Graduate Institute. (2025). Scholarships and Financial Support. https://www.cgi.ac.th/admissions/scholarship/ 75
Global Academic Mobility and Talent Attraction
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target Group Field
Scholarship
Amount
4Slovenia 2015
Slovenian
Government
Scholar-
ship
44
Undergraduate
and
Postgraduate
students
Medicine,
Engineering,
Natural Sciences,
Humanities and
Political Sciences
Monthly allowance
of €1,000 (~INR 1
lakh)
5Brunei 2017-2018
Brunei
Darussalam
Scholar-
ship
45
Diploma,
Undergraduate,
Postgraduate
students
STEM, Arts,
Business, Health
Full tuition fee
alongwith various
allowances.
Table 4.5: Outbound International Scholarships where MoE disseminates Information
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target GroupField
Scholarship
Amount
1
Czech
Republic
1950
Czech
Republic
Scholar-
ships
46
Graduate and
Postgraduate
students
Natural sciences,
Engineerin,
Technolog, and
Social sciences
Tuition Fee CZK
12,000 (~INR
50,000) per month
for graduate
students.
CZK 13,000 (~INR
54,000) per month
for postgraduate
students.
Accommodation
and Food at a
discounted rate.
No visa application
fee.
2Japan 1954
Japanese
Government
(MEXT)
47
Undergraduate,
Postgraduate
and PhD
students
Social Sciences
and Humanities,
Natural
Sciences, STEM,
Geology and
Geoinformatics
Airfare, tuition fee
and allowances
Yen 1,17,000 (~INR
69,000) per month.
44
Government of Slovenia, Ministry of Education. (2024). Slovenian Government Scholarship. https://www.gov.si/en/topics/
scholarships/slovenian-government-scholarship/
45
Brunei Ministry of Education. (2025). Brunei Darussalam Scholarship. http://www.moe.gov.bn/SitePages/
BruneiDarussalamScholarship.aspx
46
Ministry of Education, Youth and Sports of the Czech Republic. (2024). Czech Republic Scholarships. https://www.msmt.cz/
areas-of-work/international-cooperation/czech-scholarship-service
47
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2025, March 27). Japanese Government (MEXT)
Scholarship for Research Students. https://www.mext.go.jp/content/20240327-mxt_kotokoku02-000034995-02.pdf 76Internationalisation of Higher Education in India
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target GroupField
Scholarship
Amount
3 Israel 2004
Israel Gov-
ernment
Scholar-
ship
48
Postgraduate
and Fellowship
students
STEM, Humanities
& Social Sciences
Tuition fee,
monthly allowance
USD 750 (~INR
65,000), and basic
health insurance
4 South Korea2010
Global Ko-
rea Scholar-
ship (GKS)
49
Graduate
Students
Engineering,
Humanities and
Social Sciences,
Arts and Physical
Education,
Natural Science
Airfare, tuition
fee & stipend of
KRW 900,000 (~INR
56,000)
5 Italy 2015
Italian
Government
Scholar-
ship
50
Postgraduate
and PhD
students
STEM, Arts, Music,
Dance, Italian
Language and
Culture Course.
Tuition fee, Health
Insurance, &
monthly allowance
€900 (~INR 91,000).
6 UK 2018
British
Council
Scholarships
for Women
in STEM
51
Women
Postgraduate
students
STEM
Full tuition fees,
Living stipend,
Travel costs,
Visa and health
coverage fees.
Table 4.6: Outbound International Scholarships and Fellowships Funded by Government of India
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target
Group
Field Scholarship Amount
1
National
Overseas
Scholarship
(NOS)
52
2014-15MoSJE
SC, ST,
OBC,
minorities,
women
in STEM,
first-gen
learners
Global
z20 scholarships awarded to PG
and PhD. (SC:17 & PVTGs: 3)
zTuition fee, annual Maintenance
allowance of USD 15,400 (~INR
13 lakh), Contingency Charges of
USD 1,532 (~INR 1.3 lakh), Poll
Tax, Visa Fee, Medical Insurance,
Cost of Air journey, Incidental
Journey expenses.
48
Council for Higher Education, Israel. (2023). International Scholarships and Fellowships. https://che.org.il/en/scholarships/
49
National Institute for International Education (NIIED). (2025). Global Korea Scholarship. https://www.studyinkorea.go.kr/en/
sub/gks/allnew_invite.do
50
Italian Ministry of Foreign Affairs and International Cooperation. (2025). Invest Your Talent in Italy & Italian Government
Scholarships - https://studyinitaly.esteri.it/en/home_borse
51
British Council. (2024). Scholarships for Women in STEM Programme. https://www.britishcouncil.org/study-work-create/
opportunity/scholarships/women-stem
52
Ministry of Social Justice and Empowerment. (2024, August). National Overseas Scholarship Scheme Guidelines - https://
socialjustice.gov.in/national-overseas-scholarship 77
Global Academic Mobility and Talent Attraction
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target
Group
Field Scholarship Amount
2
Overseas
Visiting
Doctoral
Fellowship
53
2018 DST
Indian
applicants
who are
fresh
PhD (not
earlier
than
preceding
2 years)
Global
zTo undertake research training
in frontier areas of Science and
Engineering
zMonthly fellowship is equivalent
to INR 1.7 lakh, one-time
Contingency/Preparatory
allowances of INR 60,000 to
cover visa fees, airport transfer
charges, medical insurance, etc.
Table 4.7: Outbound International Scholarships and Fellowships Bilaterally Funded
S No
Name
of the
Initiative
Year of
estab-
lishment
Funded
By
Target
Group
Target
Country
Key Features
1
UK-India
Education
Research
Initiative
54
2006
Bilateral
(India
and UK)
Researchers,
faculty
UK
zFor collaborative research and
innovation.
zMaximum of £200,000 (~INR 2.3
crore) over the duration of the
project.
2
Fulbright-
Nehru
Fellowships
55
2008
Bilateral
(India
and
USA)
Postgrad-
uates,
scholars,
mid-career
profession-
als
USA
zAcademic exchange, research,
leadership training fellowship.
zProvides J-1 visa support, round-
trip economy class air travel from
a fellow’s home city to the host
institution in the USA, funding for
tuition and fees, living and related
costs, and accident and sickness
coverage per USA.
3
Indo-US
Science &
Technology
Forum
56
2009
Bilateral
(India
and
USA)
Students,
scientists,
faculty
USA
zFor joint R&D, innovation
programmes annually.
zBudget of ~ $2-3 million (~INR
17.5-26.28 crores) per year.
4
Raman-
Charpak
Fellowship
57
2013
Bilateral
(India
and
France)
PhD stu-
dents in
science and
technology
France
zFor joint research and mobility.
zFor an Indian Fellow Fellowship
Support of €1,500 (~INR 1.5 lakh)
per month for daily expenses, local
travel, accommodation charges
plus Social Security charges.
53
Department of Science & Technology. (2025). Overseas Visiting Doctoral Fellowship Programme. https://dst.gov.in/overseas-
visiting-doctoral-fellowship
54
UK–India Education and Research Initiative. (2025). Overview. https://ukieri.org/about/
55
U.S.–India Educational Foundation. (2025). Fulbright–Nehru Fellowships - https://www.usief.org.in/Fulbright-Nehru-Fellowships.
aspx
56
Indo–US Science and Technology Forum. (2025). Programmes - https://www.iusstf.org/programmes
57
Indo–French Centre for the Promotion of Advanced Research. (2024). Raman–Charpak Fellowship. https://www.ifcpar-
francindia.org/raman-charpak 78Internationalisation of Higher Education in India
S No
Name
of the
Initiative
Year of
estab-
lishment
Funded
By
Target
Group
Target
Country
Key Features
5
Newton-
Bhabha
Fund
58
2014
Bilateral
(India
and UK)
Researchers,
scientists
UK
zFor joint research, training, policy
engagement.
z£735 million fund (~INR 8,528
crores) for 7 years for different
courses
6
Indo-US
Fellowship
for Women
in STEMM
(Science,
Technology,
Engineering,
Mathematics
and
Medicine)
59
2024
Bilateral
(DST,
India
and
IUSSTF,
USA)
Women
Scientists,
Engineers
and Tech-
nologists
USA
zTo undertake international
collaborative research in US HEIs.
zMonthly stipend of USD 3,000
(~INR 2.6 lakh). Additionally, airfare
up to USD 2,500 (~INR 2.2 lakh),
health insurance up to USD 1,000
(~INR 88,000), contingency funds
up to USD 750 (~INR 66,000), and
conference allowances up to USD
1,000 (~INR 88,000).
Table 4.8: Outbound International Scholarships and Fellowships Multilaterally Funded
S No
Name of the
Initiativs
Year of
Estab-
lishment
Funded By
Target
Group
Target CountryPurpose
1
Commonwealth
Scholarship
1959
Multilateral
(Commonwealth
of Nations)
Indian
citizens
UK (via
Commonwealth)
Postgraduate
and doctoral
studies
2
Marie
Skłodowska-
Curie Actions
1996
Multilateral
(European
Commission)
Early-stage
researchers
EU
Research
training
and career
development
3Erasmus+ 2014
Multilateral
(European
Commission)
Students,
faculty
EU
Academic
mobility, credit
transfer, capacity
building
India’s outbound scholarship efforts, while expanding, remain fragmented across multiple
ministries and agencies and often lack the scale seen in leading international models. This
fragmentation can result in inefficiencies in outreach, application processes, and long-term
planning. In contrast, leading host countries for international students have adopted unified, well-
funded approaches for funding international students. Programmes like Fulbright, Commonwealth
and Erasmus+ demonstrate how academic mobility is embedded within broader strategies for
global engagement and soft power projection.
4.8 GLOBAL TALENT ATTRACTION PROGRAMMES
Faculty mobility programmes are often framed as short-term academic exchanges or research
collaborations. Moving beyond temporary relocation and reintegrating diaspora scholars into
58
British Council. (2024). Newton–Bhabha Fund - https://www.britishcouncil.org/education/he-science/newton-bhabha
59
Department of Science & Technology and IUSSTF. (2025). Call for Proposals – Women in STEMM Fellowship - https://www.
dst.gov.in/indous-women-stemm-fellowship 79
Global Academic Mobility and Talent Attraction
domestic academic ecosystems, countries have institutionalised long-term return programmes
building sustained capacity for teaching, research and leadership. The Global Talent Attraction
Programmes attract, recruit and retain high-potential individuals with advanced degrees to fill
critical capability gaps, strengthen sovereign research capacity, and accelerate innovation across
sectors of national interest in a country. Two programmes in Asia that have been in operation
for more than 15 years have been elaborated below.
4.8.1 Global Best Practices for Talent Attraction
In a knowledge-driven global economy and increasingly multipolar world, governments are
focused on recruiting top scientists and technologists not just to boost their economies but as
part of their broader national agendas. The EU launched its ‘Choose Europe for Science’ initiative
in 2025, which offers a €500 million (~INR 5,000 crores) package for 2025-2027 to make Europe
a magnet for researchers. The UK Government launched the Department for Science, Innovation
and Technology Programme (Global Talent Fund) in 2025 allocating £54 million (~INR 620 crores)
to move 10 research teams to their country.
60
4.8.1.1 China: Thousand Talents Programme (TTP)
i. Background and Rationale
Launched in 2008, TTP was a flagship initiative of China, designed to attract top global talent
in science, technology, and innovation. The programme aimed to address China’s brain drain
by incentivising the return of overseas Chinese scholars and recruiting foreign experts, thereby
accelerating the country’s transition into a knowledge-driven economy. It was part of a broader
national innovation strategy aligned with policies such as Made in China 2025 and the Innovation-
Driven Development Strategy. Similarly, China’s Youth Thousand Talents Programme (YTT) targets
faculty under 40 and has recruited PhDs from globally top 100 STEM programmes.
61
ii. Programme Design and Implementation
The TTP offered significant financial and professional incentives to researchers, entrepreneurs,
and technologists, including:
zRemuneration: For full-time appointments, the programme offers signing bonuses between
¥3–5 million (~INR 72 lakh-3.6-6 crores), research grants of ¥3–5 million (~INR 3.6-6 crores),
tax-free salaries ranging from ¥600,000–¥1million (~INR 75 lakhs-1.2 crores) annually
zBonuses: One-time relocation bonuses of up to ¥1 million (~INR 1.2 crores)
zProfessional Opportunities: Access to advanced research facilities, leadership roles in
projects, and opportunities to establish new research centres.
zPersonal Support: Assistance with housing, schooling for children, and streamlined
administrative processes.
iii. Target Group and Areas:
zLong-term experts, recruited for full-time academic or research roles; short-term or part-time
roles, including sabbaticals or joint appointments.
zYouth programmes, targeting early-career researchers under 40.
The TTP primarily targeted sectors deemed critical to national interest and global competitiveness,
60
European Commission. (2025, July). Choose Europe: Advance your research career in the EU. https://commission.europa.eu/
topics/research-and-innovation/choose-europe_en
UK Research and Innovation. (2025, June 23). UK launches scheme to attract world-class researchers. https://www.ukri.org/
news/uk-launches-scheme-to-attract-world-class-researchers/
61
Shi, D., Liu, W., & Wang, Y. (2023, September 22). Evaluating the success of China’s “Young Thousand Talents” STEM
recruitment program. Stanford Center on China’s Economy and Institutions. https://sccei.fsi.stanford.edu/china-briefs/
evaluating-success-chinas-young-thousand-talents-stem-recruitment-program 80Internationalisation of Higher Education in India
including, AI and big data, quantum information science, aerospace and advanced manufacturing,
biotechnology and medical innovation, green energy technologies, and cybersecurity and
military-civil fusion (MCF) domains.
iv. Success and Impact of the TTP
The TTP has significantly contributed to China’s scientific and technological advancement:
zTalent Acquisition: Attracted over 7,000 high-level experts globally in the first decade.
zResearch Output: Participants in the Young Thousand Talents (YTT) programme demonstrated
increased productivity, particularly in resource-intensive fields like chemistry, life sciences,
and engineering.
62
zInstitutional Development: Enhanced the global rankings of Chinese universities and
established cutting-edge research centres in key technological areas.
zInnovation Clusters: Supported the growth of national innovation hubs, such as Zhongguancun
Technology Hub, Beijing and the Suzhou Industrial Park, Jiangsu.
v. Reform and Rebranding
The Chinese Government restructured the TTP post-2018:
zDecentralization: Transitioned from a centralized programme to localized initiatives managed
by universities and provincial governments.
zRebranding: Introduced new programmes like the “High-End Foreign Experts Programme”
and institutional talent plans.
zContinued Focus: Maintained the core objective of attracting global talent to bolster China’s
innovation ecosystem.
4.8.1.2 South Korea: Talent Attraction Programmes
i. Background and Rationale
South Korea has long recognised the critical role of human capital in sustaining its transformation
from a manufacturing-led to a knowledge-based economy. To counteract the outmigration of
Korean scientists and researchers in the 1980s and 1990s, the South Korean government launched
a series of programmes aimed at attracting homegrown talent back to the country.
One of the most notable efforts was the “Brain Return 500 Project”, launched in 1994 under the
Ministry of Science and Technology (now MSIT). This was followed by complementary initiatives
such as the KOFST Returnee Programme, supported by the Korean Federation of Science and
Technology Societies (KOFST) and the National Research Foundation of Korea (NRF).
These programmes aimed to reverse brain drain, strengthen national R&D capacity, and position
South Korea as a global hub for innovation, especially in sectors like biotechnology, ICT,
nanotechnology, and green energy.
ii. Programme Design and Implementation
a. Brain Return 500 (1994–2002)
Goal: Bring back 500 elite Korean researchers from abroad.
Target Group: Korean nationals with PhDs and postdoctoral experience abroad, especially in the
U.S., Europe, and Japan.
Benefits:
zInitial Research Grants: ~$100,000–$300,000 (~INR 87 lakh-2.6 crore) for lab setup and
equipment.
62
Snyder, A. (2023, January 10). China’s talent program increased young scientists’ productivity, study says. Axios. https://www.
axios.com/2023/01/10/china-funding-young-scientists-productivity 81
Global Academic Mobility and Talent Attraction
zInstitutional Placement: Priority hiring in national universities, government labs, and strategic
R&D centres.
zRelocation Assistance: Housing and family integration support (including schooling and
spousal employment services).
The programme surpassed its goal and significantly bolstered faculty strength at Korea’s
top institutions, including Korea Advanced Institute of Science & Technology (KAIST), Pohang
University of Science and Technology (POSTECH), and Seoul National University (SNU).
b. Korean Federation of Science and Technology Societies (KOFST) Returnee Programme (Ongoing)
Support Provided:
zSalary subsidies and competitive fellowships for returnees
zFunding for joint research with domestic scientists
zMentorship and networking support to ease re-integration
zLinks with industry partners for technology transfer or entrepreneurship.
iii. National Research Foundation (NRF) Returnee Tracks (Ongoing)
zResearch Professor Tracks for postdoctoral returnees.
zMid-career fellowships for scientists joining from top global labs.
zSpecific quotas set aside for overseas Koreans in flagship R&D projects (especially under
Korea’s “Third S&T Basic Plan”).
These programmes have been particularly effective in enhancing capacity in Semiconductors
and ICT, Biotechnology and Biomedical Engineering, Nuclear and Renewable Energy, Artificial
Intelligence and Robotics, and Space and Defense Technologies. They align with national priorities
under the Korean New Deal, K-Research Infrastructure, and Innovation Growth Engine Initiatives.
iv. Success and Impact
zReversal of Brain Drain: Over 1,200 high-level researchers returned through Brain Return 500
and affiliated programmes by the early 2000s.
zFaculty Excellence: Returnees now form a significant portion of tenured faculty at institutions
like KAIST, SNU, and Yonsei University.
zR&D Boost: South Korea’s GERD (Gross Expenditure on R&D) as a % of GDP rose from 1.87%
in 1995 to over 4.8% by 2022 — one of the highest globally.
zGlobal Rankings: South Korean universities and labs rose in international citation indexes,
aided by returnee-led publications and patents.
zIndustrial Linkages: Many returnees transitioned into leadership roles in Samsung, LG,
Hyundai, and state-funded think tanks.
4.8.2 Strategies for India to Attract Global Talent
India must plan to scale its existing programmes to include long-term or permanent supernumerary
positions in India. The following lessons can be drawn from global talent attraction programmes:
i. Scale and Targeting: China and Korea both identified strategic disciplines and clear numerical
targets (e.g., 500 scientists), enabling focused recruitment efforts accordingly.
ii. Integration, not Transaction: Both countries embedded returnees into faculty positions,
research leadership, and national labs, rather than viewing them as short-term visitors.
iii. Strong Government-University Partnership: National ministries coordinated closely with elite
universities and R&D centres, ensuring institutional readiness.
iv. Incentive Structures: Programmes included relocation grants, lab funding, family support,
and clear tenure pathways, often missing in Indian schemes. 82Internationalisation of Higher Education in India
v. Long-Term Vision: These were not standalone fellowships but part of broader innovation and
education strategies (e.g., Made in China 2025, Korea’s S&T Plans).
India should deepen its investment in research and development, fortify its higher education
institutions, and create expansive opportunities for entrepreneurship and innovation. This
includes establishing globally benchmarked universities, instituting competitive research funding,
and fostering collaborative ecosystems with international academic and industry partners. It
should also create fast-track academic re-entry pathways for Indian PhDs and postdocs abroad,
establish return-based mobility tracks, and enable dual appointments or joint faculty roles
between Indian and foreign HEIs to attract Indian diaspora.
63
4.8.3 Indian Initiatives for Diaspora Talent Attraction
India has launched faculty mobility and diaspora-focused initiatives such as the GIAN, VAJRA, and
various fellowships mentioned in Table 4.9 to attract global Indian talent to national institutions.
However, these programmes are yet to achieve the scale, visibility and institutional integration
seen in the global best practices.
Table 4.9: Fellowship Offered To Indian Orgin Scientists By Government Of India
S No
Name of
the Schol-
arship
Year of
Estab-
lishment
Offered
By
Target
Countries
Key
Features
Key Features
1
Ramanujan
Fellowship
64
2005-06DST Global UK
zFor Indian scientists and engineers
from outside India to take up
scientific research positions in
India.
zIt provides a monthly amount
of INR 1,35,000 (including HRA).
Additionally, fellows receive an
annual research grant of INR 7
lakh and INR 60,000 as overhead
charges to the host institute.
2
Department
of Bio-
technology
(DBT) Energy
Biosciences
Overseas
Fellowships
65
2006-07DBT Global USA
zFor young scientists of Indian
origin working overseas to pursue,
complement and enhance the
quality of R&D in energy related
biosciences in Indian HEIs.
zIt provides INR 75, 000 per month
and a contingent grant of INR 5 lakhs
/year, international and domestic
travel, hiring of manpower.
zIndian host institutions can
consider giving additional benefits
as applicable to regular faculty.
63
The Daily Star. (2025, February 20). How to build a conducive environment for innovation and research. Future Forged:
Youth at the Helm. https://www.thedailystar.net/supplements/anniversary-supplement-2025/future-forged-youth-the-
helm/news/how-build-conducive-environment-innovation-and-research-3827956
64
Department of Science & Technology. (2025). Ramanujan Fellowship Guidelines. https://dst.gov.in/ramanujan-fellowship
65
Department of Biotechnology. (2024). Energy Biosciences Overseas Fellowships. https://dbtindia.gov.in/energy-biosciences-
overseas-fellowships 83
Global Academic Mobility and Talent Attraction
S No
Name of
the Schol-
arship
Year of
Estab-
lishment
Offered
By
Target
Countries
Key
Features
Key Features
3
Ramalin-
gaswami
Re-entry
Fellowship
66
2006-07DBT Global USA
zFor Indian scientists working
abroad in biotechnology and life
sciences to return to India and
pursue research careers.
zThe Fellow will receive a grant
of INR 1,35,000 per month,
research support grant of
INR 13,00,000 per annum for
purchase of consumables, minor
equipment, domestic travel,
engaging project staff and other
contingent expenditure to be
incurred in connection with the
implementation of the project.
zThe Host institute will receive
INR 50,000 per annum towards
institutional overhead under the
project.
4
VAIshwik
BHArtiya
Vaigyanik
(VAIBHAV)
Fellowship
67
2023 DST Global France
zAwards outstanding scientists and
technologists of Indian origin (NRI/
OCI/PIO) to engage in research
activities with Indian HEIs.
zIt offers a stipend of INR 4,00,000
per month for a minimum of
1 month and a maximum of 2
months per year, with a total
fellowship duration not exceeding
3 years.
The Scientists/ Technologists of Indian Origin (STIO) in Indian research Laboratory is a provision
to appoint Scientists and Technologists of Indian Origin (STIO) on a contractual basis at Council
of Scientific and Industrial Research (CSIR) laboratories to nurture a research field in their area
of expertise. The Senior Research Associateship (SRA) Scientist’s Pool Scheme is primarily meant
to provide temporary placement to highly qualified Indian scientists, engineers, technologists,
and medical personnel returning from abroad, who are not holding any employment in India.
Both are led by the Ministry of Science & Technology. DBT under the Ministry of Science and
Technology, in collaboration with the Wellcome Trust supports a three-tier fellowship programme
on biomedical research at post-doctoral level.
4.8.4 Challenges faced by Diaspora Talent in India
Since 2011, over 16 lakh individuals have renounced Indian citizenship, highlighting concerns
over talent outflow.
68
In 2024 alone, 13 lakh students pursued higher education abroad, largely
driven by the availability of superior research and academic infrastructure. A 2023 study found
66
Department of Biotechnology. (2025). Ramalingaswami Re-entry Fellowship. https://dbtindia.gov.in/ramalingaswami-re-
entry-fellowship
67
Department of Science & Technology. (2025). VAIBHAV Fellowship Scheme. https://dst.gov.in/vaibhav-fellowship
68
The Hindu. (2023, February 14). https://www.thehindu.com/news/national/over-16-lakh-people-renounced-indian-
citizenship-since-2011-says-government-data/article66489409.ece 84Internationalisation of Higher Education in India
that 36% of the top 1,000 and 62% of the top 100 JEE scorers had emigrated.
69
This sustained
migration of high-performing individuals poses a challenge to India’s global competitiveness in
critical sectors. For resolving this, some of the key challenges that need to be resolved include:
zEconomic Incentives and Work-Life Balance: Many professionals migrate in pursuit of
significantly higher salaries and improved working conditions. In India, low wages, inadequate
facilities, and intense competition often drive skilled individuals to seek better work-life
balance abroad.
zLimited Academic and Research Infrastructure: Despite ongoing improvements, Indian
institutions lag behind global standards in research and innovation. As a result, professionals
in academia and R&D often relocate to countries offering better infrastructure and
opportunities.
zGovernance and Institutional Challenges: Political instability and bureaucratic inefficiencies
hinder professional growth. Concerns related to quality of life also influence decisions to
emigrate.
zRestricted Career Advancement and Recognition: Limited prospects for career progression and
insufficient recognition in certain sectors discourage talent retention. In contrast, countries
that prioritise meritocracy and professional development attract Indian professionals.
4.9 CONCLUSION
The landscape of academic mobility is rapidly evolving in response to technological advancements,
environmental imperatives, and the need for more inclusive and adaptable models. Emerging
trends are shaping the next generation of academic mobility programmes, providing a foundation
for more flexible internationalisation practices. Embedding equity, diversity and inclusion goals
into these programmes is also essential to expand access and foster global collaboration. India
should proactively design and implement mobility programmes that facilitate the inbound
movement of students and faculty and attract global talent to its HEIs.
One-third of the tech workforce spearheading innovation in Silicon Valley comprises Indians,
with nearly 40% of the region’s CEOs or founders having roots in South Asia, particularly India.
70
This diaspora represents an unparalleled intellectual and entrepreneurial resource that can be
mobilized to mentor, invest in and directly contribute to building India’s knowledge economy.
To realize the vision of Viksit Bharat@2047 and meet the ambitious goals set out in NEP 2020,
India must strategically reposition itself as a global magnet for talent with robust Global Talent
Attraction Programmes that not only retain high-potential Indian professionals but also attract
leading minds from across the world.
Kumar, S., & Bhatacharjee, S. (2025, July). The exodus of talent: Understanding brain drain from India. University News,
Association of Indian Universities (AIU).
70
Goyal, P. (2024, September 17). Piyush Goyal proposes indigenous Silicon Valley to promote startup ecosystem. The
Economic Times. https://economictimes.indiatimes.com/tech/technology/piyush-goyal-proposes-indigenous-silicon-
valley-to-promote-startup-ecosystem/articleshow/113414607.cms 85
Chapter
INTERNATIONAL ACADEMIC
COLLABORATIONS
Chapter
5 86Internationalisation of Higher Education in India
5.1 OVERVIEW
In an increasingly interconnected world, academic collaborations between Indian and foreign HEIs
have emerged as a key pillar for achieving India’s vision of creating world-ready talent. Twinning,
joint degree, and dual degree programmes offer structured pathways for students to access
global educational experiences while also strengthening academic and research capacity of
Indian HEIs. Compared to branch campuses, hybrid joint campuses, and global centres, they offer
cost and time advantages as they do not require physical infrastructure, demand significantly
lower investment, and provide flexibility to operate on either a short-term or long-term basis.
These models can help reshape curricula and pedagogy, and realise institutional aspirations of
meeting global standards and practices. This introduction of academic collaborations is being
supported at the systemic, institutional and student levels as elaborated below.
i. Vision of NEP 2020 and UGC Regulations
NEP 2020 provides a transformative framework that encourages Indian HEIs to become globally
engaged institutions. It underscores the need to equip students with the competencies necessary
to succeed in a dynamic global workforce. For achieving this, it explicitly supports the idea of
student exchanges, international research partnerships, and mutual recognition of qualifications.
It advocates for the facilitation of international students studying in India, as well as Indian
students accessing learning opportunities abroad. It encourages Leading Public and Private HEIs
to develop mutually beneficial MoUs with reputed foreign institutions, to promote a vibrant
exchange of ideas, faculty, and academic programmes.
To operationalise the goals outlined in the NEP 2020, UGC has issued the Academic Collaboration
between Indian and Foreign Higher Educational Institutions to offer Twinning, Joint Degree, and
Dual Degree Programmes Regulations, 2022. These guidelines enable:
zSeamless academic partnerships between Indian and foreign HEIs. 87
International Academic Collaborations
zFlexibility in course delivery, credit recognition, and dual certification.
zFrameworks for quality assurance and institutional autonomy in designing collaborative
programmes.
To establish a framework for recognizing and granting equivalence to qualifications obtained
from foreign educational institutions at both school and higher education levels, UGC has
also issued the Recognition and Grant of Equivalence to Qualifications obtained from Foreign
Educational Institutions Regulations, 2025.
1
These guidelines enable smooth academic mobility
and ensure foreign qualifications are evaluated fairly and consistently.
ii. Institutional Aspirations for Academic Collaboration
Based on insights gathered from stakeholder consultations held as a part of this study, the
following motivations emerged from Indian HEIs to invest in academic collaborations:
zGlobal Rankings and Visibility: International collaborations can improve global rankings
by boosting indicators such as international student and faculty ratios, and collaborative
research output.
zCurriculum Internationalisation: Exposure to global academic practices enables Indian HEis
to redesign curricula that meet international benchmarks.
zDiverse Perspectives: A multicultural classroom can enrich the learning environment, promote
critical thinking and global citizenship among students.
zAlumni Networks: Returning international students often form alumni chapters that enhance
India’s soft power and global presence.
zRevenue Diversification: International students contribute to internal revenue through higher
tuition fees. Diversifying student cohorts can reduce financial dependence on domestic sources.
iii. Student Demand for International Exposure
Twinning, joint, and dual degree programmes reflect a paradigm shift in the role of Indian HEIs
from preparing students primarily for national roles to equipping them for a global future along
with the capability to research and contribute to global challenges. For these initiatives to succeed,
Indian HEIs must adopt a strategic approach in identifying compatible foreign partners, designing
relevant curricula, and building institutional capacity to manage such programmes effectively.
Figure 5.1: Survey Responses on Perception of HEI on the Impact of Internationalisation on Learning Outcomes and
Employability of Graduates
1
University Grants Commission (Recognition and Grant of Equivalence to Qualifications Obtained From Foreign Educational
Institutions) Regulations, 2025 Retrieved from https://equivalence.ugc.ac.in/uploads/regulation.pdf 88Internationalisation of Higher Education in India
The following motivating factors for students to search for avenues of learning beyond their
national boundaries have emerged from the survey responses:
zEnhanced Employability: Exposure to international pedagogies and work environments can
boost students’ readiness for global careers.
zAccess to Global Knowledge Systems: Students can benefit from cross-border faculty
expertise, interdisciplinary learning, and state-of-the-art facilities.
zSocial Capital: International degrees and multicultural experiences can add to students’
social capital and open doors to global opportunities.
zCost Efficiency: Twinning models allow students to complete part of their studies in India,
thereby significantly reducing the tuition and living costs associated with a foreign degree.
zResearch Exposure: Dual and joint degree programmes often include research collaboration,
enabling students to publish and co-author with global faculty.
5.2 FACTORS INFLUENCING SELECTION OF HEIs BY INTERNATIONAL
STUDENTS
International students consider a range of academic, financial, and cultural factors when selecting
a foreign university that aligns with their goals and circumstances.
Academic programmes are often more attractive to international students as they involve lesser
time and financial commitments. Affordability and scholarships play a crucial role, since high
tuition fees can be a major deterrent.
2,3
The availability of financial aid and scholarships such as
Fulbright, DAAD, or Commonwealth scholarships can therefore significantly enhance international
enrolment. Students are also guided by the discipline and specialisation offered, often opting
for international HEIs to pursue degrees in highly competitive fields that are underrepresented
in their home countries, such as medicine or data science. Post-study work opportunities are
another key consideration, with countries offering clear post-study pathways (e.g., UK and
Australia) proving especially attractive to students seeking international careers.
4,5
The language of instruction also shapes student preferences, as the availability of English-
medium programmes, increases accessibility and global appeal. Institutional reputation and
rankings remain a major influence on perceptions of quality, while recognition and entry criteria,
including ease of credit transfer and degree recognition, determine eligibility for further studies
such as Master’s or PhD programmes. Finally, campus inclusion and integration, supported by
formal and informal student support mechanisms and a high quality of campus life, are essential
for fostering an inclusive and enriching academic experience.
5.3 TWINNING, JOINT DEGREE AND DUAL DEGREE PROGRAMMES IN
INDIA: AN OVERVIEW
UGC (Academic Collaboration between Indian and Foreign Higher Educational Institutions to offer
Twinning, Joint Degree and Dual Degree Programmes) Regulations, 2022,
6
offer a roadmap for
2
Times Higher Education. (n.d.). Scholarships for African students to study abroad. Retrieved from https://www.
timeshighereducation.com/student/advice/scholarships-african-students-study-abroad
3
Ndofirepi, E., Farinloye, T., & Mogaji, E. (2020). Marketing mix in a heterogeneous higher education market: A case of Africa.
Retrieved from https://core.ac.uk/download/266983021.pdf
4
British Council. (n.d.). Graduate route: After your studies. Retrieved from https://study-uk.britishcouncil.org/after-your-
studies/graduate-route
5
World Education Services. (2017, October). Career expectations, experiences, and outcomes of U.S.-educated international
students: What we learned. Retrieved from https://wenr.wes.org/2017/10/career-expectations-experiences-and-outcomes-
of-u-s-educated-international-students-what-we-learned
6
University Grants Commission. (n.d.). UGC regulations to offer twinning, joint degree, and dual degree programmes.
Retrieved from https://www.ugc.gov.in/pdfnews/4555806_UGC-Acad-Collab-Regulations.pdf 89
International Academic Collaborations
Twinning, Joint Degree and Dual Degree Programmes in India. The Degree awarded under these
Regulations shall be equivalent to any corresponding degree with no further requirement of
seeking equivalence from any authority. The degree shall have all benefits, rights and privileges
as obtained in the case of a degree ordinarily awarded by an Indian HEI. The programmes offered
under these Regulations shall not be allowed in online and ODL mode.
5.3.1 Eligibility of Indian and Foreign HEIs for the Programmes:
zIndian HEIs must be accredited by NAAC with a minimum score of 3.01/4, or be in the top
1000 of Times Higher Education or QS World University Rankings, or top 100 in NIRF university
rankings at the time of application.
zForeign partner institutions must be in the top 1000 of Times Higher Education or QS World
University Rankings.
5.3.2 Key Features of the Programmes:
Based on the UGC Regulations, following are the key features of Twinning, Joint Degree and Dual
Degree Programmes in India:
5.3.2.1 Twinning Programme
A Twinning Programme is a collaborative arrangement where students enrolled in an Indian HEI
undertake their programme partly in India and partly in a Foreign HEI (FHEI). Twinning offers
flexibility and cost-effectiveness by allowing students to start in India and finish abroad, gaining
international exposure without the full financial burden of studying overseas.
i. Degree Award: The degree is awarded solely by the Indian HEI, even though students complete
part of their studies in the FHEI.
ii. Credits: Credits earned at the FHEI shall count towards the final degree, but must not exceed
30% of the total programme credits and must be acquired through the conventional mode
i.e., face-to-face interaction in a regular classroom environment, although supplementary
online instruction is allowed.
iii. Fee Structure: The fee for the full duration of the programme, including courses delivered by
the FHEI, must be publicly disclosed at the time of admission and should remain reasonable
and affordable to ensure equitable access to quality higher education.
iv. Regulatory Compliance: Degrees awarded must conform to Section 22(3) of the UGC Act, 1956,
and meet all academic and procedural norms of the relevant statutory authorities authorized
to confer degrees. The right of conferring or granting degrees shall be exercised only by a
University established or incorporated by or under a Central Act, a Provincial Act or a State
Act or an institution deemed to be a University under section 3 or an institution specially
empowered by an Act of Parliament to confer or grant degrees.
v. Curriculum Overlap: Credits earned from the FHEI must not be based on overlapping content
already offered by the Indian HEI, ensuring academic distinction between modules.
vi. Transcript: Each participating HEI must issue transcripts for their respective course
components, with remarks indicating modules completed at the partner institution.
vii. Exit Option: Participating HEIs must define clear exit options for students unable to complete
the Twinning Programme, specifying how the earned credits will be considered in future
academic pathways.
5.3.2.2 Joint Degree Programme
In a Joint Degree Programme, the curriculum is jointly developed and delivered by an Indian
HEI and a FHEI, and upon successful completion, a single joint degree certificate is awarded
by both HEIs. Joint degrees offer a comprehensive academic experience combining faculty and 90Internationalisation of Higher Education in India
infrastructure from both HEIs. Students benefit from international perspectives, diverse academic
environments, and cross-border collaboration, enriching their global employability.
i. Degree Award: The degree is jointly conferred by both the Indian HEI and the FHEI through
a single certificate upon completion of all academic requirements.
ii. Credits: Students must earn a minimum of 30% of total credits from each HEI, and all credits
must be earned through conventional mode (classroom-based, face-to-face interaction).
Courses must not have overlapping content, and evaluation must be conducted only by the
HEI where the student has registered for that course.
iii. Fee Structure: The complete fee structure, including components related to the FHEI, must
be announced at the time of admission and should be reasonably structured to ensure
affordability and access.
iv. Regulatory Compliance: The Joint Degree Programme must comply with Section 22(3) of
the UGC Act, 1956, including the prescribed nomenclature, duration, eligibility norms, and
standards for degree programmes.
v. Doctoral Degree: For joint doctoral programmes, the student must have supervisors from
both HEIs, spend at least one semester at each HEI, and submit a single thesis based on a
jointly developed framework.
vi. Transcript: Each HEI must issue a transcript for their respective courses, with a remark
indicating that the student has taken certain modules at the partner HEI.
5.3.2.3 Dual Degree Programme
The Dual Degree Programme is a jointly designed programme in the same discipline or subject
area and level, where the Indian HEI and FHEI independently confer their respective degrees
to students after completion of each institution’s degree requirements. Dual degrees enable
students to gain two internationally recognized qualifications in a shorter timeframe than
pursuing them independently, boosting their skillset, cross-cultural exposure, and global career
prospects.
i. Degree Award: Both the HEIs award their own separate degrees simultaneously, and this
cannot be confused with two degrees in unrelated disciplines or levels pursued at the same
time.
ii. Credits: Students must earn at least 30% of the total credits from the Indian HEI, and all
credits must be acquired in the conventional mode (face-to-face classroom instruction).
Credits earned at one HEI will be considered toward degree requirements of both HEIs,
provided there is no curricular overlap, and students are evaluated once per course by the
HEI delivering it.
iii. Fee Structure: The total programme fees, including the FHEI components, must be declared
upfront during admission and should remain equitable and affordable for broader accessibility.
iv. Regulatory Compliance: Degrees awarded must comply with Section 22(3) of the UGC Act,
1956, and fulfil the degree requirements of both participating HEIs, in accordance with the
applicable academic regulations.
v. Admission Requirements: Students must meet the eligibility criteria of both HEIs and are
required to apply and gain admission separately to both HEIs.
vi. Doctoral Degree: In a dual doctoral programme, the student must be supervised by faculty
from both HEIs, complete at least one semester of residence at each, and submit a unified
thesis under a jointly agreed framework.
vii. Transcript: Each of the HEIs must issue a transcript for its respective courses, with a remark
indicating that the student has taken certain modules at the partner HEI. 91
International Academic Collaborations
5.3.3 Comparison between Twinning, Joint Degree and Dual Degree Programmes
Table 5.1: Comparison between Twinning, Joint Degree and Dual Degree Programmes
S.No. Aspect
Twinning
Programme
Joint Degree Programme Dual Degree Programme
1Definition
Study split
between Indian
HEI and FHEI
Jointly designed
curriculum with one
joint certificate
Jointly designed same-
discipline programme with 2
degrees
2
Degree
Awarded By
Indian HEI only
Indian HEI and FHEI
(joint single certificate)
Indian HEI and FHEI (separate
degrees)
3
Credit
Requirements
Max 30% credits
from FHEI
Min 30% from each HEI Min 30% from Indian HEI
4
Mode of
Learning
Conventional mode
only
Conventional mode
only
Conventional mode only
5Evaluation
As per HEI offering
the course
One exam per course,
by offering HEI
One exam per course, by
offering HEI
6Transcript
Separate
transcripts with
module remarks
Separate transcripts
with module remarks
Separate transcripts with
module remarks
7
Admission
Requirement
Admission to
Indian HEI only
Typically coordinated/
adapted
Separate admission to both
HEIs
8
Doctoral
Requirement
Not specified
1 semester in each,
joint supervisors, 1
thesis
1 semester in each, joint
supervisors, 1 thesis
9Fee DisclosureAt admission At admission At admission
10Fee Autonomy
Institutional
autonomy with
fairness
Institutional autonomy
with fairness
Institutional autonomy with
fairness
11Major Benefit
Cost-effective,
allows students to
start in India and
finish abroad with
global exposure
Combines academic
strength of both HEIs,
offers international
faculty and academic
diversity
Two full qualifications in less
time, international exposure,
improved global employability
5.4 JOINT DEGREE PROGRAMMES: COMPREHENSIVE ANALYSIS
Joint degree programmes are the most complex to implement compared to twinning and dual
degree programmes due to their requirement for academic, administrative, and legal integration
between partnering institutions. Unlike dual degrees, which allows students to pursue two
separate degrees from each institution independently, joint degrees necessitate the creation of
a single, co-designed curriculum that must be jointly delivered, assessed, and accredited. This
involves harmonizing academic calendars, grading systems, credit equivalence, and regulatory
compliance across national and institutional boundaries, often entailing time-consuming
negotiations and legal agreements.
Additionally, the issuance of a single diploma with logos and official seals from multiple
universities adds another layer of regulatory complexity. In contrast, twinning programmes are 92Internationalisation of Higher Education in India
relatively simpler, as they primarily involve credit transfer from one institution to another without
the need for a unified credential or full curriculum integration. Hence the following section
highlights certain factors that are essential to keep in mind while formulating a joint degree.
5.4.1 Stages for Development of a Joint Degree Programme
Based on extensive stakeholder consultations, the following stages have emerged:
Figure 5.2: Process Flow for Developing Joint Degree Programmes
Stage 1: Letter of Intent (LoI): A non-binding declaration expressing mutual interest in developing
a joint programme, outlining the initial proposal and implementation timeline.
Stage 2: Curriculum Design: Partners align on academic structure, credit system, and learning
outcomes, forming the basis of the formal MoU.
Stage 3: Quality Assurance: Academic standards, accreditation, and global benchmarks are
ensured across all institutions involved.
Stage 4: Memorandum of Understanding (MoU) / Memorandum of Agreement (MoA): A binding
agreement detailing roles, responsibilities, academic framework, governance, finances, degree
structure, IP rights, and dispute resolution.
Stage 5: Student Support and Logistics: Covers travel, accommodation, visas, and cultural
orientation to ensure a smooth transition and integration for students.
5.4.2 Key Enablers for Effective Joint Degree Implementation
i. Develop clear and standardised articulation agreements
zThe formal agreements with partner HEIs should mention the equivalence of credits. Credits
earned at one HEI should be transferable to another either ‘as is’ or with an agreed formula.
zEuropean Credit Transfer and Accumulation System (ECTS) and US Credit Transfer are well-
established frameworks to standardise credit values and avoid discrepancies in credit hour
conversions.
ii. Create detailed course catalogues
zCatalogues that clearly define course descriptions, learning outcomes, and how they align
with the joint degree’s objectives.
zProvide access to course syllabi that describe the content, teaching methods, and assessment
standards, allowing each HEI to evaluate alignment with their academic requirements.
iii. Implement centralized credit transfer systems
zTracking and managing credit transfers in real-time can be established via digital platforms. 93
International Academic Collaborations
Automation can expedite the evaluation and approval of transferred credits, reducing
administrative burdens.
zMaintain a shared database of courses pre-approved for transfer across institutions to avoid
repetitive evaluations of standard courses.
iv. Streamline communication between institutions
zEstablish cross-institutional advisory teams comprising faculty members and administrators
who regularly address and resolve course equivalency and transfer credit issues. Open
communication channels ensure all partners stay informed about changes in curricula or
policies.
zCoaching by the student affairs/ foreign office must ensure students are given accurate,
timely guidance on which courses to take for optimal credit transfer.
v. Flexible credit transfer policies
zDevelop flexible credit transfer policies that reflect the unique nature of joint programmes,
especially in cases of internships, study abroad experiences, or non-traditional learning
pathways (e.g., online courses).
zAllow credit for prior learning or professional experiences relevant to the joint programme
and ensure these can be transferred efficiently between the participating HEIs.
vi. Clarify admission and transfer deadlines
zEnsure that credit transfer and course registration deadlines are clearly defined and
communicated in advance to avoid delays in the transfer process, especially when students
move between HEIs during different terms.
zAlign academic calendars across HEIs in the joint programme or offer flexible options for
students to begin or complete their coursework at different times.
vii. Transparency and student support
zProvide transparent and consistent guidelines for students regarding credit transfer processes,
eligibility, and possible restrictions on credit acceptance.
zOffer dedicated support staff who are well-versed in the nuances of joint programmes and
credit transfers to help students navigate the system efficiently.
viii. Monitor and assess credit transfer effectiveness
zRegularly evaluate the transfer process by collecting feedback from students, faculty, and
administrative staff to identify potential challenges or inefficiencies.
zContinuously update articulation agreements and course equivalencies based on evolving
academic standards, programme changes, and participant feedback.
ix. Encourage more cross-institutional recognition of assessment practices
zAlign the assessment methods (such as grading rubrics, examination formats, etc.) across
participating HEIs so that students’ achievements are assessed in a way that allows them
to be easily transferable between HEIs without ambiguities.
zEducate end-users on these differences, including implementing various conversion tools or
equivalency charts that help translate grades between HEIs where differences exist.
x. Encourage cultural and institutional integration
zEncourage cultural and academic integration activities between HEIs, such as joint seminars,
student forums, and collaborative projects that enhance students’ ability to engage with
different educational and cultural contexts.
zJointly engage academic counselling to help students navigate the cultural and institutional
obstacles that might impact their educational progression and credit recognition. 94Internationalisation of Higher Education in India
5.5 ADVANTAGES OF INTERNATIONAL ACADEMIC COLLABORATIONS
Several Leading Indian HEIs recognise the significant opportunities that internationalisation
presents. Figure 5.3 indicates that according to the survey conducted, 51% of universities report
that their collaborative academic programmes have been successful and effective. This success
is further evidenced by increased participation, with 26% of universities seeing an increase in
the number of students participating in exchange programmes and 15% noting more faculty
engagement in international exchange programmes, indicating a positive trajectory for academic
collaborations and global mobility within the Indian higher education system.
Figure 5.3: Survey Response on Positive Impacts of Internationalisation as articulated by Indian Universities
Note: Since the respondents could choose more than one objective, the percentages do not cumulatively add to 100.
Internationalisation of higher education need not rely solely on capital-intensive models like
International Branch Campuses (IBCs) or offshore campuses. Collaborative academic models such
as twinning, joint, and dual degree programmes offer an agile, cost-effective, and academically
enriching alternative. These models enable HEIs to harness the benefits of international
partnerships without the significant financial, operational, and regulatory burdens associated
with establishing a physical presence abroad.
By leveraging joint academic collaborations, HEIs can partner with multiple FHEIs simultaneously,
each bringing domain-specific expertise. This flexibility allows Indian HEIs to offer diverse,
globally aligned curricula and reach broader student markets. Listed below are the advantages
of International Academic Collaborations:
zMulti-Institutional Collaboration: Unlike IBCs that tie an institution to one geographic location
or partner HEI, joint and dual degree models allow simultaneous collaboration with multiple
globally reputed HEIs, each excelling in different disciplines.
zWider Student Reach: These models attract students from a wider geographic pool, both domestic
and international, especially those seeking globally recognised degrees at a fraction of the cost.
zCost-Efficient Internationalisation: They eliminate the need for physical campuses abroad,
reducing financial, legal, and operational risks while achieving similar internationalisation
goals.
zStrengthened Academic Collaboration: These programmes enable collaborative teaching,
shared research, and exchange visits with top-tier universities enhancing curriculum quality
and global exposure.
zImproved Student Performance: Exposure to diverse academic environments and cultures
improves student adaptability, global competencies, and employment outcomes. 95
International Academic Collaborations
zBuilt-In Internationalisation Credentials: The presence of collaborative degrees itself signals a
strong commitment to internationalisation, a core criterion in global rankings like QS and THE.
zEnhanced Research Productivity: These partnerships often lead to joint research projects
and co-authored publications in high-impact journals, improving citation scores and research
visibility.
zExpanded Global Visibility: Co-branded degrees with prestigious FHEIs increase the home
university’s visibility and enable further academic collaborations worldwide.
zIncreased Institutional Attractiveness: By offering globally oriented programmes, HEIs can
attract top-performing students and faculty, enhancing competitiveness and academic
quality.
zScalable and Adaptable Model: Unlike fixed-location campuses, collaborative models can be
scaled, adapted, or diversified based on emerging academic trends or partner availability.
5.6 CHALLENGES THAT HINDER INTERNATIONAL ACADEMIC
COLLABORATIONS IN INDIA
Competition in this space is fierce, with most reputed FHEIs investing significant funds
and resources towards it. For this reason, Leading HEIs desirous of international academic
collaborations need to make substantial investments to appeal to a global audience. However,
they face multiple roadblocks, which emerged during the extensive stakeholder consultations.
These have been elaborated below:
zRegulatory Complexity: Navigating domestic and international regulations, accreditation
norms, and recognition frameworks can be time-consuming and administratively burdensome.
zAcademic Alignment: Harmonising curricula, credit systems, grading structures, and learning
outcomes across HEIs with different academic traditions is challenging.
zQuality Assurance and Compliance: Maintaining consistent academic standards across HEIs
and ensuring mutual recognition of degrees requires robust quality assurance mechanisms.
zCoordination Delays: Institutional bureaucracies, differing academic calendars, and slow
decision-making processes can delay programme design and implementation.
zLimited Institutional Capacity: Many HEIs lack the administrative and academic infrastructure
(e.g., dedicated international offices, experienced staff) needed to manage complex
international collaborations.
zFunding Constraints: While less capital-intensive than IBCs, academic collaborations still
require financial resources for faculty mobility, joint governance, programme development,
and student support.
zFaculty Resistance: Faculty may be reluctant to adopt co-teaching models, modify curricula,
or engage in joint supervision due to increased workload or lack of incentives.
zStudent Mobility Challenges: Visa restrictions, cost of living abroad, and cultural adjustment
issues may hinder Indian students participation in international components.
zSustainability and Continuity: Ensuring long-term commitment from both partners and
updating agreements in line with evolving academic and regulatory standards can be difficult.
zRecognition and Credit Transfer Issues: Problems in the recognition of credits or degrees
by local regulatory bodies or future employers can undermine the credibility of such
programmes.
zMarketing: Overseas outreach and awareness-building machinery for FHEIs has been active
for decades. A Branding, Communication, and Outreach (BCO) strategy is required for the
same. 96Internationalisation of Higher Education in India
zInfrastructure: HEIs need to upgrade to ‘international quality’ infrastructure including
classrooms, auditoriums, student dorms, dining facilities, recreation and library/workspaces
(Figure 5.4).
Overall, HEI leadership has to make a concerted effort to plan a growth strategy that includes
the internationalisation of its programmes as a critical and necessary component.
5.7 MOTIVATING FACTORS FOR SHORT-TERM PROGRAMMES
Many Indian HEIs tend to prefer short-term, flexible forms of international collaboration over
relatively longer-term arrangements like twinning/joint/dual degrees Short-term initiatives do
not require intensive institutional collaborations with respect to degree award, modes of learning,
admission requirement and other regulatory hurdles. They are relatively easier to execute,
offer immediate visibility, and help build a global academic reputation without high resource
investment. These collaborations also attract international students and researchers, contributing
to long-term benefits like enhanced global rankings, increased funding, and opportunities for
future long-term partnership.
According to the survey findings, Indian HEIs prefer short-term programmes such as research
collaborations, student and faculty exchange and study abroad initiatives, due to their flexibility
and regulatory ease along with high return in terms of international mobility, cross-cultural
exposure, and institutional branding as compared to long-term models like joint or dual degree
programmes.
Figure 5.4: Survey Response on Primary Partnership Objectives of Indian HEIs
As depicted in Figure 5.5, research collaborations (53.70%) and student/faculty exchanges (41.36%
and 33.95%) account for the majority of formal MoUs. Joint and dual degree programmes account
for only 10% and 17% respectively. 97
International Academic Collaborations
Figure 5.5: Survey Response on Formal Agreements/MoUs between Indian and Foreign HEIs in the last 3 years
5.8 TYPES OF SHORT-TERM PROGRAMMES
5.8.1 Student-focused Programmes
The following is a list of types of short-term programmes for students:
zStudent Exchange Programmes: Students spend a semester or academic year at a partner
HEI abroad, gaining international exposure. These are credit-transfer based and promote
cultural exchange and academic enrichment.
zStudy Abroad Programmes: Indian students undertake part of their education at a foreign
university, usually outside formal degree structures. It boosts international experience
without requiring curriculum harmonisation.
zShort-term Training or Capacity-Building Workshops: Focused workshops, summer schools,
or skill-building programmes are hosted with partner HEIs. They are easy to implement and
enhance institutional and student capacity.
5.8.2 Faculty and Researcher-focused Programmes
The following are some specific initiatives undertaken to support faculty and researchers through
short-term programme by Indian HEIs according to this study’s survey:
Table 5.2: Initiatives to Support Faculty in Internationalising Curricula by the Indian HEIs
Category Examples of Initiatives
% of HEIs
Undertaking
Conferences and
Workshops
Participation and organisation of international conferences,
career fairs, research seminars, and workshops.
28 98Internationalisation of Higher Education in India
Category Examples of Initiatives
% of HEIs
Undertaking
Collaborative
Research
Joint publications, research projects, collaborative teaching, and
jointly funded mobility programmes.
22
Faculty Exchange
Programmes
Visiting international universities, advisory roles, teaching
assignments, and exchange programmes.
20
Faculty
Development
Programmes (FDP)
Biannual FDP, domain-specific FDP, enrichment programmes,
subject lectures, and faculty workshops.
18
Global Exposure
Opportunities
Teaching abroad, visits to foreign universities, immersion
programmes, networking events, and participation in
international bodies (e.g., NAFSA, EAIE, APAIE).
15
International MoUs
Signing of agreements with FHEIs, academic linkages, and
partnerships for mobility and research.
14
Online and Remote
Initiatives
Online meetings, webinars, COIL (Collaborative Online
International Learning), and virtual collaborations.
10
Curriculum Design
Syllabus mapping with global standards, integrating global
challenges, collaborative course design, and curriculum review
by international faculty.
10
Training
Programmes
Training on internationalisation best practices, pedagogy, and
cultural exposure.
8
5.9 WAY FORWARD
The Top 100 NIRF-ranked universities and all INIs may be actively encouraged to pursue IACs
through a balanced mix of both short-term and long-term initiatives. Emphasis may be placed on
collaborative efforts with shared objectives, which not only strengthen institutional partnerships
but also cultivate a sense of global academic community.
Priority may be given to building long-term, sustainable partnerships with FHEIs. Such collaborations
can significantly enhance the academic reputation, global visibility, and international appeal
of Indian HEIs by offering high-quality programmes aligned with global standards. Over time,
this approach will contribute to the emergence of globally competitive, world-class universities
within India. 99
Chapter
INTERNATIONAL RESEARCH
COLLABORATIONS
Chapter
6 100Internationalisation of Higher Education in India
6.1 OVERVIEW
India’s Gross Expenditure on Research and Development (GERD) has remained steady in the
range of 0.6-0.7% of GDP for nearly a decade. However, in absolute terms the GERD has been
consistently increasing over the years and has more than doubled from Rs. 60,196.75 crore in
2010–11 to Rs. 127,380.96 crore in 2020–21. GERD is mainly driven by the Government sector
comprising Central Government (43.7%), State Governments (6.7%), Higher Education (8.8%) and
Public Sector Industry (4.4%) with Private Sector Industry contributing 36.4% (2020–21). India
stands in contrast with several developed and emerging economies with around 50% investment
in GERD being made by the Central and State Governments. Moreover, the investment of Higher
Education in GERD in India is low as compared to several countries (Figure 6.1). In most developed
and emerging economies, the investment by the private sector in GERD is generally more than
50%. In China, Japan, South Korea and the USA it is more than 70%.
1
Despite a low GERD, India
accounted for about 4.48% of the world’s total citations in the year 2019.
2
Figure 6.1: Participation of Government, Business Enterprises and Higher Education Sector in GERD of various countries in 2020
Source: DST, Research & Development Statistics at a Glance 2022-23
1
DST, Research & Development Statistics at a Glance 2022-23 (March 2023) https://dst.gov.in/sites/default/files/Updated%20
RD%20Statistics%20at%20a%20Glance%202022-23.pdf
2
Indian Science Reports, (accessed in October, 2025) https://www.indianscience.net/citation.php#:~:text=Similarly%2C%20
India’s%20contribution%20in%20top,countries%20during%202010%20and%202019. 101
International Research Collaborations
Research and Development is significant for driving innovation, enhancing quality and strengthening
the global standing of Indian HEIs. By fostering a robust research and innovation ecosystem, HEIs
can better address socio-economic challenges, fuel economic progress and enrich the academic
experience for both faculty and students. In this context, International Research Collaborations (IRCs)
are pivotal for making Indian higher education more resilient, globally competitive, and impactful. By
connecting Indian researchers with global peers, these collaborations help bring diverse perspectives,
increase access to resources and funding, and raise the international profile of Indian research
outputs. This exposure not only strengthens academic excellence but also prepares students and
faculty for participation in a highly interconnected global research community. Positioning IRCs as
essential to Indian higher education offers a path to making research more robust and internationally
relevant. Strengthening support and infrastructure for international research collaborations can
effectively boost India’s research output and citation metrics.
IRCs are made clear through citation metrics by comparing India with global benchmarks (Table
6.1). Papers authored solely within India receive an average of 7.95 citations per paper, while
those with international collaborators average 18.65 citations, more than double the impact.
Furthermore, 89% of internationally co-authored Indian papers are cited at least once, compared
to 76.75% for domestic-only papers. The share of high-impact papers (≥10 citations) also rises
sharply from 15% for domestic publications to 30% for internationally collaborative ones. In
contrast, global leaders like Switzerland achieve 24.3 citations per paper, with 92% of papers
cited and 45% falling into the high-impact category. These numbers underscore that international
collaboration is not merely additive but multiplicative; it accelerates the visibility, credibility,
and policy relevance of research.
Table 6.1: Citation Impact Comparison
Metric
Indian Papers
(Domestic)
Indian Papers
(International)
Global Benchmark
(Switzerland)
Avg. Citations/Paper
3
7.9518.6524.3
% Papers Cited
2
76.75%89%92%
High-Impact Papers (≥10 cites)
2
15%30%45%
Switzerland is used here as a global benchmark as it consistently maintains a high impact
indicator of 128, which is 28 points above the world average (100) and ranks third globally.
4
Data shows that of India’s total publications, IITs contribute 15.86%, Central Universities account
for 10.12%, while all State Universities collectively contribute 14.7%. This highlights the need to
strengthen research capacity in Central and State Universities. While centrally funded institutions
tend to be quality-centric, SPUs have traditionally been access-centric, serving vast regional
populations. To enhance their contribution to national research output without compromising
their role in widening access, a three-pronged strategy may be pursued for SPUs: granting
greater autonomy for collaboration with national and international institutions, developing
robust research ecosystems, and driving internationalisation to boost global competitiveness.
5
In this context, IRCs can play a critical role for Indian HEIs. Through strategic research partnerships,
Indian HEIs can augment their strengths for more effective research. It is to be noted that IRC in
3
2025 Elsevier B.V. All rights reserved. SciVal, RELX Group and the RE symbol are trade marks of RELX Intellectual Properties
SA, used under license - https://www.scival.com/landing
4
State Secretariat for Education, Research and Innovation. (2024). Scientific publications in Switzerland, 2008–2022: A
bibliometric analysis of scientific research in Switzerland. https://www.sbfi.admin.ch/dam/en/sd-web/q8ipJxjamhqC/
bibliometrie_sbfi_2008_2022_en.pdf
5
Research Contribution of major Centrally Funded Institution Systems of India https://arxiv.org/pdf/2208.0158 102Internationalisation of Higher Education in India
HEIs is increasingly considered as a key feature of ‘global’ universities
6,7
. Hence such collaboration
can impact global university ranking along with enhancing high impact research. It is also essential
to address some of the world’s pressing problems in health and wellness, frontier tech and cyber
security, climate change and sustainable development,
8
among many others.
6.2 CURRENT STATUS OF IRCs: A GLOBAL COMPARISON
Table 6.2: Joint Publications Comparison (2022)
9
Country/RegionTotal PublicationsInternational Collaborations (%) Key Partners
China 9,71,389 19% (1,82,305 papers) USA, UK, Australia, Germany
USA 5,99,834 40% (2,41,823 papers) China, UK, Canada, Germany
India 2,35,977 24.2% (57,227 papers) USA, UK, Germany, South Korea
UK 1,90,554 67% (1,27,771 papers) USA, Germany, China, Australia
Germany 1,75,012 56% (98,072 papers) USA, UK, France, Switzerland
Table 6.2 shows that the share of internationally collaborated research publications in India
has steadily increased, from around 20% in 2010 to 24.2% (57,227 papers) in 2022. While this
reflects growing engagement with global research networks, countries like the UK (67%), Germany
(56%), and USA (40%) have a much higher collaboration intensity. China, despite leading in total
publications (9,71,389), has a slightly lower international collaboration rate of 19%. Countries with
comparatively lesser total publications, such as the UK and Germany, outperform in collaboration
ratios. USA emerges as a central partner, consistently appearing as a key collaborator for all
major research-producing nations.
10
For India, whose key partners currently include USA, UK,
Germany, and South Korea, strategic scaling of IRCs especially in high-impact thematic areas and
with innovation-driven nations can be a powerful lever to boost not just publication quantity,
but citations, institutional visibility, and long-term academic excellence.
USA’s longstanding dominance in scientific research is rooted in its post-World War II investments
in science and innovation infrastructure, offering valuable lessons on the transformative power of
sustained research collaboration.
11
For India, systematic and targeted international collaborations
are not just a tool for increasing publication count; it is a strategic imperative for boosting
citations, global visibility, institutional reputation, and long-term academic excellence. As India
aspires toward global leadership in knowledge creation, intensifying high-quality international
partnerships will be vital.
6.3 ROLE OF IRCs IN A KNOWLEDGE ECONOMY
IRCs can have multiple impacts, especially for countries desirous of emerging as knowledge
6
Adams, J. The rise of research networks. Nature 490, 335–336 (2012). The rise of research networks | Nature
7
Simon Marginson (2022) What drives global science? The four competing narratives, Studies in Higher Education, 47:8, 1566-
1584, DOI: 10.1080/03075079.2021.1942822
8
Harvard Business School. (n.d.). Collaboration is crucial to accelerating climate solutions [Key insights]. Harvard Business
School. Retrieved from https://www.hbs.edu/environment/climate-change/Pages/key-insights.aspx?item=collaboration-
crucial-accelerating-climate-solutions
9
National Science Board, National Science Foundation. (2023). Publications output: U.S. trends and international comparisons
(NSB-2023-33). National Center for Science and Engineering Statistics - https://ncses.nsf.gov/pubs/nsb202333
10
Isfandyari‑Moghaddam, A., KarimSaberi, M., Tahmasebi‑Limoni, S., Mohammadian, S., & Naderbeigi, F. (2023). Global
scientific collaboration: A social network analysis and data mining of the co‑authorship networks. Journal of Information
Science, 49(4), 1126–1141. https://journals.sagepub.com/doi/10.1177/01655515211040655
11
Nelson, R. R. (1990). U.S. technological leadership: Where did it come from and where did it go? Research Policy, 19(2),
117–132. https://www.sciencedirect.com/science/article/abs/pii/0048733390900425?via%3Dihub 103
International Research Collaborations
economies. They can become a critical tool in quickly developing research competence.
12
Some
of the key benefits that emerged during stakeholder consultations have been listed below:
i. Addresses Larger and Complex Problems: IRCs expand the scale and complexity of research
problems that can be tackled, by pooling expertise, infrastructure, and diverse scientific
perspectives.
ii. Improves Access to World-Class Facilities: IRCs enable access to high-end research facilities
where scientists from multiple nations jointly conduct cutting-edge research with co-
authorship as the norm.The European Organisation for Nuclear Research (known as CERN),
headquartered in Geneva, Switzerland, is a notable example of collaborations across nations.
At CERN, facilities are accessible to the scientific community from across the world, with a
culture of co-authorship on publications.
iii. Boosts Research Output and Citations: Research output, measured through publications and
citations, improves significantly with international collaborations. Citations are a key indicator
of research quality and are linked to institutional rankings and reputation. Collaborative papers
reportedly have significantly higher citations.
13
Studies show international collaborations
significantly raise citation counts, especially when involving countries recognised as
innovation leaders.
14
iv. Benefits Younger Institutions: According to a 2016 study,
15
citations per paper for newer
institutions (<50 years) are lower than those for well-established institutions (>100 years).
However, international collaborations have a significant impact on relatively newer institutions,
pulling up their citations per paper by 5%.
v. Increases Visibility for Younger Researchers: Even indirect collaborative networks (e.g.,
through acknowledgements in papers) can significantly increase visibility and citation impact,
which are especially useful for early-career researchers. A study on wind energy indicates
that even a network established through acknowledgements in published articles can drive
up the citation count.
16
vi. Enhances Research Quality and Scope: IRCs increase research quality, broaden thematic
scope,and attract greater funding.
6.4 CHALLENGES HINDERING IRCs IN INDIA
Indian HEIs recognise the potential benefits of internationalisation (Figure 6.2), particularly in
securing more research grants (46% agree or strongly agree) and expanding funding and industry
connections (33% agree and strongly agree).
12
Royal Academy of Engineering. (2017). The Internet of Things: Opportunities and challenges [Report]. Retrieved from https://
raeng.org.uk/media/iotgllsc/uk-national-academies-report-final-280417.pdf
13
Dua, J., Singh, V.K. & Lathabai, H.H. Measuring and characterizing international collaboration patterns in Indian scientific
research. Scientometrics 128, 5081–5116 (2023). https://link.springer.com/article/10.1007/s11192-023-04794-3
14
Wang, J., Frietsch, R., Neuhäusler, P., & Hooi, R. (2024). International collaboration leading to high citations: Global impact
or home country effect? Journal of Informetrics, 18(4), 101565. https://www.sciencedirect.com/science/article/abs/pii/
S1751157724000786?via%3Dihub
15
Khor, K. A., & Yu, L. G. (2016). Influence of international co-authorship on the research citation impact of young universities.
Scientometrics, 107(3), 1095–1110. https://link.springer.com/article/10.1007/s11192-016-1905-6
16
Tian, S., Xu, X., & Li, P. (2021). Acknowledgement network and citation count: The moderating role of collaboration network.
Scientometrics, 126, 7837–7857. https://link.springer.com/article/10.1007/s11192-021-04090-y 104Internationalisation of Higher Education in India
Figure 6.2: Survey Responses on Financial Benefits of Internationalisation
However, as depicted in Figure 6.3, significant challenges remain as the HEIs perceive
internationalisation as resource-intensive, with 48% citing high staff training requirements, 46%
highlighting additional service expenses, and 45% are concerned about the cost of maintaining
partnerships. These insights point to a need for streamlined processes, targeted funding, and
structural support to make IRCs both viable and valuable for Indian HEIs.
Figure 6.3: Survey responses on Resource-Intensive Nature of Internationalisation
Several key challenges were shared by experts during stakeholder consultations and in responses
to the survey administered as part of this study. These include:
i. Institutional Positioning and Strategic Vision
zLack of Institutional Strategy: Many HEIs lack a defined roadmap for internationalisation
aligned with their identity and research goals.
17, 18
17
British Council. ISPF awards over £35 m funding to 36 UK institutions. Retrieved August 2025 from https://opportunities-
insight.britishcouncil.org/short-articles/news/ispf-awards-over-ps35m-funding-36-uk-institutions
18
Hoving, S. (2024, February 15). Global research collaboration strategies that support researchers: Bibliometric insights.
The Link. Springer Nature. Retrieved from https://www.springernature.com/gp/librarians/the-link/open-science-blogpost/
global-research-collaboration-strategies-bibliometric-insights/26727938 105
International Research Collaborations
zUnclear Research Focus Areas: HEIs often lack specific thematic strengths to anchor global
collaborations.
zFragmented Research Efforts: Absence of collaboration clusters or collective research
initiatives reduces negotiation power with global partners.
zMisalignment with Institutional Priorities: Teaching-centric institutions may not see value in
prioritising research-oriented internationalisation.
ii. Capacity, Skills and Infrastructure
zFaculty Capacity and Training Gaps: Faculty may lack experience in publishing internationally
or conducting collaborative research.
zLimited Infrastructure for Research Collaboration: Absence of state-of-the-art labs or digital
tools constrain participation in advanced research.
zLow Global Visibility of Research Output: Weak international publishing presence reduces
attractiveness to global collaborators.
zDelayed Internal Decision-Making: Administrative bottlenecks lead to missed time-sensitive
international opportunities.
iii. Partnerships and Processes
The following information on the Importance of Partnership with International Institutions is
based on extensive stakeholder consultations including workshop, national and international
KIIs and survey responses.
zAttractiveness to International Partners: Even though the survey findings indicate that 55%
of Indian HEIs (Figure 6.4) recognise partnership with international institutions as ‘relevant’,
they often fail to position themselves as priority institutions for international partnerships.
Figure 6.4: Importance of Partnership with International Institutions
zComplicated Regulatory and Visa Processes: Visa delays and compliance issues restrict
mobility and engagement.
zSecurity and Monitoring Capacity Gaps: Institutions are not fully equipped to monitor
international scholars post-entry, limiting approvals.
zWeak Industry–Academia Linkages: Lack of meaningful domestic partnerships reduces the
appeal of international tie-ups.
iv. Resources and Incentives
zInsufficient Funding for Collaboration: Systemic and institutional budgetary limitations make
HEIs hesitant to initiate or sustain international partnerships. 106Internationalisation of Higher Education in India
zPerceived High Cost of Internationalisation: HEIs view global engagement as resource-
intensive, impacting buy-in from administrators.
zInadequate Incentive Structures: Faculty are not adequately rewarded or recognised for
international research efforts.
zLimited Awareness of Long-Term Gains: Decision-makers may underestimate the academic,
reputational, and financial returns from internationalisation.
6.5 FOSTERING COLLABORATIVE RESEARCH: CASE STUDIES
While there is no doubt that IRCs are crucial, structural components for envisaging such
collaborations tend to be complex, particularly when considering long- term viability. This section
highlights some of the Indian and international case studies for fostering collaborative research.
6.5.1 Indo-German Centres
A vibrant set of initiatives between India and Germany articulate the depth and diversity of
research collaborations between the two countries. For example, the Indo-German Science and
Technology Centre (IGSTC) has been operating since 2010. It has emerged as a successful model
of research-focused international cooperation. Over 50 projects in many thematic areas, with
a distinct emphasis on the mobility of young faculty and researchers across the two nations,
indicate the impact of an institution such as IGSTC in promoting synergy and collaboration.
19
DAAD’s bilateral student mobility programme has been operational for several years and has
helped establish connections across Indian and German institutions in many ways.
20
Government’s
involvement on both sides has been instrumental in driving positive results.
21
6.5.2 COPREPARE: An Indo-German Research Collaboration Model
The COPREPARE project exemplifies a successful IRC that grew from bilateral academic engagement
into a broader state-level cooperative model. Focused on water, climate, geohazards, and disaster
risk reduction, the project highlights the potential of Indo-German partnerships in addressing
real-world environmental and societal challenges.
Partnering Institutions: IIT Roorkee, India and University of Potsdam, Germany
Project: COPREPARE – Collaborative Research on Water, Climate, and Disaster Management
Funding: University Grants Commission (UGC), India & German Academic Exchange Service (DAAD)
i. Key Features:
zInitial Academic Alignment: IIT Roorkee and the University of Potsdam aligned early through
shared strengths in geosciences, water systems, and disaster management, supported by a
strong foundation in research and internationalisation.
zStrategic Use of Institutional Channels: Both institutions involved their International Relations
Offices from the start, ensuring smooth administrative and departmental coordination to
sustain project momentum.
zBottom-Up Approach to Policy Engagement: The collaboration scaled from academic
departments to university leadership, with active involvement of directors and presidents
of both HEIs leading to recognition as strategic partners.
19
Indo‑German Science & Technology Centre. (n.d.). The Indo‑German Science & Technology Centre. Retrieved August 2025
from https://www.igstc.org/
20
DAAD India. (n.d.). German Academic Exchange Service (DAAD) India. Retrieved August 2025 from https://www.daad.in/en/
21
Ministry of Science & Technology, Government of India. (n.d.). Last 10 years have witnessed manifold rise in Indo‑German
collaboration, says Jitendra Singh. Retrieved August 2025 from https://dst.gov.in/last-10-years-have-witnessed-manifold-
rise-indo-german-collaboration-says-jitendra-singh 107
International Research Collaborations
zExpansion Beyond Academia: The partnership expanded to 8 universities with joint
agreements, diplomatic support from the Indian Embassy in Berlin, and consultations with
stakeholders in Uttarakhand.
zTransition to State-Level Cooperation: State-level meetings formalised wider cooperation,
backed by ongoing dialogue with policymakers to ensure long-term sustainability.
ii. Research and Academic Outcomes
The collaboration has yielded over 45 research publications in high-impact journals, along with
16 joint master’s theses and 4 jointly supervised PhDs. It facilitated 25 PhD short-term exchanges
and 33 faculty exchanges, and organised 4 Indo-German field schools in the Himalayas. Notably,
the partnership made significant contributions to disaster response research, including studies
on the Chamoli and Joshimath disasters (2021) and the Himachal floods (2023).
iii. Challenges
The collaboration faced several challenges that required careful navigation. Leadership turnover
posed a risk of discontinuity, highlighting the need for strong institutional frameworks to
ensure long-term commitment. The administrative complexity of dual degree programmes
created hesitation, as the high effort required often yielded low student volume (typically 2–3
students). Ensuring sustainability beyond funding cycles called for strategic alignment and broad
stakeholder engagement. Additionally, administrative hurdles necessitated a mix of bottom-
up and top-down coordination to secure consistent multi-level buy-in across institutions and
government bodies.
iv. Key Takeaways
zInvolvement of local industry and government stakeholders for co-investment in long-term
capacity-building.
zEstablishment of a self-sustaining model to reduce dependency on individual leadership or
temporary funding.
COPREPARE showcases how a well-planned, research-driven collaboration can scale from bilateral
academic ties to multi-institutional and governmental partnerships. By aligning academic
excellence with local relevance and administrative strategy, IIT Roorkee and the University of
Potsdam have laid a blueprint for resilient and international scientific cooperation.
6.5.3 Indo-European Collaboration Model
Collaborative research has been routinely found to increase the quality and quantity of output
in the UK.
22
Top UK universities are actively seeking international research partners. In a recent
analysis, it has been revealed that a good proportion of research in the UK involves collaboration
with international co-authors.
23
The European Collaboration Model has also grown enormously in
recent years,
24
fueled by national and EU-level policies that encourage and promote collaborations.
EU funding also enforces the participation of multiple countries in scientific proposals. These
funding opportunities span a large proportion of research in HEIs in Europe and indicate the
importance of interventions at the policy level.
A bigger scale of research collaboration, through faculty mobility and joint proposals, can be
envisaged by leveraging academic networks. For example, the Heritage Network includes 30 top
institutions across India and Europe within its framework. The goal is to promote cooperation in
22
Adams, J. (2013). The fourth age of research. Nature, 497, 557–560. https://doi.org/10.1038/497557a
23
Universities UK International. (n.d.). Power in international collaboration. Retrieved July 10, 2025, from https://www.
universitiesuk.ac.uk/universities-uk-international/insights-and-publications/uuki-blog/power-international-collaboration
24
Kwiek, M. (2021). What large‑scale publication and citation data tell us about international research collaboration in Europe:
Changing national patterns in global contexts. Studies in Higher Education, 46(12), 2629–2649. https://doi.org/10.1080/030
75079.2020.1749254 108Internationalisation of Higher Education in India
research, particularly focused on young researchers’ mobility and other grants.
25
The members have
annual meetings, which include thematic conferences and deliberations. The network works on joint
proposals and collaborations on areas of common national interest and positive impact on society.
6.5.4 Bilateral Mobility Programme of IIT Madras
The “Jointly Funded Bilateral Mobility Programme of IIT Madras” is a flagship initiative launched
in 2022. Working with its strategic partner institutions, the programme funds faculty and student
mobility, bi-directionally. The two institutions contribute equally to the funding. Built-in systems
for driving jointly guided research programmes including masters and PhDs ensure the efficacy of
funds usage, and represent a very direct way of facilitating IRC and joint publications.
26
Within a
short span, 30+ young researchers have benefitted from the programme. It now includes 12+ partner
institutions across Australia, Asia, and Europe, across myriad themes of mutual interest including
sustainability, hydrogen, climate change, quantum computing, batteries and public policy.
27, 28
6.5.5 Tamil Nadu and Western Australia: Innovation Bridge
Tamilnadu Technology (iTNT) Hub signed an Innovation Exchange Statement with Western
Australia (WA) in 2024 to foster collaborations and create opportunities for innovators and
entrepreneurs between the two states. It expands on the previous MoU signed in March 2023
between the iTNT Hub and WA Data Science Innovation Hub. This collaboration makes use of
Western Australia’s proficiency in data science, AI, and IT, as well as Tamil Nadu’s network of 570+
engineering colleges. An important milestone that catalysed this process was the establishment
of its investment and trade office in Chennai by Western Australia in 2022, becoming the first
Australian state to do so in Tamil Nadu. The partnership focuses on cross-border cooperation,
mentorship programmes, and the creation of startup and innovation bridges.
29, 30, 31
zThe effectiveness of direct state-to-state engagement was a part of the Western Australia-Tamil
Nadu innovation bridge, which was conceived and put into action in a comparatively short amount
of time. This approach by Tamil Nadu exemplified a scalable strategy for skill development and
research, using its network of engineering colleges to form innovation partnerships.
6.5.6. Other Research Collaborations
The strategic partnerships between global institutions have proven to be powerful drivers of
innovation (Table 6.3). The collaboration between MIT Media Lab and NTT DATA (Japan–USA) in
Affective Computing led to the development of AI diagnostic tools. Similarly, IITs and Stanford
University (India–USA) jointly advanced renewable energy storage resulting in next-generation
battery prototypes. The DAAD Germany’s partnership with IIT Delhi under the Industry 4.0
initiative enabled the creation of Smart Manufacturing Systems.
25
Heritage Network. (n.d.). Heritage Network. Retrieved from https://heritagenetwork.org/
26
Indian Institute of Technology Madras. (n.d.). Faculty mobility / joint faculty mobility programme. Retrieved July 10, 2025
from https://ge.iitm.ac.in/programmes/faculty-mobility/jfbmp
27
The Hindu. (2023, February 4). IIT Madras inks pact with Leeds varsity for research on sustainability. The Hindu. Retrieved
10 July 2025 from: https://www.thehindu.com/news/national/tamil-nadu/iit-madras-inks-pact-with-leeds-varsity-for-
research-on-sustainability/article68332197.ece
28
India Today. (2024, January 8). IIT Madras and Australia’s Deakin University establish joint research academy. India Today.
Retrieved 10 July 2025 from: https://www.indiatoday.in/education-today/news/story/iit-madras-and-australias-deakin-
university-establish-joint-research-academy-2486001-2024-01-08
29
Curtin University. (2023, March 23). New agreement to build innovation bridge from India to WA. https://research.curtin.edu.
au/news/new-agreement-to-build-innovation-bridge-from-india-to-wa/?type=media
30
Curtin University. (2023, March 23). New agreement to build innovation bridge from India to WA. https://www.curtin.edu.
au/news/media-release/new-agreement-to-build-innovation-bridge-from-india-to-wa/
31
Open Government Asia. (2023, March 25). Western Australia and Tamil Nadu hubs ink innovation agreement. https://archive.
opengovasia.com/2023/03/25/western-australia-and-tamil-nadu-hubs-ink-innovation-agreement/?c=in 109
International Research Collaborations
Table 6.3: Technology Collaboration Examples
Institutions Involved Country Pair Technology Focus Outcome
MIT Media Lab & NTT DATA
32
Japan-USA
Affective computing,
robotics
AI diagnosis tools
IITs & Stanford UniversityIndia-USA Renewable energy storage
Advanced battery
prototypes
DAAD Germany & IIT Delhi India-GermanyIndustry 4.0
Smart manufacturing
systems
6.6 ROADMAP FOR RESEARCH COLLABORATION BY INDIAN HEIs
The following roadmap may be utilised by Indian HEIs for identifying and collaborating with
FHEIs:
zBudget Development and Resource Mobilisation: Develop a budget for international
collaboration efforts and identify sources of funding for such an effort. The funding can
come from institutional allotment or through CSR and alumni.
zInternal Resource Mapping and Assessment: Conduct an internal assessment of areas of
strength of the university. Specific pockets of excellence that reside in the institute may be
identified. Areas of research that have local relevance and interest may be included as well.
Based on this, a list of target areas may be developed.
zBranding and Outreach: Identify the strengths of the university in the chosen target areas. It
may include publications, translational work done and profiles of faculty members involved
in such work. The achievements may be clearly quantified and articulated.
zPartner Identification: Identify top universities internationally that have matching expertise
in the areas of interest through scientometric analysis utilizing commonly available databases
and other open-source material. International offices of these universities may be reached
out.
zFacilitation of Faculty Interactions and Workshops: Facilitate faculty-level interaction that
may further lead to faculty workshops, first virtually and then physically, where in-depth
discussions may be pursued. These workshops should lead to clear roadmaps in terms of
what work will be pursued and budgetary requirements for such work.
zMonitoring and Evaluation: Monitoring and evaluation of the progress made by these
collaborations may be done on a quarterly basis.
6.7 KEY TAKEAWAYS
IRCs are of strategic importance for Indian HEIs to enhance research quality, global visibility,
and institutional competitiveness. Evidence shows that internationally co-authored papers gain
higher citations and impact, especially when tied to innovation-driven nations. Yet challenges
persist in the Indian context with reference to institutional strategy gaps, regulatory complexity,
limited funding, and faculty capacity hinder widespread adoption. Leveraging internationalisation
at home through joint research, faculty exchanges, and global networks can democratise access
to global research ecosystems and position Indian HEIs as active contributors to solving global
challenges.
32
MIT Media Lab. (2019). Technology Will Help Us Learn About Emotions for Personal Well-Being. NTT DATA Academic Collaborations.
https://www.nttdata.com/global/en/insights/technology/academic-collaborations/mit-media-lab-rosalind-picard 110Internationalisation of Higher Education in India
INTERNATIONAL BRANCH CAMPUSES
AND HIGHER EDUCATION HUBS
Chapter
7 111
International Branch Campuses and Higher Education Hubs
7.1 OVERVIEW
An International Branch Campus (IBC) is an entity that is owned, at least in part, by a foreign
higher education provider; operated in the name of the foreign provider; and offers a full
academic programme delivered substantially on-site, leading to a degree awarded by the foreign
provider.
1
Also referred to as Foreign Higher Educational Institutions (FHEIs), IBCs represent a relatively
recent development. The sector was included as a tradable service under the General Agreement
on Trade in Services (GATS) in 1995. From just 5 IBCs globally before 1970, the number rose to
82 by 2006, and 333 by 2023, reflecting a 6,000% growth in half a century.
As of March 2023, there were 333 IBCs worldwide, spread across 80 countries.
2
The USA has the
largest number of universities with IBCs, accounting for 25% of such institutions, followed by
the UK, France, and Russia, each contributing between 11% and 14%. The countries hosting the
maximum IBCs are China (14%) and UAE (9%), followed by Singapore, Malaysia, and Qatar (each
accounting for between 3% and 5%).
3
While IBCs are globally dispersed, they largely originate
from a small group of countries.
Prominent IBC branch campus models around the world vary significantly in their organisational
structures and academic objectives,
4
as outlined below.
1
Mathews, E. (2021, July). Establishing international branch campuses in India. National Institute of Educational Planning
and Administration (NIEPA).
2
C BERT (2023) https://www.google.com/url?q=https://www.cbert.org/intl-campus&sa=D&source=docs&ust=176164710534427
9&usg=AOvVaw2kJDQ8XYwv6ik-jfc1t5gj
3
Karishma, K., & Goyal, S. Y. (2023, October). Foreign universities in India: Lessons and learnings from global experiences.
Observer Research Foundation.
4
Mathews, E. (2021, July). Establishing international branch campuses in India. National Institute of Educational Planning
and Administration (NIEPA). 112Internationalisation of Higher Education in India
Table 7.1: Types of IBCs, with features and examples
S.NoType of IBC FeaturesExample
1 Self-funded
The home institution sets up
a branch campus in the host
country independent of external
support.
US-based Webster University in
The Netherlands.
5
2
External funding
from host country
governments
Partially supported by the host
country in terms of buildings,
facilities, or scholarships.
UK’s University of Nottingham in
Ningbo, China.
6
3
Support from
private companies/
organisations
Partially supported by private
companies, in terms of buildings,
facilities, or scholarships under
the host country’s specific
regulations.
Partnership between the UK-
based University of Nottingham,
and private companies like
Boustead Holdings Berhad and
YTL Corporation Berhad for the
University of Nottingham campus
in Malaysia.
7
4 Facilities lease
The branch campus functions
from leased facilities provided by
the host government or private
sector in designated zones
Dubai International Academic City,
UAE
8
5
Academic collaboration
with a local partner
The branch campus is built
within the partner’s campus in
the host country
Singapore Institute of
Management’s partnership with
the School of Management, State
University of New York, at Buffalo,
USA for its B.Sc in Business
Administration at Singapore.
9
7.2 INDIA’S APPROACH TO IBCs
India has a high potential for hosting IBCs with a positive demographic dividend, increasing
demand for quality education, and government initiatives aimed at attracting foreign universities.
IBCs can act as enablers for HEIs in India and widen the Higher Education ecosystem of India. In
2024, India recorded over 13.35 lakh outbound students, a 95% increase since 2016, highlighting
a strong preference among Indian students for globally recognised education.
Hosting IBCs within India can help address this growing demand by domestically offering
international quality education from a global university. Employability in India has seen significant
improvements over the past decade, rising from 33.95% in 2015 to 54.81% in 2025, an overall
5
Webster Leiden.(October 2025). Netherlands | Webster Leiden. https://www.webster.nl/
6
The University of Nottingham. (2017, January 20). Submission to House of Commons Foreign Affairs Committee: UK relations
with China inquiry. https://www.nottingham.ac.uk/about/government-relations/documents/response-to-uk-china-
relations-inquiry.pdf
7
Boustead Holdings Berhad. (2021, August 17). Press release – Boustead exits University of Nottingham in Malaysia (UNM)
venture. https://boustead.com.my/wp-content/uploads/2023/10/Press_release_-_BHB_UNM_17082021.pdf
8
N R Doshi & Partners. (2025, March 25). Dubai International Academic City: Business setup in DIAC. https://www.nrdoshi.
ae/dubai-international-academic-city-business-setup-in-diac/
9
University at Buffalo, School of Management. (October 28, 2025). BS in Business Administration (Singapore). https://
management.buffalo.edu/degree-programs/abroad/bs-singapore.html 113
International Branch Campuses and Higher Education Hubs
increase of 61.4%.
10
To sustain and build on this upward trajectory, integrating international
exposure into higher education is essential. International experience has been shown to enhance
job readiness and employability across both domestic and global job markets. Research indicates
that college graduates with study-abroad experience earned, on average, USD 7,000 more per
year than their peers without such exposure.
11
IBCs not only provide Indian students with greater
access and affordability but also mitigate the financial and social costs associated with overseas
mobility. As elaborated in Chapter 1, the RBI and various industry reports have highlighted the
rising trend of outward remittances for education, pointing to the broader economic and forex
implications of this imbalance as well.
In this context, hosting IBCs presents a strategic opportunity for India to internationalise its
higher education landscape, retain talent, attract global faculty and research collaborations, and
create a more inclusive and globally competitive academic ecosystem. This will further the NEP
2020 objective of internationalisation at home.
India’s approach to hosting foreign university campuses has evolved through two distinct
regulatory pathways as outlined below.
7.2.1 GIFT City - IFSC Model
The first significant step towards permitting Foreign Universities to set up IBCs in India was
undertaken through Union Budget announcement for FY 2022-23, wherein it was announced that
FUs would be permitted to offer courses in the International Financial Services Centre (IFSC)
in Gujarat International Finance Tec-City (GIFT City), Gandhinagar, Gujarat, free from domestic
regulations, except those by the IFSCA. GIFT City-IFSC is a path breaking financial sector reform
being implemented by Government of India to develop a modern, agile and globally competitive
international financial centre. Recognising the potential of higher education for augmenting the
supply of highly skilled human resources, the Government of India and the International Financial
Services Centres Authority (IFSCA) carried out a slew of policy and regulatory reforms for allowing
Foreign Universities (FUs) and Foreign Education Institutions (FEIs) to set up campuses in the GIFT
City-IFSC. Given below are 2 possible pathways for FUs and FEIs to invest in the GIFT City:
i. Standalone IBC of a Foreign University in the form of a Branch
ii. IBC of a Foreign University collaborating with an Academic Infrastructure Service Provider (AISP)
Universities opting to establish IBCs in GIFT City-IFSC can offer a range of Undergraduate, Post
Graduate Courses, Doctorate Programmes and other Executive Programmes under the permissible
subject areas as mentioned in the regulations. Further, GIFT City-IFSC offers regulatory ease with
governance under the International Financial Services Centres Authority (IFSCA), as a one stop
regulator.
12
As of December 2025, 4 FUs have formally established their presence at GIFT IFSC. In 2024,
2 Australian institutions, i.e. Deakin University and University of Wollongong , commenced
academic operations with the launch of Post Graduate courses. Thereafter, 2 Universities from
the UK, Coventry University and Queen’s University Belfast, are set to commence their academic
operations from 2026, after obtaining final registration from IFSCA.
13
10
Wheebox, CII, AICTE, AIU, and Taggd, India Skills Report 2025: https://wheebox.com/assets/pdf/ISR_Report_2025.pdf
11
IES Abroad. (10 May 2012). Research shows college grads who study with IES Abroad get jobs sooner, higher salaries. https://
www.iesabroad.org/news/research-shows-college-grads-who-study-ies-abroad-get-jobs-sooner-higher-salaries
12
International Financial Services Centres Authority (IFSCA). (n.d.). Foreign universities in GIFT City. IFSCA.
13
GIFT City. (n.d.). Foreign university permissible businesses. Retrieved July 2025 from https://giftgujarat.in/business/
ifsc?tab=permissible-businesses§ion=foreign-university 114Internationalisation of Higher Education in India
GIFT City, Gandhinagar, Gujarat
7.2.1.1 Enablers of GIFT City Educational Ecosystem
i. Academic Infrastructure Service Providers (AISPs): Currently, three AISPs are operational
in IFSC i.e. Global University Systems (GUS), GEDU Education (UK), and Education Centre
(Australia), which support FUs by managing non-academic operations such as infrastructure
setup and maintenance, student services, and marketing services.
ii. IFSC SEZ Status: GIFT City SEZ is India’s only notified International Financial Services
Centre (IFSC), which is being developed as a new age global financial centre with growing
concentration of financial and technology companies, This unique status enables strong
industry-academia integration by co-locating universities with financial institutions and
other companies, offering practical exposure.
iii. Non-Resident Status under FEMA : An IBC in GIFT IFSC is given a non-resident status under
Foreign Exchange Management Act, this unique legal dispensation allows IBCs to operate
in 15 freely convertible and notified foreign currencies including USD, GBP, Yen, Euro, etc.
iv. Dedicated Foreign University Building: A centralized academic hub equipped with classrooms,
labs, libraries, innovation centres, and student lounges designed specifically for multiple
foreign universities.
v. Single-Window Clearance Mechanism: Simplified approval and establishment process by
IFSCA for FUs, reducing bureaucratic delays.
vi. Favourable Regulatory Framework under IFSCA: Special and globally aligned education
regulations tailored for FUs streamline operations and ensure compliance.
vii. Autonomy in Programme Design: Full autonomy in curriculum design, admissions, and fee
structures.
viii. Competitive Tax regime: Being an IFSC entity, IBC’s can avail 10-year tax holiday under Sec.
80 LA of Income Tax Act 1961
7.2.1.2 Key Features
14
i. Eligibility:
zFU: It should have secured a position within Top 500 in global overall ranking and / or
subject ranking in the latest QS World Universities ranking.
14
International Financial Services Centres Authority. (2022). Setting up and operation of International Branch Campuses and
Offshore Education Centres Regulations, 2022. https://ifsca.gov.in 115
International Branch Campuses and Higher Education Hubs
zFEI: It should be a reputed Institution in its home jurisdiction.
The applicant FU or FEI is required to put in place suitable infrastructure and facilities to conduct
the courses including research programmes.
ii. Permissible Subject Areas:
Financial Management, FinTech, Science, Technology, Engineering and Mathematics have been
permitted as programmes that FUs and FEIs can deliver through their IBCs in GIFT IFSC.
iii. Course Recognition:
zAny programme conducted by a registered entity in the GIFT IFSC must be identical in all
respects with the programme conducted by the Parent Entity in its home jurisdiction and
identical degree, diploma or certificate would be conferred upon the students as the home
jurisdiction on the students.
zThe degree, diploma or certificate issued with respect to programmes conducted in the GIFT
IFSC would enjoy the same recognition and status as if they were conducted by the Parent
Entity in its home jurisdiction.
Therefore, the degree is recognised as a foreign degree and will be subject to the requirements of
the agency vested with the responsibility of academic equivalence to the qualifications awarded
by such FUs or FEIs.
iv. Financial Implication
The Parent Entity has been permitted to repatriate profit, if any, without any restriction.
7.2.1.3 Case Studies
i. Deakin University, Australia
Deakin University, a public research university headquartered in Victoria, Australia and ranked
207th in the latest QS World Universities Rankings 2026, was the first FU approved to set up a
campus in GIFT City-IFSC, India. Its first academic session began by mid-2024.
The GIFT City IBC features a hybrid faculty model, with approximately 80% of faculty members
from India and 20% from Australia. Key factors enabling Deakin’s early launch included the
availability of schools, affordable housing, hotels, and recreational facilities within GIFT City,
offering a supportive environment for international education.
While students completing their postgraduate degrees at Deakin’s India campus will not be
eligible for Australia’s post-study work visa which requires a minimum of two years of study
in Australia, the mutual recognition of degrees can still benefit those seeking international
employment. Graduates will be eligible to apply for Australian skilled migration visas, as
holding a degree from an Australian university earns additional points in the visa application
process.
Deakin’s GIFT City campus concluded its first placement in 2025 with nearly a quarter of its first
cohort of Master of Business Analytics students securing job offers from the National Australia
Bank (NAB).
ii. University of Wollongong, Australia
The University of Wollongong (UOW), a public research university headquartered in New South
Wales, Australia, and ranked 184th in the QS World Universities Rankings 2026, became the
second FU to establish a campus in GIFT City-IFSC. Building on its global experience in UAE,
Malaysia, and China, UOW welcomed its first postgraduate cohort in November 2024.
15
A 2022
India–Australia bilateral agreement on the qualification recognition laid the groundwork,
followed by UOW’s internal approvals and infrastructure planning.The campus has focused on
15
University of Wollongong. (n.d.). Study at UOW India GIFT City, India. https://www.uow.edu.au/india/study/ 116Internationalisation of Higher Education in India
postgraduate programmes such as a Master’s in FinTech and a Master’s in Computing and Data
Analytics chosen for their relevance to GIFT City’s finance and tech ecosystem.
Despite being a foreign university, UOW India actively integrates with the local education landscape.
Students benefit from global faculty exchanges, opportunities to study at other UOW campuses,
and partnerships with Indian HEIs. The campus has also facilitated cross-cultural learning
Beyond academics, UOW India has hosted masterclasses, seminars, and panel discussions ranging
from AI and FinTech to cyber resilience while collaborating with a range of industry players,
including startups, stock exchanges, and BFSI firms.
iii. Coventry University, UK
Coventry University, a public research university headquartered in the UK, with 25+ years of
experience in transnational education, has prioritised innovative models of delivery, including
branded campuses worldwide. In 2024, Coventry launched its Global Hub in New Delhi, employing
70+ staff to support recruitment, admissions, and regional partnerships. The hub also facilitated
a research collaboration and acted as a base for visiting UK academics. It marked a strategic
commitment to India to deepen research and enterprise links between both countries.
Coventry was the first UK university to announce plans to open an IBC in GIFT City, with student
enrolment expected to begin by 2026. Initial offerings include:
zBSc (Hons) in International Business Management
zBSc (Hons) in Business and Finance
Coventry’s IBC strategy is embedded within a broader global vision, with recent or upcoming
campuses in Kazakhstan, Singapore, and India, supported by a network of Global Hubs (Africa,
Brussels, China, Singapore, and India). These hubs act as regional development nodes for
business, research, and student support. The University has also formed a partnership with
L&T Technology Services to deliver engineering solutions for the automotive and manufacturing
sectors, illustrating how academic-industry collaboration is integrated into their India strategy.
In the cultural domain, their Research Centre for Creative Economies is leading a digitisation project
in collaboration with Hamilton Studios and the National Institute of Design (NID), Ahmedabad. This
initiative aims to preserve India’s post-partition heritage, supported by the Modern Endangered
Archives Programme at UCLA Library. The project includes Indian student interns and offers public
exhibitions, engaging youth in digital archiving, storytelling, and cultural preservation.
7.2.2 UGC (Setting up and Operation of Campuses of Foreign Higher Educational
Institutions in India) Regulations, 2023
Building on GIFT City’s momentum, the UGC introduced a broader framework in November 2023
to allow FHEIs to establish campuses across India. This marked a significant policy shift from
zone-specific experimentation to nationwide regulatory openness.
The FHEI may establish an IBC or may enter into a joint venture with an Indian HEI or an
Indian company. However, the FHEI is required to have its independent campus with physical,
academic and research infrastructure and facilities required to conduct its academic and research
programmes. Institutions may establish multiple campuses through separate applications.
The first Letter of Intent (LoI) under this scheme was issued to the University of Southampton,
UK, in August 2024, signalling growing interest from globally ranked institutions in India's higher
education market.
16
Since then 12 Universities listed below have signed LoIs for their campuses
in different parts of India.
16
University of Southampton. (2024, August 29). University of Southampton awarded licence to establish India 117
International Branch Campuses and Higher Education Hubs
Table 7.2: On Shore Campuses in India under UGC Regulations
S. No.On-Shore Campus/IBCLocation
Year of
Establishment
Programmes
Offered
1 University of Southampton, UK Gurugram 2025 UG, PG
2 University of Liverpool, UK Bengaluru 2026 UG, PG
3 Lancaster University, UKBengaluru 2026 UG, PG
4 University of York, UKMumbai2026 UG, PG
5 University of Western Australia, Australia Mumbai2026 UG, PG
6 University of Aberdeen, UK Mumbai2026 UG, PG
7 Illinois Institute of Technology, USAMumbai2026 UG, PG
8 IED Istituto Europeo di Design, ItalyMumbai2026 UG
9 Victoria University, Australia Noida2026 UG, PG
10 Western Sydney University, AustraliaGreater Noida 2026 UG, PG
11 La Trobe University, Australia Bengaluru 2026 UG
12 University of Bristol, UKMumbai2026 UG, PG
Source: Ministry of Education, Government of India
7.2.2.1 Key Features
17
i. Eligibility:
The FHEIs are required to fulfil any of the following criteria at the time of application:
a. It should have secured a position within the top 500 in the ‘overall’ category of global
rankings at the time of application, as decided by UGC from time to time; or
b. It should have secured a position within the top 500 in the ‘subject-wise’ category of global
rankings at the time of application or should possess outstanding expertise in a particular
area, as decided by UGC from time to time.
ii. Admission and Fee Structure:
a. Full autonomy in admission criteria, curriculum design, and fee structures.
b. Based on an evaluation process, the FHEI may provide full or partial merit-based or need-
based scholarships from funds such as endowment funds, alumni donations, tuition revenues
and other sources.
c. FHEI may give tuition fee concessions to students who are Indian citizens.
iii. Appointment of Faculty and Staff:
The FHEI shall have the autonomy to recruit faculty and staff from India and abroad as per its
recruitment norms.
iv. Permissible Programmes and Subject Areas:
The FHEI does not have any restriction with respect to subjects that can be offered and the
programmes that can be offered from UG level till Post Doctoral level.
v. Course Recognition:
a. The FHEI shall ensure that the education shall be imparted in a similar manner in aspects
like curricula, pedagogy, assessment and other aspects, as that of the main campus in the
country of origin.
17
University Grants Commission (UGC). (2023). Setting up and operation of campuses of foreign higher educational institutions
in India regulations 2023. 118Internationalisation of Higher Education in India
b. The programme shall not be allowed to be offered online or in Open and Distance Learning
modes. However, lectures in online mode not exceeding 10% of the programme requirements
may be allowed.
c. The qualifications offered in the campus of the FHEI in India under these regulations shall
be awarded under the name and seal of the Institution in the country of origin.
d. The qualifications awarded to the students in the Indian campus shall enjoy the same
recognition and status as if they were conducted in its home jurisdiction. The qualifications
awarded under these regulations shall be equivalent to any corresponding degree awarded
by Indian HEIs for all purposes, including higher education and employment.
Therefore, there is no further requirement of seeking equivalence from any authority and the
degree would have all benefits, rights, and privileges as obtained in the case of a degree
awarded by an Indian HEI.
vi. Financial Implication
Cross-border movement of funds and maintenance of Foreign Currency Accounts, mode of
payments, remittance, repatriation, and sale proceeds, if any, are required to be in accordance
with the provisions of the Foreign Exchange Management Act, 1999 (42 of 1999).
7.2.3 GIFT City and UGC Onshore Campus Models: A Comparison
Following the establishment of two distinct regulatory pathways the GIFT City and the UGC
Nationwide Framework, a comparison of their key features helps clarify how FHEIs can engage
with India’s evolving internationalisation agenda. While both models aim to attract globally
ranked universities, they differ in terms of scope, regulatory flexibility, and operational conditions.
Table 7.3 outlines the key differences between these two models:
Table 7.3: Comparison of GIFT City and UGC Onshore Campus Guidelines for Hosting Foreign
Higher Education Institutions in India
S. No.Key Feature GIFT City Model UGC Onshore Campus Model
1 Governing Authority IFSCAUGC
2 Launch Year February 2022November 2023
3
Total Universities (As of
2025)
4 FHEIs (2 operational in
2024, 2 starting in 2026)
12 FHEIs with LoIs issued and
campuses underway
4 Eligibility Criteria
FU: QS Top 500 overall/
subject ranking
FEI: Reputed in home
jurisdiction
Top 500 overall or subject-wise
in world rankings or exceptional
expertise as decided by the
committee
5
Permissible Legal
Structure
1. Standalone
2. Collaboration with AISP
1. Independent IBC
2. JV with Indian HEI/company
(Must maintain own campus)
6 Course Level
UG to Post-Doctoral
programmes
UG to Post-Doctoral programmes
7 Permitted Subject Areas
Financial Management,
FinTech, STEM
No restriction on subjects
8 Programme Design
Full autonomy in curriculum,
admission, fees
Full autonomy in curriculum,
admission, fees 119
International Branch Campuses and Higher Education Hubs
S. No.Key Feature GIFT City Model UGC Onshore Campus Model
9 Course Recognition
Degree identical to parent
university, recognised as
foreign qualification
Degree same as parent university
10 Equivalence
Equivalence subject to
Indian agency approval
Automatically equivalent to Indian
degrees for all purposes
11
Industry-Academia
Linkages
Co-located with financial
institutions in SEZ; strong
integration
Partnerships possible but not
location-linked
12 Approval Validity
5 years + renewal every 5
years in perpetuity
Perpetual (as long as compliant)
13 Financial Regulations
Profits can be repatriated
freely
Subject to FEMA 1999 provisions on
cross-border transactions
14 Mode of Delivery Not specified
Physical mode only; Online delivery
capped at 10%
15 Other Enablers
SEZ benefits, single-window
clearance, AISPs, dedicated
academic buildings
Follows general UGC framework
16 Overseas Employment
No post-study work visa
eligibility in origin country,
but skilled migration points
awarded
Treated as equivalent to Indian HEI
degrees
This dual-pathway approach reflects India’s ambition to balance innovation with regulation.
GIFT City offers a high-autonomy, sector-specific entry point for FUs, while the UGC framework
provides a broader, nationally integrated route for long-term academic collaboration.
7.2.4 Establishing and Scaling IBCs in India: Complexities
While the idea of establishing IBCs in India has gained momentum thanks to the country’s vast
student population and growing demand for quality higher education it also presents formidable
challenges. Despite India’s potential as a host market, a range of regulatory, financial, operational,
and socio-cultural factors can deter even the most prestigious global institutions. The process
of setting up a campus in India is complex and highly context-dependent as elaborated by
the stakeholders during extensive consultations undertaken as part of this study. Some of the
complexities are listed below:
zFinancial Viability and Brand Integrity: Setting up a financially sustainable campus while
maintaining the academic standards and institutional identity of the home country is a
challenge.
zPublic Perception and Government Approval: Gaining regulatory approval and public
acceptance in India can be complex and time-consuming due to sensitivities around foreign
education providers.
zAffordability vs. Accessibility: Indian higher education emphasizes inclusivity and affordability.
High tuition fees may conflict with the national emphasis on accessible education.
zRisk of Academic Dilution: Ensuring teaching standards are consistent with the home campus
requires significant investment in training and capacity-building of local faculty and staff.
Given these complexities, many FUs choose to first enter the Indian higher education space
through articulation agreements, joint programmes, or collaborate with colleges to understand
the market before committing to a full-fledged campus. 120Internationalisation of Higher Education in India
7.2.5 Establishing Indian Higher Education Hubs to Foster IBC Presence
GIFT City model and the UGC’s National Guidelines have laid the regulatory groundwork for
attracting top-ranked global universities. However, global experience indicates that standalone
initiatives are not sufficient. The long-term success and impact of IBCs depend equally on their
integration within well-designed ecosystems that enable collaboration, innovation, and place-
based development. Therefore, a key limitation to the Indian model of Internationalisation is
the absence of designated education hubs or knowledge cities in India. Globally, IBCs tend to
cluster within such hubs, with nearly one-third of all IBCs located in established education or
knowledge cities particularly across West and East Asian regions. India is located in the centre
of this growth region which underscores the need for it to strategically develop global higher
education hubs to attract and sustain a greater presence of international universities in India.
Hence a clear roadmap for the establishment of education hubs to expand the footprint of IBCs
in the country is necessary.
Education hubs commonly referred to as EduCities or Knowledge Hubs offer more integrated,
systemic advantages. These purpose-built clusters are designed not just for co-location, but for
collaboration, innovation, and national development impact. The following dimensions illustrate
the comparative advantages of Higher Education Hubs over standalone IBCs:
i. Economies of Scale and Shared Infrastructure: One of the most immediate benefits of education
hubs is the cost efficiency gained through shared physical and service infrastructure. Common
facilities such as student housing, digital networks, libraries, laboratories, and recreational
centres reduce duplication and lower per-institution operational costs. For example, EduCity
Johor’s centralised stadium, shared library, and student village support multiple institutions
while creating a cohesive student experience.
ii. Cross-Institutional Collaboration and Academic Synergy: EduCities promote academic
integration across institutions through joint degree programmes, cross-registration, and
faculty exchange. Education City in Qatar exemplifies this model, where universities such
as Georgetown, Carnegie Mellon, and Northwestern enable cross-institutional enrollment,
allowing students to benefit from the combined strengths of multiple global institutions
under one governance umbrella.
iii. Innovation Ecosystems and Research Commercialisation: By embedding universities within
broader innovation districts alongside start-up accelerators, corporate R&D labs, and funding
agencies EduCities create environments where academic research can rapidly translate into
real-world impact. In Boston’s Longwood Medical Area and Singapore’s One-North, universities
like Massachusetts Institute of Technology (MIT) and National University of Singapore (NUS)
have catalysed deep-tech spinouts, biotech patents, and collaborative ventures, backed by
strong private sector and venture capital ecosystems.
iv. Destination Branding and Global Talent Attraction: Education hubs serve as national or
regional brands for higher education, enhancing a country's visibility and competitiveness in
the global student market. Dubai International Academic City (DIAC), for instance, is marketed
as a pan-regional education destination for South Asia, West Asia, and Africa helping the
UAE build its soft power and diversify its economy.
v. Urban Development and Place-Making: EduCities often anchor larger urban and economic
development plans, contributing to smart cities, financial corridors, and industrial zones.
GIFT City in India demonstrates how education, fintech, and global investment can be co-
located to reinforce each other, positioning the campus not just as an academic site but as
a node of broader economic transformation.
vi. Regulatory Innovation and Policy Experimentation: Hubs can also serve as test beds for
governance autonomy, new academic models, or blended learning frameworks. Nazarbayev
University in Kazakhstan, granted full academic autonomy under a unique legal statute, 121
International Branch Campuses and Higher Education Hubs
has functioned as a live pilot for reforms in curriculum design, quality assurance, and
international partnerships many of which are now being considered for wider replication
across the national higher education system.
vii. Vibrant Student Life and Multicultural Exchange: The critical mass of students from diverse
backgrounds across institutions in a single hub supports an enriching academic and social
environment. Cities like Boston and Cambridge, home to MIT, Harvard, Boston University (BU),
among many others, exemplify how shared urban space fuels cross-disciplinary dialogue,
cultural programming, networking, and a globally engaged student culture.
viii. Industry Engagement and Research-Workforce Integration: Education hubs enhance
institutional linkages with industry. The London Knowledge Quarter, centered around
University College London (UCL) and the Francis Crick Institute, provides a model of how
universities, start-ups, hospitals, and public agencies can work together on research,
workforce development, and public policy. Similarly, the Texas Medical Center in Houston,
USA, links medical research with the world’s largest concentration of hospitals, clinical trials,
and biotech innovation.
Therefore, analysis of Global Education Cities and Knowledge Hubs can provide valuable insights
to build a contextual roadmap for India.
Indian Practice: Government of Maharashtra’s Internationalisation Initiatives
In line with NEP 2020’s Vision to promote India as a global study destination providing
premium affordable education and facilitate top-ranked foreign universities to operate in
India, the Government of Maharashtra has initiated several activities for internationalising
higher education:
a. Navi Mumbai International Education City (NMIEC): In 2025, it launched the NMIEC, India’s
first global, multi-university education hub. This project featured in the Growth Hub Plan
of the Mumbai Metro Region prepared in 2024 in collaboration with NITI Aayog. It has been
undertaken under the ‘Mumbai Rising: Creating an International Education City’ initiative
and is led by CIDCO (City and Industrial Development Corporation), a state-run planning
authority. Being developed across 250 acres in PPP mode near the upcoming Navi Mumbai
International Airport, NMIEC is designed to host some of the world’s top universities. At
a grand ceremony on 14 June, 2025, the Government of Maharashtra granted LoIs to 5
international universities: University of Western Australia (Australia), University of York (UK),
University of Aberdeen (UK), Illinois Institute of Technology (USA), and Istituto Europeo di
Design (Italy). International universities establishing branch campuses in NMIEC can operate
with complete autonomy in determining their curriculum, fee structures, and academic
calendars and design and implement their own independent scholarship mechanisms.
These branches have been granted a 18-month window to begin operations.
b. MoU with British Council for Capacity Building: The British Council and Government of
Maharashtra launched a Capacity Building initiative for International Officers programme
in 2024. The initiative aimed to enhance the capacity of Indian universities to engage
in internationalisation efforts while leveraging the expertise of the British Council in
this area. The programme aimed to offer modules to build skills and competencies of
international officers, facilitating knowledge sharing and practical outcomes to support
the internationalisation agenda of participating HEIs.
c. Global Expansion of State Universities: HEIs in the state, including State Public Universities
(SPUs) such as the Savitribai Phule Pune University (Qatar campus) have expanded
internationally. 122Internationalisation of Higher Education in India
7.3 IBCs IN HIGHER EDUCATION HUBS: GLOBAL LESSONS AND
STRATEGIC PATHWAYS FOR INDIA
Across the world, education cities and knowledge hubs have evolved as an instrument that
concentrates academic excellence, industry-academia linkages, and fosters regional development.
These clusters offer more than co-location; they provide infrastructure, governance models, and
community environment needed to transform branch campuses into engines of economic and
social value.
This section draws on global case studies of IBCs within such hubs, examining diverse models
ranging from high-performing clusters to underperforming experiments. It also outlines key
lessons and forward-looking recommendations to guide India in embedding IBCs into sectoral,
urban, and national priorities ensuring that transnational education becomes not just accessible,
but transformative.
7.3.1 EduCities and Knowledge Hubs: A Global Experience
Countries have increasingly turned to the clustering of foreign universities, research institutions,
and industry partners within strategically designed education zones as a means to scale the
impact of transnational higher education.
By leveraging shared infrastructure, fostering cross-institutional collaboration, and aligning with
national economic and development strategies, EduCities have enabled some nations to become
global higher education destinations. While several models have succeeded in creating vibrant
knowledge economies, others have struggled due to poor integration, top-down planning, or
limited local relevance.
This section explores a diverse set of international examples ranging from Education City in Qatar
to the Astana Hub in Kazakhstan highlighting the enabling conditions, structural limitations, and
policy choices that have shaped their trajectories. These lessons offer valuable insights for India
as it seeks to design its own next-generation higher education hubs.
i. Education City, Qatar
Education City, Qatar 123
International Branch Campuses and Higher Education Hubs
zLocation: Doha, Qatar
zYear of Establishment: 1997
zConcept: A 12 sq.km. campus led by the Qatar Foundation, attracting globally recognised
FHEIs with branch campuses of several US-headquartered universities including Georgetown
University, Carnegie Mellon University, Texas A&M University, Weill Cornell Medicine,
Northwestern University, and Virginia Commonwealth University.
zStrategic Advantage: Enabled cross-registration among top global universities, for creating
an integrated student experience. Supported emerging sectors such as digital media and
finance as Qatar diversifies beyond hydrocarbons.
zSuccess: The Edu City attracts global talent through scholarships, globally relevant curricula,
strategic partnerships and research centres aligned with industry needs, positioning Qatar
as a regional centre of research and innovation.
zChallenges: High subsidies, limited graduate absorption in the local labour market, and
academic freedom concerns have prompted reassessment by some universities.
ii. The Singapore Global Schoolhouse
The Singapore Global Schoolhouse, Singapore
zLocation: Singapore
zYear of Establishment: 1998
zConcept: It is a coordinated national platform with a distributed innovation ecosystem
engaging foreign university branch campuses, local public universities, private education
providers, research institutes and Industry partners. The 3-Tier University Model comprises:
(i) an Apex tier led by top FHEIs such as MIT and Duke University (USA), and INSEAD
(France) offering R&D-intensive programmes; (ii) a Middle or Bedrock tier represented
by national universities like NUS, Nanyang Technological University (NTU), and Singapore
Management University (SMU) focused on serving national priorities through research and
skill development; and (iii) a Base tier consisting of private and foreign-linked institutions.
zStrategic Advantage: Designed as a policy-driven model to build global education presence.
Aligned academic programmes with economic priorities like biotech, finance, and logistics.
zSuccess: High international student satisfaction, strong integration with Singapore’s economy
and world-class research from institutions like NUS and NTU.
zChallenges: Recent years have seen constraints due to rising costs, strict visa policies, and
strategic realignment by foreign institutions. 124Internationalisation of Higher Education in India
iii. Dubai International Academic City (DIAC) and Knowledge Village, UAE
DIAC & Knowledge Village, UAE
zLocation: Dubai, UAE
zYear of Establishment: 2007
zConcept: A free zone that has attracted foreign universities including Heriot-Watt University
and University of Birmingham (UK), Amity University (India), and Murdoch University
(Australia), aligned with Dubai’s strategy to build a diversified knowledge economy.
zStrategic Advantage: DIAC helps UAE diversify its higher education landscape by offering
vocational and applied degrees in media, engineering, and business. It supports Dubai's
services and logistics economy, and is a global study destination for South and West Asia
and Africa.
zSuccess: The model has attracted over 27 branch campuses with 28,000+ students over 500+
courses.
zChallenges: Perception of commodification, variable institutional quality, and weak pathways
to local employment.
iv. EduCity, Malaysia
EduCity, Malaysia
zLocation: Iskandar, Malaysia 125
International Branch Campuses and Higher Education Hubs
zYear of Establishment: 2012
zConcept: Considered Asia’s first multi-campus education city, spread over 350 acres, it hosts
4 international HEIs, 2 local HEIs and 1 training academy for higher education. IBCs include
University of Reading and Newcastle University (UK) and Netherlands Maritime Institute of
Technology.
zStrategic Advantage: The EduCity offers a career-ready curriculum aligned with labour market
needs and has master-planned for talent retention and innovation. It shares a central
stadium, library and student village across multiple universities.
zSuccess: Leveraged proximity to Singapore from PPP that has enabled infrastructure growth.
zChallenges: Low enrolment numbers, withdrawal of universities, high opex and lesser brand
visibility among regional students.
v. Songdo Global University Campus, South Korea
vi. Songdo Global University Campus, South Korea
zLocation: Incheon, South Korea
zYear of Establishment: 2012
zConcept: A planned ‘smart city’ education hub based in the Incheon Free Economic Zone, it
was established with the vision to reduce brain drain by offering transnational education by
‘going global at home’. The initial partners included George Mason University and University
of Utah (USA), and Ghent University (Belgium).
zStrategic Advantage: Private sector partnership in smart infrastructure and housing,
investments in retail, and hospitality has been facilitated in and around the EduCity.
zSuccess: The model attracts global talent by supporting US and European dual-degrees and
selective admissions focused on academic merit.
zChallenges: Heavy state-led planning, lack of academic autonomy, and weak demand have
hampered success. Issues include high costs, limited urban vibrancy, and friction due to
English instruction in a primarily Korean-speaking setting. 126Internationalisation of Higher Education in India
vii. Nazarbayev University and Astana Hub, Kazakhstan
Nazarbayev University & Astana Hub, Kazakhastan
zLocation: Nur-Sultan, Astana, Kazakhstan
zYear of Establishment: 2018
zConcept: A Western-style research university funded by the Kazakh Government to modernise
the national higher education system and attract international talent. Nazarbayev University
(NU) operates with academic and legal autonomy and is co-located within the Astana Hub.
NU partners with Duke University and University of Wisconsin–Madison (USA), and University
of Cambridge (UK).
zStrategic Advantage: NU & Astana Hub attract foreign investment in renewable energy, tech,
and engineering. International research presence has aligned national innovation efforts
with global standards.
zSuccess: Strong partnership with top institutions, English taught programmes, strong focus
on R&D in STEM, energy and policy have been critical success factors. Astana Hub fosters
a growing start-up ecosystem, aiming to position Kazakhstan as a Central Asian Innovation
Leader.
zChallenges: Despite its strengths, NU faces issues around elite scalability, talent migration
and long-term financial sustainability due to heavy state funding.
7.3.2 Global Medical EduCities: Sector-Specific Innovation Clusters
Among the various thematic models of education hubs, Medical EduCities stand out as strategically
focused clusters that address pressing national healthcare needs while leveraging global academic
and clinical standards. These hubs bring together universities, hospitals, research institutes, and
life sciences industries in co-located environments that foster translational research, medical
innovation, and workforce development.
This section presents global examples of Medical EduCities, offering insights that can inform
India’s efforts to develop similar hubs within its health and education policy landscape. From
post-conflict regions like Erbil in Iraq to advanced ecosystems in Singapore, Boston, and London,
Medical EduCities have demonstrated how targeted infrastructure, regulatory alignment, and
academic-industry collaboration can create high-impact models of international engagement. 127
International Branch Campuses and Higher Education Hubs
7.3.2.1 Successful Global Medical EduCities
i. Boston Longwood Medical and Academic Area, USA
18
Boston Longwood Medical & Academic Area, USA
zLocation: Boston, Massachusetts, USA
zYear of Establishment: 1972
zConcept: This district links academia with biotech and clinical research and comprises
Harvard Medical School, Brigham and Women’s Hospital, Dana-Farber Cancer Institute, and
the Broad Institute.
zStrategic Advantage: Situated near MIT and Kendall Square, the area leads global innovation
in life sciences, biotech investment, and translational research. It has produced over 30,000
start-ups, and leads the world in biotech Venture Capital investment, life sciences patents,
and partnerships between academia and pharmaceutical companies such as Pfizer, Novartis
and Moderna.
ii. HealthCity Novena, Singapore
19
Health City Novena, Singapore
18
University of Massachusetts Donahue Institute. (2021, April). The Longwood Medical and Academic Area’s Economic
Contributions to Boston and Massachusetts. https://donahue.umass.edu/documents/The_LMAs_Economic_Contributions_
to_Boston_and_Massachusetts_-_Final_to_Client.pdf
19
Tan Tock Seng Hospital. (n.d.). HealthCity Novena. https://www.ttsh.com.sg/About-TTSH/healthcitynovena/Pages/default.aspx 128Internationalisation of Higher Education in India
zLocation: Novena, Singapore
zYear of Establishment: 2013
zConcept: A 17-hectare campus integrated with Tan Tock Seng Hospital, NTU’s Lee Kong Chian
School of Medicine and research labs.
zStrategic Advantage: The model, dubbed ‘hospital without walls’, focuses on holistic care,
education, preventive medicine and biomedical R&D.
iii. London Knowledge Quarter, UK
20
London Knowledge Quarter, UK
zLocation: King’s Cross, London, UK
zYear of Establishment: 2014
zConcept: This cluster includes UCL, the Francis Crick Institute, Great Ormond Street Hospital,
and the London School of Hygiene & Tropical Medicine.
zStrategic Advantage: Co-location enables interdisciplinary collaboration in cancer, infectious
disease, and data-driven research, supported by National Health Service (NHS) and United
Kingdom Research and Innovation (UKRI) partnerships.
iv. British International University (BIU), Iraq
21
British International University (BIU), Iraq
20
Knowledge Quarter London. (2017, March). Annual Report 2016. https://www.knowledgequarter.london/wp-content/
uploads/2017/03/KQ-AR-2016-website.pdf
21
British University – Kurdistan. (n.d.). Home. https://www.britishuniversity.krd/ 129
International Branch Campuses and Higher Education Hubs
zLocation: Erbil Governorate, Iraq
zYear of Establishment: 2017
zConcept: BIU is a collaboration between Global Education Management Systems (GEMS)
Education and the University of Surrey (UK). The partnership has expanded to Ajman (UAE)
and Colombo (Sri Lanka).
zStrategic Advantage: It offers a British-style pre-clinical medical science degree programme,
with options for progression to medical school. BIU became the first UK-degree-granting
institution in Iraq.
7.3.2.2 Elements of Successful Medical Education Hubs
Successful models often feature a strong triad of universities, hospitals, and research institutions,
supported by government or private sector funding and strategic planning. These ecosystems
maintain close ties with biotech and pharmaceutical industries, fostering innovation and
collaboration. A strong emphasis on translational medicine and clinical trials bridges the gap
between laboratory research and patient care. Additionally, many institutions, particularly in
Europe and Asia, offer English-taught medical degrees to attract international students.
7.3.2.3 Barriers to Success of Medical EduCities
Several attempts, particularly in emerging economies, highlight the risks of weak hospital
linkages, underdeveloped research capacity, and misaligned planning. This section presents
illustrative global examples of challenged Medical EduCities, offering insights that can inform
India’s efforts to develop similar hubs within its health and education policy landscape.
i. EduCity Johor, Malaysia: Limited Clinical Integration and Weak Industry Anchoring
zLocation: Johor and Kuala Lumpur, Malaysia
zYear of Establishment: 2008
zConcept: Originally envisioned as a flagship regional hub for transnational education to host
multiple international institutions.
zBarriers: EduCity Johor faced significant structural challenges
22
:
a. Weak university–hospital linkages: Medical and life sciences hubs like those in the EduCity
lacked direct, formal partnerships with leading clinical hospitals. Students often had
limited access to real-world clinical training, weakening translational research potential.
b. Limited involvement of global biotech firms: While infrastructure was built, international
pharmaceutical and biotech companies did not co-locate or invest significantly, reducing
industry pull for innovation and internships.
c. Insufficient research culture: Many branch campuses lacked a strong research mandate
or funding, and faculty were often on teaching-only contracts.
d. Student recruitment and retention issues: Students preferred better-established hubs
(Singapore, UK, Australia), and local students often sought traditional public universities
for medicine.
ii. Guangzhou Bio Island, China: Infrastructure-Led Development Without Academic Anchors
zLocation: Haizhu District, Guangzhou, China
zYear of Establishment: 2011
zConcept: Launched as a flagship biotechnology and life sciences innovation zone, supported
by significant government investment in infrastructure, lab facilities, and tax incentives.
22
Wan, B. C.-D., Weerasena, B., Wan, C.-D., & Weerasena, B. (2018). In EduCity, Johor: A Promising Project with Multiple
Challenges to Overcome (pp. 1–21). chapter, ISEAS–Yusof Ishak Institute 130Internationalisation of Higher Education in India
zBarriers
23
: These include:
a. Lacked academic anchors: Bio Island was infrastructure-led, with significant government
investment; however, it lacked medical schools or teaching hospitals that typically drive
research ecosystems.
b. Overemphasis on real estate and incentives: Focussed on attracting companies with
tax breaks and lab space rather than building sustainable academic-industry research
pipelines.
c. Language and regulatory barriers: Chinese taught programmes, R&D and regulatory
uncertainty in biotech (e.g., IP protection, data sharing, etc.) limited participation and
discouraged foreign collaborations.
d. Weak innovation outcomes: Despite major investments, few globally significant biotech
breakthroughs or start-ups have emerged from the Island.
iii. Nazarbayev University Medical School, Kazakhstan: Academic Isolation from National Health
Systems
zLocation: Astana, Kazakhstan
zYear of Establishment: 2015
zConcept: Nazarbayev University (NU) Medical School offers a Western-style, English-medium
medical education in partnership with international universities.
zBarriers: These include:
a. Disconnect between Medical Education and National Health System: NU’s Western-style,
English-taught medical education was not fully aligned with Kazakhstan’s national
clinical training pathways or hospital systems, thus limiting students' ability to smoothly
transition into practice within the public health sector.
b. Weak Clinical Research Infrastructure: Limited large-scale clinical trials, patient registries,
or research hospitals reduces the feasibility of impactful biomedical research. These gaps
coupled with high levels of graduate out-migration, have constrained the scalability and
systemic impact of the NU medical education model.
While several Medical EduCities have successfully integrated academic, clinical, and research
ecosystems, others have struggled to deliver impactful outcomes due to weak foundational design
and poor ecosystem alignment. This analysis underscores the importance of strong university–
hospital partnerships, academic credibility, and integration with national health systems. In
many cases, excessive focus on physical infrastructure, limited private sector engagement, and
regulatory disconnects have undermined their potential.
7.4 ROADMAP FOR BUILDING WORLDCLASS HIGHER EDUCATION
HUBS IN INDIA
To maximise their developmental impact, Higher Education Hubs must be embedded within
India’s broader economic and policy architecture. This alignment ensures that they emerge
not only as academic centres, but also as engines of innovation, skilling, and multisectoral
transformation. This requires regulatory support and a framework of key components and
enablers that may assist in building them.
7.4.1 Framework for Facilitating Higher Education Hubs
Based on extensive stakeholder consultations with national and international experts, the
following 6 aspects of the framework have been developed.
23
Niiler, E. China's efforts to lure biotechs to Bio-Island criticized. Nat Biotechnol 18, 708 (2000). https://doi.org/10.1038/77255 131
International Branch Campuses and Higher Education Hubs
i. Create a Dedicated Legal Framework for Higher Education Hubs
zIntroduce clear legislations that define governance, academic autonomy, land norms, IP
ownership, and simplified approvals for foreign and Indian HEIs.
zEnsure formal degree recognition under Indian frameworks and enable access to government
schemes and research grants.
ii. Align Higher Education Hubs with National Missions
zStrategically position hubs in alignment with Digital India, Startup India, Make in India, and
Gati Shakti, among several others.
zPromote sector-specific knowledge cities, e.g. fintech, STEM in GIFT City, biotech in Hyderabad,
and AI in Bengaluru.
iii. Enable Co-Location with Industry and SEZs
zCo-locate universities with R&D labs, incubators, accelerators, SEZs, and corporate campuses
to encourage real-world learning and employability.
zUse successful models like One-North (Singapore) or Kendall Square (Boston) as benchmarks.
iv. Ensure Urban Quality and Liveability
zInvest in infrastructure for student housing, public transport, recreation, health, and K-12
schools.
zBuild inclusive, green, and smart campus environments to attract global talent.
v. Ensure Ease of Regulation
zCreate a nodal body to coordinate academic and non-academic approvals across ministries
and with state governments.
zEmpower it to act as a unified interface for all stakeholders.
vi. Expand Eligibility Beyond Rankings
zAllow FHEIs with demonstrated excellence in academics, research, or innovation to qualify—
beyond top-500 in global rankings.
zCreate a transparent, criteria-based system for IBC entry.
7.4.2 Pillars of a Higher Education Hub
It is important to recognise that an education hub does not emerge organically; rather, it is a
strategically planned ecosystem. Though the concept lacks a singular definition, it widely refers
to the strategic alignment of academic institutions, R&D infrastructure, industries, and start-up
ecosystems within a defined geographical area. The four pillars of a Higher Education Hub are
as follows:
i. Academic Institutions: At the core of any education hub are high quality universities and
colleges offering globally relevant education. India’s expansive higher education system, with
nearly 1,200 universities, provides a strong foundation for such hubs.
ii. R&D Infrastructure: R&D institutions drive knowledge creation and innovation. A strong R&D
base ensures the education hub contributes not just to teaching, but also to cutting-edge
research and technological advancement.
iii. Industry and Service Sector Clusters: Proximity to industry enables applied research,
consultancy projects, practical exposure, internships, apprenticeships, and hands-on training.
Close links between academia and industry ensure that the education being delivered is
relevant to the real-world and evolving market needs.
iv. Start-up Ecosystem: A thriving start-up environment nurtures a culture of innovation,
entrepreneurship, and problem-solving. This not only supports the creation of a knowledge- 132Internationalisation of Higher Education in India
based economy but also attracts foreign investment and talent, driving long-term economic
growth.
7.4.3 Enablers of a Higher Education Hub
While strong academic and industrial foundations are crucial, the following three enablers are
essential to make an education hub globally attractive and functional:
i. Connectivity: Efficient access is non-negotiable. International airports, national highways,
and integrated railway systems are required to ensure seamless mobility for students, faculty,
researchers, and global visitors.
ii. Digital Infrastructure: High-speed internet, broadband connectivity, and smart campus
solutions are vital for teaching, learning, research, and global collaboration. They ensure
that the hub remains integrated with international academic and innovation networks.
iii. Utility Services and Quality of Social Life: For an education hub to thrive, it must provide
a livable environment. This includes quality K–12 schools, hospitals, libraries, recreational
spaces, visitor infrastructure, and shared or affordable accommodation for students, faculty,
and researchers.
7.5 WAY FORWARD
India stands at an inflection point in its journey to internationalise higher education especially
after regulatory encouragement for IBCs through the twin regulatory frameworks of GIFT City-IFSC
and UGC Guidelines. However, global experiences underscore that the success of such initiatives
hinges not merely on regulatory permission, but on embedding IBCs within robust education
ecosystems such as Knowledge Hubs or EduCities. By developing integrated Higher Education
Hubs that combine academic excellence with innovation, R&D, entrepreneurship, industry
linkages, and liveable urban infrastructure, India can position itself as a vital contributor to
the global knowledge economy. These hubs must be strategically planned, aligned with national
missions, and supported by regulatory enablers to ensure scalability, sustainability, and impact.
With the right vision, policy coherence, and investment, India can position itself as a leading
global destination for higher education, research and knowledge-driven development. 133
Chapter
INDIAN OFFSHORE
CAMPUSES
Chapter
8 134Internationalisation of Higher Education in India
8.1 OVERVIEW
An offshore campus is a campus of a university established by it outside the home country,
operated and maintained as its constituent unit, having the university’s complement of facilities,
faculty and staff.
1
The current chapter focuses on Indian HEIs setting up entities abroad and
delivering academic programmes that will lead to an Indian degree. The degree may either be
indistinguishable from the one awarded at home, or may indicate the name of the campus in
addition to the parent institution.
NEP 2020
2
encourages high performing Indian universities to set up campuses in other countries.
The UGC further reinforced this initiative through its Guidelines on the Internationalisation of
Higher Education 2021
3
wherein it promotes public HEIs to set up offshore campuses to expand
outreach of the institutions and build the image of India as an international study destination.
Thus, IIT Madras, IIT Delhi and the National Forensic Sciences University are among the first
public HEIs to open offshore campuses in Zanzibar, Abu Dhabi and Jinja respectively. Over the last
quarter century, 6 Indian Private Universities and 7 Public Universities have established around
25 offshore campuses in about 12 countries, including Australia, Japan, Malaysia, Mauritius, Nepal,
Qatar, Singapore, Tanzania, UAE, UK, USA, Uganda and Uzbekistan. The first private university to
open an offshore campus in 1994 was Manipal University in Pokhara, Nepal.
Globally, there are currently 300+ offshore campuses. Several countries, most notably the
United States, United Kingdom, Australia, Russia, and France (see Figure 8.1) have long pursued
internationalisation by establishing campuses across various global regions. Interestingly, these
same countries also rank among the top ten destinations for international students, indicating
a two-way flow of educational mobility. This suggests a possible correlation between setting up
offshore campuses and attracting international students domestically. Hence, offshore campuses
act as enablers for internationalisation at home.
1
Ministry of Education, Government of India. (2021). All India Survey on Higher Education (AISHE)
2
Ministry of Education, Government of India. (2020). National Education Policy
3
University Grants Commission. (2021). Guidelines for Internationalisation of Higher Education 135
Indian Offshore Campuse
Figure 8.1: International spread in Higher Education through offshore campuses
Source: OBHE & C-BERT. (2016). International branch campuses: Trends and developments. Observatory on Borderless
Higher Education (OBHE) & Cross-Border Education Research Team (C-BERT).
Most offshore campuses are concentrated in East Asia (China), West Asia (Qatar, UAE), and
Southeast Asia (Singapore, Malaysia), reflecting regional demand for quality higher education
(Figure 8.3). India is strategically located at the crossroads of these key regions and is well-
placed to leverage this geographic advantage for expanding its global educational presence.
Figure 8.2: International presence of HEI- Host countries for offshore campuses
Source: OBHE & C-BERT. (2016). International branch campuses: Trends and developments. Observatory on Borderless
Higher Education (OBHE) & Cross-Border Education Research Team (C-BERT). 136Internationalisation of Higher Education in India
The following is a list of select successful offshore campuses across the world.
Table 8.1: Select Successful Offshore Campuses across the world
Name of the University
Location of the
Campus
Year
No. of
Students
No. of Students
(Approx)
University of Wollongong (UOW) Malaysia
Shah Alam,
Malaysia
1983 5,500 70
University of Wollongong in Dubai (UoWD)Dubai, UAE 1993 2,700 75
Curtin University MalaysiaMiri, Malaysia1999 1,600 75
Swinburne University of Technology
Sarawak Campus
Kuching,
Malaysia
2000 4,000 164
Carnegie Mellon University in Qatar
Ar-Rayyan,
Qatar
2004 472 60
London Business School Dubai Centre Dubai, UAE 2007 1,302 156
Curtin University SingaporeSingapore 2008 2,706 -
New York University Abu Dhabi (NYUAD) Abu Dhabi, UAE2008 2,200 370
Carnegie Mellon University Africa Kigali, Rwanda2011 300 35
New York University Shanghai
Shanghai,
China
2012 2,200 316
Lancaster University GhanaGhana 2013 484 26
Northeastern University Toronto Campus
Toronto,
Canada
2015 1,400 56
University of Birmingham Dubai Dubai, UAE 2018 3,000 85
Curtin University DubaiDubai, UAE 2018 757 25+
The University of Chicago Francis and Rose
Yuen Campus in Hong Kong
Hong Kong,
China
2018 --
Curtin MauritiusMoka, Mauritius2018 1,572 -
Curtin University Colombo
Colombo, Sri
Lanka
2024 521 -
University of Wollongong (UOW) College
Hong Kong
Hong Kong,
China
2024 2,000 200 137
Indian Offshore Campuse
8.2 STRATEGIC IMPORTANCE OF OFFSHORE CAMPUSES
In accordance with the survey responses (Figure 8.2), following are some of the key reasons that
act as motivation for HEIs to build offshore campuses:
Figure 8.3: Survey Responses on Motivations for exploring offshore campus
i. Enhanced Inward Student Mobility: The presence of an Offshore campus builds international
visibility and trust about the higher education system of the home country, thereby
encouraging more students to consider India for higher education. This correlation can be
observed in countries that have established the highest number of offshore campuses and
are incidentally the countries with the highest inward student mobility globally.
ii. Internal Revenue Generation: Branch campuses create diversified revenue streams through
tuition fees, partnerships, and research collaborations.
iii. Globalised Education for Indian Students: Offers Indian students global exposure and
international curricula without the high cost of studying abroad.
iv. Collaboration in R&D: Enables joint research initiatives and access to international labs,
talent, and innovation ecosystems. Increasingly, collaborations are proving key in securing
major funding and increasing publication rates, and global campuses can be leveraged for
the same.
4
v. Future-Ready and Employable Graduates: Equips students with global competencies and
industry-relevant skills, improving their international employability.
vi. National Soft Power and Cultural Capital: Strengthens India’s global influence especially in
the Global South, where Indian HEIs can serve as education and cultural hubs and enhance
strategic ties.
vii. Interconnection Between Global Rankings and International Perception: There is a strong
link between global university rankings (THE, QS, Shanghai & US News)
5
and international
perception, which is also influenced by the presence of offshore campuses. Hence, global
presence may even impact the global ranking of the university. This is a two-way relationship
where a drop in the rankings can also lead to decreased international student enrolments
and reduced research collaborations as seen in the case of several Australian universities,
6
which experienced both after a fall in their global rankings.
4
Rajkhowa, G. (2024). Internationalisation For All: Rethinking University Internationalisation. In Space and Culture, India (Vol.
11, Issue 4, pp. 5–19). ACCB Publishing.
5
Szluka, P., Csajbók, E. & Győrffy, B. (2023). Relationship between bibliometric indicators and university ranking positions.
Sci Rep 13, 14193
6
Ross, J. (2024, October 9). World University Rankings 2025: Australia stands on precipice. Times Higher Education. 138Internationalisation of Higher Education in India
8.3 CRITICAL FACTORS SHAPING OFFSHORE CAMPUS
ESTABLISHMENT
According to survey responses, the following critical factors have emerged as determinants in
the establishment of offshore campuses by Indian HEIs:
Figure 8.4: Survey Responses on Factors influencing decision regarding establishing offshore campuses
i. Market Demand (26.83%) – Universities prefer locations with high demand for specific
academic domains; for instance, Parsons School of Design opened a campus in Paris to
leverage its global status in fashion.
7
ii. Government Policies (24.39%) – Supportive host country regulations, stable governance,
convenient locations for the campus, international connectivity, and ease of accreditation
significantly influence expansion decisions. The University of Wollongong in Hong Kong
8
and
Uniciti Hub in Mauritius are examples of growth enabled by clear and welcoming policies,
while restrictive rules on degree equivalence and eligibility in some nations act as barriers.
9
iii. Financial Viability (21.95%) – HEIs assess operational costs, infrastructure availability, and
tuition revenue potential before choosing the destination for an offshore campus. Campuses
in countries like the UAE and Singapore benefit from economic feasibility and strong student
markets.
iv. Partnerships with Local Institutions (19.51%) – Collaborations with domestic universities or
education hubs help navigate local systems, improve credibility, and enable joint programme
delivery. The Mauritius International Education Hub represents a dense conglomeration of
premier education institutions in a transnational network mode, and offers several academic
programmes through unique partnerships, representing a strong model of transnational
academic networking through institutional partnerships.
10
v. Others (7.32%) – Additional drivers include improving global rankings, enhancing international
perception, and fulfilling national strategic goals. The IITs exemplify HEIs expanding abroad
as part of India’s education diplomacy.
11
7 Parsons The New School for Design. (2012). Parsons The New School for Design opens new academic centre in Paris. E-flux.
8 University of Wollongong Australia. (2025). Global presence, University of Wollongong. https://www.uow.edu.au/about/
global-presence/
9 South China Morning Post. (2024, June). UOW College Hong Kong taps into city’s reputation for academic excellence.
10 Uniciti International Education Hub. (2024). https://uniciti-ieh.com/
11 IITs: Made in India, going international 139
Indian Offshore Campuse
8.4 MODES OF BUILDING OFFSHORE CAMPUSES
There are three broad modes for an offshore campus:
A. Expanding Capacity – These campuses offer additional seats for students who may not gain
admission to highly selective home campuses. Though they are located abroad, they offer
familiar academic environments.
Global Practice: New York University, Abu Dhabi (NYUAD)
NYUAD was established in 2010 in partnership with NYU and the Emirate of Abu Dhabi. It was
founded on a shared understanding of the essential roles and challenges of higher education
in the 21st century. The university delivers a liberal arts and sciences education with a
distinctive focus on intercultural understanding, inclusion, and global citizenship to students
from around the world. It offers 600+ courses across 26 majors, research opportunities,
internships, community service placements, and career development support to students
from 120+ countries. NYUAD has a tight-knit and diverse community with student clubs,
athletics and volunteering activities. Over the past decade, it has assembled a remarkable
community of scholars, students, researchers, artists, and inventors who have contributed
to the growth of UAE’s capital as a global hub of knowledge and culture, while establishing
a new model of higher education for today’s complex world.
B. Building Local Capacity – These campuses aim to strengthen higher education and workforce
capabilities in the host country. Programmes are tailored to local needs, with student intake
focused on host-country nationals, often supplemented by exposure to the main campus.
Global Practice: New York University - Shanghai (NYUSH)
NYUSH was established in 2012. It is China’s first Sino-foreign joint university with independent
legal accreditation, through a partnership between New York University and East China
Normal University. Its location in a global financial and technology hub further positions
graduates for both regional and international opportunities. The institution combines a
global curriculum with deep China-focused engagement and offers access to NYU’s worldwide
network of campuses. The bund campus is 114,000 m², nine-story campus organized into four
interlocking structures arranged around a central courtyard, a blend of Western quadrangle
design and a traditional Chinese scholars’ garden.
An analysis comparing NYUAD and NYUSH has been included here to illustrate how the same
university, NYU, operates two global campuses but with distinct founding models, governance
structures, funding mechanisms, and academic orientations, reflecting their unique regional
contexts and strategic objectives. The details of this comparison are presented in Table 8.2 to
provide an understanding on how universities can establish IBCs in different countries through
different approaches and to achieve different institutional and home country objectives.
Table 8.2: Comparative Analysis of NYU Abu Dhabi and Shanghai
Category NYU Abu Dhabi (NYUAD)
12
NYU Shanghai (NYUSH)
13
Year Established
Announced in 2007 and opened in
2010 as NYU’s first global degree-
granting campus.
Approved in 2012 and opened in 2013 as
China’s first Sino-foreign joint research
university.
Founding Model
and Partners
Established as an NYU Campus
through a partnership between NYU
and the Emirate of Abu Dhabi.
Formed as a joint venture between NYU
and East China Normal University (ECNU)
12 https://nyuad.nyu.edu/en/
13 https://shanghai.nyu.edu/ 140Internationalisation of Higher Education in India
Funding Source
Fully financed by the Emirate of
Abu Dhabi, which provided capital,
operational, and scholarship funding.
Supported jointly by the ECNU and the
Shanghai Municipal Government, with
shared contributions from NYU.
Legal Status and
Governance
Functions as an NYU-owned, degree-
granting campus under a special
agreement with Emirate of Abu Dhabi.
A Sino-foreign joint university with
independent legal status under Chinese
higher education law.
Campus
Location and
Strategic
Purpose
Located on Saadiyat Island, designed
to position Abu Dhabi as a global
education and research hub in the
Middle East.
Located in Shanghai’s financial district,
intended to strengthen academic
collaboration and cultural exchange
between China and the world.
Student
Demography
Enrolls students from over 120
countries, including around 25%
Emirati nationals; represents one of
the most globally diverse student
bodies.
Comprises approximately 50% Chinese
and 50% international students from over
70 countries, creating a balanced cross-
cultural environment.
Language of
Instruction
English is the sole language of
instruction.
English is the medium of instruction, with
Mandarin study compulsory for non-
Chinese students.
Academic
Programmes
Primarily focuses on undergraduate
programmes with 26 majors
across Arts, Humanities, Sciences,
Engineering, and Social Sciences,
along with select postgraduate and
PhD programmes.
While the emphasis is on undergraduate
education with 19 majors, it also offers
several joint postgraduate and PhD
programmes, integrating liberal arts with
global and Chinese studies.
Degree Awarded
Confers NYU degrees identical to
those awarded in New York.
An NYU degree (the same degree
granted at our New York and Abu Dhabi
campuses) and a Chinese-accredited NYU
Shanghai diploma.
Cost of
Attendance
(2025–26)
Tuition (for UG) approximately is USD
65,622, with a total estimated annual
cost of attendance of about USD
86,780.
Tuition (for UG) approximately USD 65,622,
with a total estimated annual cost of
attendance of about USD 88,216.
Scholarships
and Financial
Aid
Extensive full scholarships funded
by the Abu Dhabi government; most
students receive substantial financial
support.
Financial aid awarded on need and merit
basis
Indian Practice: National Forensic Sciences University, Uganda
Established in 2023 by the Government of India, the National Forensic Sciences University in
Uganda supports regional development in forensic science and criminal justice. Located in Jinja,
Uganda, the Government of Uganda served as a partner. The primary aim of this campus was
building capacity locally. It offered specialised courses and has welcomed nationals from across
African countries and faculties from India. The Uganda Campus of NFSU has three Departments
– the Department of Forensic Science, the Department of Cyber Security and Digital Forensics,
and the Department of Police Science and Security Studies. The campus offers six programmes
including two Master’s Degree programmes and four Post-Graduate Diploma programmes. With
curated programmes catering to pan-Africa needs, this unique Indian institution in Africa is an
example of harnessing bilateral relations for educational outcomes. 141
Indian Offshore Campuse
C. Deepening Internationalisation – Such an institution caters to students from all nationalities
and represents a blend of the first two. The most ambitious model, these campuses are
designed for a globally diverse student base and function as full-fledged replicas of the
home institution. They require robust governance, cross-border collaboration, and long-
term resource investment to succeed. Such institutions require a deep understanding and
agreements with the government and academic regulatory bodies, and significant leveraging
of the main campus resources.
14
Global Practice: Curtin University
The objective of Curtin University, a public research university based in Perth, Australia
was to position itself as a research-intensive university by focusing on research excellence
and innovating its teaching and learning environments to provide a technology-enhanced
experience for its students. Establishing offshore campuses of the University abroad was one
of its priority areas. Curtin operates five international campuses in Singapore, Malaysia, the
UAE, Mauritius, and Sri Lanka, one of the highest number of offshore campuses in the world.
It strengthened its commitment to sustainability globally by engaging its network of campuses
around the Indian Ocean Rim to connect students, staff, and partners working together and
solve the challenges these communities face. Their plans and priorities vary across the offshore
campuses. They have consistently increased the number of offshore campuses, and this has
invariably contributed to their internationalisation strategy.
Table 8.3: Analysis of offshore campuses of Curtin University
Campus
Year
Established
Objectives Focus AreasNotable Aspects
Curtin
University
Malaysia
1999
Establish a
regional hub
for engineering
and business
education.
Engineering (Chemical,
Mechanical, Civil,
Electrical, Mechatronic,
etc.), Business (Finance,
Marketing, Management),
IT, Cyber Security.
It is the largest
international campus of
Curtin.
Located in Miri, Sarawak,
it provides global
education in a local
cultural context.
Curtin
University
Singapore
2008
Meet the
educational
demands of
Southeast Asia.
Journalism, Marketing,
Accounting, Finance,
Logistics, Supply Chain
Management, Business,
Clinical Leadership,
Health.
Offers trimester-
based programmes for
accelerated learning.
Offer career-
relevant
programmes.
Strategically located to
cater to the Asia-Pacific
region.
Curtin
University
Dubai
2018
Provide globally
relevant education
in West Asia.
Business (MBA,
International Business),
IT, Arts, Engineering
(Mechanical, Civil, and
Electrical).
Located in Dubai
International Academic
City.
Bridge academic
and industry gaps.
Strong emphasis on
connecting academics
with the region’s industry
needs.
14
Lane, J. E., & Schueller, J. D. (2022). Can international branch campuses aid national identity? University World News. 142Internationalisation of Higher Education in India
Curtin
University
Mauritius
2018
Expand
educational access
in the African
region.
Business (Commerce,
International Business),
Design, Communications,
Science, Psychology
Focus on innovative and
applied learning.
Promote
interdisciplinary
learning.
Leverages the cultural
identity of Mauritius
which is at the cusp of
Asia and Africa
Curtin
University
Colombo
2024
Support
Sri Lanka’s
educational
development.
Engineering (Civil,
Mechanical, Mechatronics),
IT (Cyber Security,
Software Engineering,
Networking), Business
Administration.
Recently launched
campus in Colombo.
Provide
specialised
programmes in
high-demand
areas.
Targets emerging markets
in South Asia.
8.5 CRITICAL FACTORS SHAPING OFFSHORE CAMPUS ESTABLISHMENT
Indian offshore campuses present a significant opportunity for the internationalisation of Higher
Education. The majority of Indian HEIs that responded to the survey question on offshore
campuses expressed reluctance towards it. Only 11.3% HEIs said that they either had or were
planning offshore campuses while 71% denied an inclination towards building an offshore
campus. The reasons provided for not considering offshore campuses are depicted in Figure 8.5.
Figure 8.5: Survey Responses on Reasons for Not Considering Offshore Campuses
zFocus on strengthening domestic campuses – Institutions prioritise upgrading home
infrastructure before considering global expansion.
zRegulatory and legal challenges – Complex approval processes and unclear rules discourage
offshore ventures.
zInsufficient funding and resources – Limited budgets and staffing make it hard to sustain
overseas campuses.
zStrategic focus on other international collaborations – HEIs often prefer flexible partnerships
over full-fledged offshore setups. 143
Indian Offshore Campuse
zLack of demand or interest from students/faculty – Low stakeholder enthusiasm makes
expansion unappealing or risky.
zBureaucratic hurdles in India and host countries – Elaborate approval procedures and lack
of clarity may discourage universities from building international campus
zLanguage barriers – Communication and instruction limitations reduce accessibility in non-
English regions.
zRecognition of qualifications and credits – Doubts over international acceptance of degrees
deter both institutions and students.
zCompetition from established institutions – Presence of globally reputed HEIs makes it hard
for new entrants to attract students.
zEnsuring quality and consistency of education – Maintaining academic standards across
borders is a constant challenge.
zCultural and social integration issues – Differences in social norms and values can affect
student and faculty experiences.
8.6 OFFSHORE CAMPUSES OF INDIAN HEIs
NEP 2020 serves as a catalyst for universities in their pursuit of increasing their global
footprint and outreach. For the first time in India’s higher education history, NEP 2020 explicitly
encouraged top Indian universities to establish campuses abroad, marking a strategic shift from
inward-looking policies to an outward-facing global vision. Its emphasis on internationalisation,
academic excellence, autonomy, and quality assurance provided the necessary policy legitimacy,
regulatory clarity, and institutional confidence to navigate complex foreign accreditation systems.
Figure 8.6: Survey Responses on Primary goals of internationalisation as expressed by the surveyed institutions 144Internationalisation of Higher Education in India
Survey results indicate that 36% of the surveyed Indian HEIs consider expansion in offshore
campuses to be a primary goal of internationalisation (Figure 8.6). Learnings from existing
offshore campuses will be valuable to these and other such institutions by guiding them in
building a strategic plan for expansion that aligns with the values and ecosystem of the main
campus. An offshore campus can assist in institutional brand building and promote India as a
global destination for Higher Education.
Table 8.4: Offshore Campuses of Indian HEIs
Name of the University
Location of the
Campus
Year
No. of Students
(Approx)
Manipal College of Medical SciencesPokhara, Nepal 1994 800+
Manipal University College (MUCM) Melaka CampusMalacca, Malaysia 1997 500+
Manipal Academy of Higher Education (MAHE) Dubai, UAE 2000 26,000+
BITS PilaniDubai, UAE 2000 1,400+
SP Jain School of Global ManagementDubai, UAE 2004 600+
SP Jain School of Global ManagementSingapore2006 474+
Amity UniversityLondon, UK 2009 110+
Amity Global Institute (AGI)Singapore2009 300+
Manipal International University (MIU) Nilai, Malaysia 2010 1,500+
Amity UniversityDubai, UAE2011 2,500+
Amity UniversityMauritius2011 270+
Amity UniversityNew York, USA 2011 8,000+
Amity UniversitySan Francisco, USA 2011 100+
SP Jain School of Global ManagementSydney, Australia 2012 -
Amity UniversityTashkent, Uzbekistan 2019 750+
Sharda UniversityAndijan, Uzbekistan 2019 25,000+
MIE-SPPU Institute of Higher Education (Pune
University, Doha Campus
Doha, Qatar 2021 660+
SP Jain London School of ManagementLondon, UK2023 -
National Forensic Sciences University Jinja, Uganda 2023 -
IIT Madras Zanzibar CampusZanzibar, Tanzania 2023 100+
IIT Delhi Abu Dhabi CampusAbu Dhabi, UAE 2024 80+
Symbiosis International UniversityDubai, UAE2024 100+
Indian Institute of Foreign Trade (IIFT) Dubai
Campus
Dubai, UAE2025 -
IIM Ahmedabad Dubai CampusDubai, UAE2025 35
8.6.1 Offshore Campuses of Indian Private Universities
Over the last 30 years, Indian private universities have played a key role in taking Indian
higher education global by establishing offshore campuses across various countries. The first
Indian HEI to establish an offshore campus abroad was Manipal College of Medical Sciences at
Pokhara, Nepal in 1994. HEIs such as Manipal Academy of Higher Education, Amity University,
BITS Pilani, and SP Jain School of Global Management, among many others have taken steps
to internationalise their academic offerings by setting up campuses across West Asia, East and
Southeast Asia, Europe, America and Africa. 145
Indian Offshore Campuse
These expansions not only serve the Indian diaspora but also cater to international students,
contributing to regional capacity building and promoting India as a hub of quality education.
Four of these private universities have been presented here as case studies. These are based on
insights received during extensive stakeholder consultations undertaken as part of this study.
1. Amity University's Global Expansion
Amity University, Dubai
Amity University, a state private university (ranked 22 in NIRF 2025 ‘Universities’ category)
headquartered in Noida, Uttar Pradesh, and established in 2005, has expanded its global footprint
in several countries. Based on interactions during the study, the following insights have been
gathered about their multi-country experience of establishing overseas campuses.
i. Regulatory Processes and Collaborative Strategies
zRegulatory Complexity and Logistical Hurdles: Each host nation required compliance with distinct
legal frameworks, accreditation standards, visa regulations, and operational licensing. Navigating
these processes demanded significant time, legal expertise, and engagement with authorities.
zAccreditation: Rigorous evaluations by local agencies ensured alignment with host country
standards, including curriculum reviews and faculty assessments.
zStrategic Partnerships: Collaborations with local universities, government bodies, industry,
and community organisations provided regulatory insights, facilitated approvals, and
enhanced local relevance.
zInfrastructure Partnerships: Local developers and technology providers contributed to
campus construction and service delivery aligned with both Amity’s standards and local
requirements.
ii. Operational Strategies
zMarket-Driven Programmes: Academic offerings were tailored to local industry demands and
student preferences, informed by market research.
zContextualised Curriculum: Courses incorporated local case studies and industry-specific
content while maintaining academic rigour.
zFaculty Composition: Recruitment prioritised a mix of local and international faculty to bridge
global and local knowledge.
zIndustry Integration: Partnerships with local businesses provided students with internships
and practical training.
zFlexible Learning Modes: Programmes included blended, part-time, and executive education
to cater to diverse student needs. 146Internationalisation of Higher Education in India
2. Sharda University, Uzbekistan
Sharda University, Uzbekistan
Sharda University is a state private university (ranked 87 in NIRF 2025 ‘Universities’ category)
located in Greater Noida, Uttar Pradesh and established in 2009. Its Uzbekistan Campus was
established in 2019 as the first independent private university in Uzbekistan. During the national
workshop, the following insights were shared by them about opening this campus.
i. Regulatory Processes and Collaborative Strategies
zLicensing and Accreditation: The university navigated complex approval processes with the
Uzbek Ministry of Higher Education and ensured compliance with both local and international
accreditation standards.
zLegal Compliance: Adherence to local labour, education, and property laws presented unique
challenges distinct from those in Western countries.
zLocal Partnerships: Success depended on forming reliable partnerships with local stakeholders
to facilitate governmental interactions.
zFaculty Recruitment: Attracting and retaining qualified local and international faculty was
challenging due to a limited local academic workforce and varying compensation expectations.
zCultural Sensitivity: The curriculum and campus life required adaptation to local cultural
norms while promoting international values.
zAffordability: Tuition was balanced with local income levels, supported by scholarships and
financial aid.
zMarket Competition: The university faced competition from established local institutions
and new international entrants.
ii. Curriculum and Pedagogy
zCurriculum Localisation: Courses are delivered in English, with additional language support,
and are aligned with Uzbek national standards while retaining elements of the Indian
curriculum.
zCollaborative Initiatives: Joint programmes and research partnerships with foreign institutions
were developed to promote academic exchange and maintain global standards.
zFaculty Recruitment: Attracting and retaining qualified local and international faculty was
challenging due to a limited local academic workforce and varying compensation expectations.
iii. Recruitment Strategies
zFaculty: The main Sharda University India campus served as a primary source for faculty,
supplemented by international recruitment and flexible teaching arrangements such as
visiting professorships and hybrid roles. 147
Indian Offshore Campuse
zStudents: Enrolment targeted neighbouring Central Asian countries, South and West Asia, and
Africa, offering scholarships, English-language foundation years, and comprehensive support
services. The university’s English-language website and collaborations with embassies
enhanced outreach.
3. Vellore Institute of Technology (VIT) Mauritius
VIT University, Mauritius
VIT is a private deemed University (ranked 14 in NIRF 2025 ‘Universities’ category) established in
1984 at Vellore in Tamil Nadu. It has campuses in Vellore, Chennai and sister private universities
in Amaravati, Bhopal and Bengaluru. VIT Mauritius (VITM) was conceived as an independent
international campus to address the unique educational and research challenges facing the
African continent. During the national workshop, the following insights were shared by them
about the choice of location and establishment of this campus.
i. Choice of Location: The selection of Mauritius as the location followed extensive market
research and feasibility analysis. Its strategic position within Africa, combined with its high
living standards, modern infrastructure, quality healthcare systems, and favourable tropical
climate, made it particularly attractive. Additionally, Mauritius' multicultural society and
English-language proficiency created an ideal learning environment for international students.
ii. Challenges:
zMaintaining quality standards across locations
zNavigating local regulatory frameworks and cultural contexts
zManaging complex financial and logistical considerations
iii. Process of Establishment: The approach involved partnering with an experienced local
educational group with significant expertise in campus establishment. The significant
Indian diaspora population in Mauritius provided a cultural bridge that facilitated smoother
adaptation and exchange between the institutions. A multi-step approval process required by
the Higher Education Commission (HEC) of Mauritius to register as a post-secondary education
institution and the accreditation process was also carried out. As an engineering-focused
institution, VITM underwent a rigorous accreditation process, following HEC guidelines to
ensure quality assurance standards were met.
iv. Courses: VITM offers Bachelor of Engineering (Honours) programmes in Computer Engineering,
Computer Engineering with specializations in AI & Machine Learning, Computer Engineering
with specialization in Data Sciences, and Civil Engineering. 148Internationalisation of Higher Education in India
4. Symbiosis International University, Dubai
Founded in 1971, Symbiosis International University (SIU), is a deemed university (ranked 24
in NIRF 2025 ‘Universities’ category) headquartered in Pune, Maharashtra. SIU is home to over
55,000 students from across India and overseas, with campuses in Nashik, Nagpur, Bengaluru,
Hyderabad, and Noida. SIU established its first international campus in Dubai, UAE in 2024,
and received a full accreditation for all its programmes from the Commission for Academic
Accreditation (CAA) under the Ministry of Higher Education and Scientific Research, UAE. This
campus offers programmes in the disciplines of Management, Technology, Humanities & Social
Sciences, and Media & Communications. The following insights were gained from them during
stakeholder interactions.
i. Challenges and Regulatory Frameworks
zRegulatory Navigation: The process demanded rigorous adherence to UAE’s regulatory
ecosystems. Obtaining full accreditation and operational approval necessitated meticulous
academic and infrastructural alignment with international quality standards.
zCultural and Legal Sensitivity: Adapting to cultural expectations, legal norms, and pedagogical
preferences of the host country was crucial. This required capacity building, recruitment of
culturally competent faculty, and tailored academic design.
zCollaborative Diplomacy: Proactive engagement with embassies, education ministries, and
accreditation councils, facilitating smoother approvals and stakeholder alignment.
ii. Adapting Curricula and Pedagogy
zCustomized Course Offerings: Programmes were designed after extensive local market
research and industry consultation to ensure employability and relevance.
zFaculty Recruitment: The University leveraged its international networks to recruit globally
experienced faculty, ensuring cultural diversity and academic excellence.
zStudent Outreach: A robust admissions framework supported by the Symbiosis Centre for
International Education (SCIE) ensured seamless access and transition for international
students through digital applications, visa assistance, orientation, and support services.
iii. Mentorship Models: Buddy systems match Indian and international students to ease
academic, cultural, and social transition.
iv. Cross-sectoral Research Ecosystem: Interdisciplinary centres such as Waste Resource
Management, Medical Image Analysis, Applied Artificial Intelligence, Climate Change &
Sustainability, and Nano-Science & Nano Technology provide collaborative platforms for
global research and innovation.
8.6.1.1. Key Takeaways:
The following key takeaways emerge from the experience of leading Indian Private Universities
that have established offshore campuses overseas:
zComprehensive Due Diligence: Conduct thorough market and regulatory research before
expansion.
zStrategic Roadmap: Develop phased, prioritised internationalisation plans aligned with
institutional strengths, geographic mapping and enrolment targets.
zProactive Regulatory Engagement: Proactive engagement with host country regulators and
adapting to their legal-educational frameworks is essential.
zCommunication with the Host Campus: Ensure alignment between home and international
campuses.
zTailored Recruitment: Use digital platforms and events to attract diverse talent. 149
Indian Offshore Campuse
zBrand Trust: Demonstrate long-term commitment to local communities.
zSupport Systems: Provide housing support, health insurance, visa facilitation, language
training, and internship/placement support to international students and faculty.
zLocal Partnerships: Collaborate with local educational and industry partners for credibility
and relevance.
zQuality Investment: Prioritise world-class infrastructure and faculty recruitment.
zFaculty Exchanges: Develop exchange programmes to enhance academic ties.
zLanguage and Accessibility: Offer courses primarily in English, with options in the local
language, and invest in state-of-the-art facilities and accessible campus locations.
zAlumni Networks and Employability: Connecting international alumni with students and
faculty ensures long-term impact and credibility.
zCultural Integration: Pre-arrival orientation, buddy systems, and cross-cultural training
significantly enhance student success and comfort.
8.6.2 Offshore Campuses of Public Institutions of Eminence
The UGC (Guidelines on the Internationalisation of Higher Education) 2021 permitted and
encouraged Institutions of Eminence to have offshore campuses. Since 2023, IIT Delhi and IIT
Madras have established their offshore campuses in Abu Dhabi, UAE and Zanzibar, Tanzania
respectively. These campuses reflect India’s growing commitment to fostering academic
collaboration beyond its borders, through strategic partnerships with host governments and
institutions. By offering high-quality technical education and engaging in joint research, these
initiatives can promote greater educational mobility and knowledge exchange across regions.
These have been presented here as case studies based on insights received during extensive
stakeholder consultations undertaken as part of this study.
1. IIT Madras Zanzibar Campus
Indian Institue of Technology Madras - Zanzibar Campur
IITM Zanzibar (established in 2023) is an offshore campus of IIT Madras, India’s leading public
university located in Chennai, Tamil Nadu in Africa. It is a strategic partnership between the
Governments of India and Zanzibar/Tanzania, and IIT Madras, and marks a significant milestone
in the global expansion of Indian Institutions of National Importance. It accepts students from
all nationalities into degree and research programmes.
15
15 Kundal, P. (2023, August 27). Opening first IIT abroad in Zanzibar reflects India’s commitment to Global South. The Week. 150Internationalisation of Higher Education in India
Key Features:
i. Academic Programmes
zUG Programme: Offers a four-year Bachelor of Science in Data Science and AI.
zPG Programme: Offers a two-year Master of Technology in Data Science, AI and Ocean
Structures.
zCurriculum Approach: A rigorous academic curriculum with foundational core courses,
exploratory electives, and industry internships.
ii. Financial Model
zTuition Fees: Annual tuition is $12,000 for UG students and $6,000 for PG students. Living
expenses are estimated at $4,000 to $6,000 per year.
zFinancial Aid: The campus land and infrastructure development are financed by the Government
of Zanzibar. Students with financial constraints receive tuition or living support from their
governments, foundations, including the Airtel Africa Foundation, Mo Dewji Foundation, and
Karimjee Foundation. IIT Madras alumni have also established a fund for student support.
iii. Student Body and Diversity
zInitial Cohort: Classes began in October 2023, with students from various countries, including
India, Nepal, and Zanzibar.
zGrowth: The campus fosters a diverse community life, with students from Zambia, Kenya
and mainland Tanzania who joined the campus in 2024.
iv. Faculty and Staff
zFaculty Composition: The faculty recruited into IITM Zanzibar are renowned researchers and
teachers, with worldwide experience. Several short-term teaching appointments are made
every semester, with senior professors from IITs and other institutions participating in the
academic activities of the campus.
v. Cultural Integration Initiatives
zLanguage Learning: Students and faculty are encouraged to learn Swahili, the local language,
which helps in cultural immersion and interaction with the local community.
zCampus Events: The campus fosters a healthy cultural exchange within its diverse community.
This includes celebrating festivals and participating in events reflecting Zanzibar and India's
rich heritage.
zCommunity Engagement: Students actively participate in social activities and volunteer work
within the local community, promoting mutual understanding and respect for local customs.
zLocal Staff Involvement: The campus employs local staff from Zanzibar for various roles,
ensuring that local perspectives are integrated into campus operations.
Challenges
i. Awareness: Across the African continent, the awareness of the IITian model of academic
excellence is not extensive. The stringent student selection process protocols and timelines
are not well known.
ii. Financial: Financial assistance is required by a significant fraction of top students (of all
nationalities) to avail themselves of the unique academic experiences of a physical IIT
campus.
iii. Access: The island of Zanzibar, despite being a top tourist destination, with good connectivity
via air and sea from mainland Africa and West Asia, is nevertheless remote compared to
inland cities.
iv. Cultural Integration: Balancing stringent IITian academic requirements with local cultural
sensitivities is crucial for the campus’s long-term success. 151
Indian Offshore Campuse
2. IIT Delhi Abu Dhabi Campus
Indian Institute of Technology Delhi - Abu Dhabi
In 2024, IIT Delhi inaugurated its first offshore campus in Abu Dhabi, UAE. It was established
through a partnership between the Governments of UAE and India to set a model for leveraging
the power of knowledge and research for both mutual prosperity and global good.
Key Features:
i. Academic Programmes
zUG Programme: The campus offers 3 BTech programmes in Computer Science and Engineering,
Energy Engineering, and Chemical Engineering.
zPG Programme: The campus offers M.Tech. in Energy Transition and Sustainability.
zPh.D. programme: It offers a PhD. in Energy and Sustainability.
zCurriculum Approach: A rigorous academic curriculum with core courses, foundation courses,
electives, and laboratory, seminars, and internships.
ii. Financial Model
zUG Programmes: Tuition fees per credit are AED 2,100, and for the entire programme are AED
3,25,000. For UAE National Students, full scholarship covering 100% of tuition fee, a monthly
stipend of AED 4,000, housing fee waiver for double occupancy for students residing outside
Abu Dhabi and transportation allowance are offered. For students admitted through JEE
(Advanced), the same tuition fee as payable at the parent campus of IIT Delhi, a monthly
stipend of AED 2,000, housing fee waiver for double occupancy, and travel allowance are
provided. For International Students including Indian expats in the UAE, a three tiered policy
for tuition fee waivers is offered, subject to CGPA.
zPG Programmes: Tuition fees per credit are AED 3,000, and for the entire programme are
AED1,59,000. For full-time students with assistantship, scholarships, fee waivers and travel
support are provided for students, both international and UAE nationals. For full-time
students with sponsorship, no scholarships are provided, with fee waivers provided on a
case-by-case basis based on the type of sponsorship. No scholarships are offered for part-
time students.
iii. Student Body and Diversity
zInitial Cohort: Classes began in January 2024, with students from various countries, including
India and UAE.
zGrowth: The campus fosters a diverse community life, with students from Sudan, UAE and
Germany. 152Internationalisation of Higher Education in India
iv. Faculty and Staff
zFaculty Composition: Faculty members come from IIT Delhi on a semester-based secondment,
and the campus will soon initiate direct recruitment for faculty positions.
v. Infrastructure and Facilities
zTransit Campus: It has collaborated with the Zayed University to provide a transit campus
for IIT Delhi Abu Dhabi. Plans for a permanent campus are underway.
zResidential Facilities: The temporary campus can accommodate approximately 70 students
on-site, ensuring a supportive living environment.
zRecreational Amenities: The students have access to Zayed University’s state-of-the-art sports
and recreational amenities. Other verticals of student life, such as cultural and technical
festivals, recreational activities on campus, etc., are being worked out. Student-led clubs
and organisations promoting leadership and teamwork, career development services and
industry networking events are being planned.
zResearch Centres: In 2025, the campus will be equipped with research centers in Computer
Science, AI, and Advanced Computing, Sustainable and Clean Energy, Environment and Climate
Change, Healthcare Technologies, including digital health.
8.6.2.1. Key Takeaways:
The following key takeaways emerge from the experience of the two leading Public Institutions
of Eminence (IoE) that have established offshore campuses overseas:
zEquity-Focused Internationalisation: Indian Public IoEs can create opportunities for students
of diverse nationalities through inclusive admissions and financial aid models.
zStrategic Bilateral Partnerships: These are co-designed with governments and institutions
collaboratively.
zCommunity-Rooted Integration: Linguistic integration, local staff hiring, cultural exchange
events among others are key ways of ensuring community-rooted integration.
zSouth-South Cooperation: The focus can remain on ensuring affordable and high quality
education in the Global South through collaboration between developing countries.
zEnhance Internationalisation at Home: These offshore initiatives can also enrich Indian
campuses by enhancing India’s global academic footprint, attracting international talent,
enabling cross-border research, and elevating the international visibility of Indian higher
education. This can further enhance India’s soft power in education.
zImpact Creation by Alumni: The alumni will act as cultural ambassadors of Indian and Indian
education in their home countries, thereby, attracting local students in the HEI’s offshore
campuses in that country.
8.6.3 Comparative Analysis of Indian Offshore Campuses
Table 8.5: Comparative Analysis of Indian Offshore Campuses
Campus
Year of
Estb.
Total
Enrolment
Indian
Students
Host-Country
Nationals
Other
International (%)
BITS Pilani, Dubai Campus
16
2000 ~1,400 - 42% 58%
Amity University, Mauritius
17
2010 2,500 5% 20% 75%
16 BITS Pilani, Dubai Campus. (n.d.). Admissions: International students BPDC. https://www.bits-dubai.ac.ae/admissions/
international-students-bpdc/
17 Amity University Dubai. (2023, July). Amity University Dubai fact sheet. https://amityuniversity.ae/storage/public_documents/
Amity%20University%20Dubai%20Fact%20Sheet%20July%202023.pdf 153
Indian Offshore Campuse
Campus
Year of
Estb.
Total
Enrolment
Indian
Students
Host-Country
Nationals
Other
International (%)
Sharda University, Uzbekistan
18
2019 1,000 -100%
Amity University, Tashkent
19
2019 750+ ~10% 60%+ Uzbek
~30% Eurasian
region
IIT Madras–Zanzibar
20, 21
2023 105 ~30%
~30% Tanzania/
Zanzibar
~40% (Nepal,
Kenya, Zambia)
IIT Delhi–Abu Dhabi
22
2024 80 ~50% ~16% Emirati ~34%
VIT Mauritius
23
2024 26+ ~62% 18% 20%
Symbiosis International,
Dubai
24
2024 100+ ~40% ~20% Emirati
~40% from 85+
other countries
8.7 FOUR STEPS FOR ESTABLISHING OFFSHORE CAMPUSES OF
INDIAN HEIs
Based on extensive consultations undertaken as part of this study, the following four steps may
be considered by Indian HEIs desirous of establishing Offshore Campuses.
i. Initiation
zPreliminary discussions should involve the relevant education ministries and departments,
and the local regulatory/degree certification bodies.
zIndian HEIs may begin by thoroughly understanding the local educational landscape,
including factors such as the GER, number and quality of HEIs, prevalent school boards,
and curriculum structures. To identify programmes with strong local demand, HEIs should
conduct a brief market survey and stakeholder consultation. This can include analysing
popular courses with high enrolment rates, assessing emerging employment trends, and
reviewing the strategic development plans of local governments to align academic offerings
with future opportunities.
ii. Documentation
The agreement may be signed by the authorities on both sides and may include the following
elements:
zThe scope and mandate of the off-shore campus – kind of degrees to be granted
18 Sharda University Uzbekistan. (n.d.). Why choose Sharda -https://www.shardauniversity.uz/why-choose-sharda
19 Amity University Tashkent. (n.d.). About us - https://amity.uz/en/pages/view/about_us
20 Indian Express. (n.d.). IIT Madras Zanzibar holds first degree distribution ceremony, 16 students graduate. https://
indianexpress.com/article/education/iit-madras-zanzibar-campus-first-degree-distribution-ceremony-data-science-
artificial-intelligence-batch-2025-jee-main-advanced-10134226
21 India Today. (2023, November 7). IIT Madras' Zanzibar campus inaugurated, 50% students in first batch Indians. https://
www.indiatoday.in/education-today/news/story/iit-madras-zanzibar-campus-inaugurated-50-students-in-first-batch-
indians-2459087-2023-11-07
22 India Today. (2025, April 14). IIT Delhi Abu Dhabi sees 400% enrolment rise in just one year. https://www.indiatoday.in/
education-today/news/story/iit-delhi-abu-dhabi-sees-400-enrolment-rise-in-just-one-year-2708893-2025-04-14
23 Kai. (2025, May 10). VIT Mauritius opens UG applications for 2025 intake; Apply by 30 June. Study Abroad News.https://
studyabroad-news.metaapply.io/top-news/vit-mauritius-opens-ug-applications-for-2025-intake-apply-by-30-june/
24 Indian Express. (n.d.). Symbiosis inaugurates its first international campus in Dubai. https://indianexpress.com/article/
cities/symbiosis-international-campus-dubai-9682207/ 154Internationalisation of Higher Education in India
(undergraduate, postgraduate, full-time, part time), other activities of the campus including
research and consultancy.
zThe acceptable mode of operation of the off-shore campus – e.g., name of the full-time
degrees, if hybrid programmes are permitted, student demographics, and selection processes
zFaculty and staff qualifications, recruitment processes and emoluments
zInstitutional governance models
zVisa and work permit requirements (for students and faculty)
Important aspects that need to be clearly laid out by the leadership team are:
zGovernance structure/organogram of the off-shore campus, including top leadership roles
and representation of various stakeholders
zFinancial model of the off-shore campus that takes into account the specific agreements
between various involved parties
zDetailed academic curriculum including credit structures, with appropriate approvals from
Senate and other bodies
zRules and ordinances for courses, projects and internships, and award of degrees
zThe physical infrastructure requirements including classrooms, facilities, laboratories,
computers and peripherals
zPlanned numbers of student intake, for the initial few years, with justifications
zNumbers of faculty, and specific qualifications
zNumbers of administrative and other staff, qualifications, roles and responsibilities
zPlanned employee emoluments and hiring processes
zCash flow projections indicating sources of income (student tuition, grants) and lists of
expenditures (campus operation, salaries, work permit and other fees)
zFee structure for various programmes may be planned, based on markets, expenditures
involved and other considerations
iii. Getting off the ground
The following aspects of preparations for receiving the first cohort of students need analysis
and planning:
zStudent Enrolment: Marketing and outreach, application portal, webinars, selection tests and
other procedures, admission letters
zFaculty Recruitment: Advertisement of position, suitable enablement for deputation from
main campus, work permits, visas
zCampus: The physical campus should be prepared including classrooms, labs, administrative
offices and facilities including student dorms, and dining facilities
zAdministrative: Designations of the leadership team with articulated roles and responsibilities,,
banking and accounts, among others
iv. Growth and Evolution
The off-shore campus may have a strategic plan that is in consonance with that of the main
campus. However, with the intention of catering to a more diverse, global set of needs, it may
have aspects that are different, and account for aspects in the host country, and beyond. In
the long term, the off-shore campus could develop a distinctive identity that leverages the
strengths of the parent HEI and increases the ambit of influence. Checks and balances to ensure
that there is no compromise on the mission and values of the parent institution, are necessary.
At the same time, it is important that the off-shore HEI works cooperatively with local forces, 155
Indian Offshore Campuse
including other HEIs, to ensure seamless integration in the host region, with a positive intent
of enhancing quality of education and providing better access to worldwide opportunities.
8.8 CONCLUSION
The establishment of Indian offshore campuses represents a significant evolution in the country’s
higher education landscape, aligning with the broader vision of internationalisation of higher
education. As Indian HEIs, both public and private, explore opportunities to set up campuses
abroad, they are responding to global demand for quality education, expanding their brand
presence, fostering cross-border academic and research collaborations, and building people-
to-people ties, especially in the Global South. The momentum generated by these initiatives
not only promises to increase India’s soft power and global academic standing but also offers
Indian students and faculty greater access to international networks and opportunities, marking
a transformative phase in the global expansion of Indian higher education. 156Internationalisation of Higher Education in India
POLICY RECOMMENDATIONS
WITH IMPLEMENTATION
ROADMAP, ACTION PATHWAYS
AND PERFORMANCE SUCCESS
INDICATORS
Chapter
9 157
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators 158Internationalisation of Higher Education in India
OVERVIEW
India stands at an inflection point for advancing internationalisation of its higher education
ecosystem. The primary objective as envisaged in NEP 2020 is to achieve “internationalisation
at home” by positioning India as a global study destination offering premium education at an
affordable cost. This strategic vision aligns with the broader ambition of restoring India’s historical
role as a Vishwa Bandhu. This chapter consists of 5 Themes, 22 Policy Recommendations, 76 Action
Pathways for specified stakeholders with 125 Performance Success Indicators, and 18 Indian and
9 Global Practices currently being pursued. The recommendations are directed towards Central
Government, State Governments, and leading Central and State Public Universities (Top 100
NIRF- ‘Overall’ ranked institutions) and all Institutes of National Importance (INIs).
Key pillars of internationalisation as elaborated in the NEP 2020 include ‘internationalisation
at home’ by attaining global quality standards and attracting international students, enhanced
student and faculty mobility, greater academic and research collaborations, establishment of
international student offices in Indian HEIs, and facilitation of offshore campuses by Indian HEIs
abroad and onshore campuses of globally ranked FHEIs in India. The promotion of Bharatiya
Gyan Parampara (Indian Knowledge Systems) such as Indology, Indian languages, Yoga, Arts, and
AYUSH, as well as internationally relevant curricula in STEAM3 (‘Science, Technology, Engineering,
Arts, Mathematics, Medicine, and Management’) and recognition of foreign-earned credits and
joint degree programmes are also important.
India’s internationalisation strategy must be underpinned by structured outreach, robust
branding, and a commitment to global standards in academic quality and student experience.
A cohesive, national approach is essential to replace ad hoc efforts and realise NEP 2020’s
transformative vision.
The recommendations attempt to provide a detailed roadmap for achieving this. They have been
divided into 5 thematic areas including Strategy, Regulation, Finance, Branding, Communication
and Outreach (BCO) and Curriculum and Culture. These have emerged from the extensive multi-
stakeholder consultations undertaken through key informant interviews, institutional surveys,
and a national workshop. 159
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
I. STRATEGY:
1. Design a Comprehensive Strategy for implementation of Internationalisation
Context: While policy provisions such as the NEP 2020 particularly Part II, Higher Education,
Sections 12.7 and 12.8 and the subsequent UGC guidelines provide a foundational framework
for the internationalisation of Indian higher education, a fully integrated and actionable
strategy is yet to be developed. There is a need for a comprehensive national framework that
clearly defines specific objectives, mechanisms, and implementation pathways to advance the
internationalisation agenda across leading Central and State Public Universities (Top 100 NIRF-
ranked institutions) and all Institutes of National Importance (INIs).
Policy Recommendation 1:
Develop a Comprehensive Strategy for implementation of Internationalisation of Indian Higher
Education and Research in accordance with the vision of NEP 2020.
Implementation Roadmap:
A. Establish an Inter-Ministerial Task Force
Context: To move beyond fragmented initiatives to a coordinated, goal-driven framework, the
strategy may encompass all stakeholders, shifting from standalone initiatives to systemic reforms.
Action Pathway: Establish an Inter-Ministerial Task Force anchored by the Ministry of Education
and including Ministry of External Affairs, Ministry of Home Affairs, Ministry of Science &
Technology, Ministry of Skill Development and Entrepreneurship, and Ministry of Finance to
design and oversee the strategy. Launch the strategy with dedicated systemic and institutional
funding and key deliverables.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zMinistry of Home Affairs
zMinistry of Science & Technology
zMinistry of Skill Development and Entrepreneurship
zMinistry of Finance
zBureau of Immigration
zUGC
zAICTE
B. Create a Unified International Degree Equivalence System
Context: Ensuring transparent and consistent recognition of foreign qualifications is critical for
academic mobility, employability and institutional credibility. The process of international degree
recognition in India involves multiple regulatory bodies/agencies. This creates inconsistencies
and makes the process complex.
Action Pathway:
zEstablish a central equivalence architecture for professional and non-professional degrees
with discipline-wise protocols and statutory clarity.
zCreate a working group with representation from all statutory councils to develop a single- 160Internationalisation of Higher Education in India
window online clearance mechanism in the form of a National Foreign Degree Equivalence
Portal with category-specific eligibility, documentation and recognition norms.
Actors Responsible:
zMinistry of Education
zUGC
zAIU
zBar Council of India
zNational Medical Council
zAICTE
zCouncil of Architecture
Indian Practice: National Higher Education Qualifications Framework (NHEQF)
The National Higher Education Qualifications Framework, launched by UGC in May 2023, seeks
to address the challenges posed by diverse and non-comparable outcomes across HEIs in India.
It aims to establish a standardized framework for higher education qualifications that is both
nationally accepted and internationally comparable by clearly defined learning outcomes to
maintain consistent standards across institutions. Its objectives include creating an integrated
system for recognizing qualifications, guiding HEIs in establishing robust academic benchmarks,
and helping stakeholders understand the competencies and skills students are expected to
achieve. The framework facilitates academic progression, lifelong learning and alignment with
global standards, thereby supporting student mobility and employability.
C. Identify deliverables for internationalisation as envisioned in the NEP 2020 and develop a
monitoring dashboard and progress indicators
Context: NEP 2020 Sections 12.7 and 12.8 indicate the key parameters towards ‘internationalisation
at home’ that may be analysed for action.
Action Pathway: Create a real-time dashboard to track the progress of HEIs against
internationalisation deliverables. In accordance with NEP 2020 Section 12.7 and 12.8, indicators
may include student and faculty mobility, academic collaborations, credit transfers, and the
presence of support systems like international student offices and alumni cells.
Actors Responsible:
zMinistry of Education
zUGC
D. Initiate Memorandum of Understanding (MoU), Mutual Recognition of Qualifications (MRQ),
and Migration & Mobility Agreements (MMPA)
Context: India has made significant progress in signing MoUs for cooperation in the field of education
with 54+ (Annexure IV ) countries to enhance academic & research collaboration. However, the
number of signed MRQs and MMPAs at bilateral and global level which are essential for facilitating
academic mobility, remains limited. Moreover, many of these agreements are not updated and tend
to follow a generic format, often lacking inputs from domain experts during their formulation. Also,
there is no centralised, accessible and regularly updated repository for these agreements signed at
the central, state level and institutional level.
Action Pathway:
zExpedite the review and signing of all pending MoUs through a coordinated and time-bound
process. 161
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
zInitiate the MRQs/MMPAs with top 10 host and source countries and ratify global conventions
for recognition of qualifications concerning higher education to facilitate global mobility,
providing an inclusive and reliable framework.
zConstitute a committee of experts to draft and vet the agreements to ensure quality, alignment
with global standards, integration with NEP 2020 and its aim of 'internationalisation at home'.
zEstablish a central repository of MOUs/MRQs/MMPAs and other G2G and Institutional Level
Agreements under the Ministry of Education to serve as a single platform for all higher
education-related international agreements.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zUGC
zAICTE
Indian Practice: Educational Relations with Australia and UK
Outbound mobility to Australia increased by over 56% from 78,103 in 2016 to 1,22,202 in 2024
and to the UK by over 1,000% from 16,559 in 2016 to 1,85,000 in 2024. Hence, it is essential for
India to establish robust structures to facilitate two-way mobility of students and professionals
for education and employment purposes. Therefore, India has signed MoUs with Australia and
UK on Cooperation in the field of Higher Education and others as stated below:
Australia:
zMutual Recognition of Qualifications: India and Australia signed the Framework Mechanism
for MRQ in 2023 by mutually recognizing various levels of education and skill qualifications.
zMigration & Mobility Partnership Agreement: The MMPA signed between India and
Australia in 2023 reaffirms existing visa options that facilitate mobility and migration
including pathways for students, visitors, business people and other professionals
between the two countries. It provides for development of a new mobility pathway
- Mobility Arrangement for Talented Early-professionals Scheme (MATES) for Indian
graduates and early career professionals with targeted qualifications in identified sectors
of demand. It is estimated that around 3,000 temporary places will be allocated annually
through a visa pre-application ballot process, with successful entrants eligible to apply
for a temporary work visa in the MATES stream.
United Kingdom: Mutual Recognition of Qualifications: India and the UK signed the MoU on MRQ
in 2022 to facilitate student mobility and academic collaboration between their HEIs.
zMigration & Mobility Partnership Agreement: The India-UK MMPA proposes the Young
Professional Scheme (YPS) for professionals in the age group of 18-30 years with a
valid diploma/degree or requisite professional experience, an opportunity to take up
employment for a period of two years.
E. Establish Country Centres of Excellence (CoEs) in Central Universities to serve as host
institutions
Context: To strengthen partnerships through MoUs, country-specific Centres of Excellence
(CoEs) must be established in Central Universities to serve as nodal points for engagement
with designated countries. These CoEs could conduct country-specific research, offer short-term
courses and align programme development with sectors of expertise in the said country that can
strengthen India’s leadership in critical domains for flexible and immersive learning to attract
international students. 162Internationalisation of Higher Education in India
Action Pathway:
zDesignate every Central University to host a Centre of Excellence for a specific country. This
will enable the University to emerge as the host institution and nodal point for the said
country, develop expertise on that country through multidisciplinary research, and align
thematic or disciplinary strengths (e.g., technology, humanities, agriculture) of the said
country with India’s requirements.
zCurrently, there are 54 Central Universities in India. Each of them can focus on 1 of the 54
countries with which the Government has signed MoU in higher education.
zThese CoEs should receive dedicated funding, policy guidance, and staffing support to
facilitate bilateral programmes, joint degrees and research collaborations. This will enable
them to develop country specific expertise over the decade, which will help India with in-
house expertise across 54 countries.
zDevelop joint academic programmes and design credit-bearing, high-quality short-duration
courses for international students in popular domains under CoEs.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zUGC
zAICTE
zState Governments
zUniversities
Indian Practice: Centres of Excellence and Area Studies Centres in Universities
The Government of India has 36 Centres of Excellence under Centres of Excellence under the
Scheme of Training and Research in Frontier Areas of Science & Technology (FAST) and 30
Centres of Excellence under Technical Educational Quality Improvement Programme (TEQIP).
This ensures that universities have excellent infrastructure to facilitate world class education
in India. It has also approved the creation of 3 AI Centres of Excellence, with a total financial
outlay of INR 990 crore over a 5-year period. These three CoEs for AI are led by top HEIs, in
collaboration with industry partners and startups.
The UGC initiated the Area Studies Programme in 1963 across various universities in India with
the aim to promote in-depth research and understanding of specific geographical, cultural and
social regions. The objective has been to deepen India’s engagement with global regions, both
in academic and policy contexts. As on March 31, 2020, 35 Area Studies Centers were functioning
in various universities. For example, Jawaharlal Nehru University’s School of International
Studies (SIS) had 14 centres including 5 Functional Centres and 9 Area Studies Centres. The
centres for area studies focused on the following regions/countries: Africa, Canada, USA, Latin
America, Asia, Europe, Indo-Pacific and Russia.
F. Design Institutional Strategy for Internationalisation
Context: As per the survey conducted during the study, 79% of respondent HEIs integrated
internationalisation into their academic strategies, 65% had dedicated international offices and
52% supported incoming student mobility.
Action Pathway: INIs and Top 100 NIRF ‘Overall’ ranked HEIs may transition to structured,
long-term strategic planning for internationalisation. In the medium-term, institutions require
a comprehensive strategy with focus on conferences, marketing, single window admission
procedures, dedicated budgets, among others. 163
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Actors Responsible:
zUniversities
zUGC
zAICTE
Indian Practice: Three-Year Strategic Plan for Internationalisation by JNU
Jawaharlal Nehru University (JNU), has developed a three-year strategic plan for
internationalisation under the EU-funded RISHII project. This plan aligns with the National
Education Policy (NEP) 2020 and aims to build institutional capacity for sustainable global
engagement. The strategy is anchored around four key pillars:
zInstitutional International Strategy: Developing a university-wide roadmap for structured
and strategic global engagement.
zInternational Office Reform: Restructuring the International Office to more effectively
manage partnerships, academic mobility, and international student support.
zMobility & Culture: Promoting academic exchanges and creating a more internationalised
campus environment.
zCurriculum Internationalisation: Integrating global perspectives and competencies into
academic programmes and teaching.
Performance Success Indicators:
zStrategy document finalized and publicly released
zAnnual performance reports against set targets in Leading Central and State Public Universities
(Top 100 - ‘Overall’ NIRF Rankings) and all INIs
zTime taken to process equivalency; Stakeholder satisfaction levels
zNumber of customized internationalisation plans implemented
zIncrease in type-specific international academic and research partnerships
zIncrease in inbound student and faculty mobility to the University
zIncrease in delivery of dual/twinning and other programmes with international universities.
zPercentage implementation of NEP 2020 internationalisation provisions
zCreate deliverables for all the MoUs/MRQs/MMPAs signed by India with strategic countries
in higher education and monitor implementation and performance on quarterly basis
zPilot implementation of Internationalisation Plans in leading HEIs
zIncrease in number of Indian HEIs featured in global rankings (THE/QS)
zSubstantial rise in inbound international student numbers from strategic regions
Global Practice: Federal-Länder Strategy of Germany
According to research, only about 10% of the countries in the world had national strategies
on the internationalisation of higher education by 2018. To stay ahead of the curve India may
prioritise building the same. In 2024, Germany adopted the Federal-Länder Strategy for the
internationalisation of HEIs in Germany. The four fields for action for reference:
A. HEIs as drivers of international mobility: Improving a welcoming culture for international
students and researchers. Offering foreign language and intercultural study programmes.
Encouraging the acquisition of German language skills. Addressing students and researchers
with special needs (e.g. people with caring responsibilities or health impairments) and 164Internationalisation of Higher Education in India
underrepresented student groups (e.g. first generation students, student teachers,
students at universities of applied sciences) at German universities in a targeted manner.
B. Improving legal and structural framework conditions: Regulatory conditions for
international students through accelerated visa and residence procedures, flexible access
routes to HEIs and optimised recognition practices. Diversification of HEI staff and the
needs-based provision of accommodation.
C. International cooperation in a global context: Creating crisis-proofed structures at HEIs.
Commitment to protecting academic freedom. Further strengthening of the European
Higher Education Area. More intensive cooperation with democratically oriented countries
and geographical diversification of partnerships, especially in the Global South.
D. Utilising digital transformation: Strategically dovetailing digitalisation and
internationalisation, creation of data protection-secure infrastructures and development
of common standards for digital exchange. Virtual formats complementing physical
mobility and expanding access to international education.
2. Promote creation of Global Higher Education Hubs through an Ecosystem Approach
Context: Universities may be integrated as active partners in India’s long-term strategic vision,
including the 2047 roadmap, contributing not only to academic excellence but also to regional
economic transformation. To transform India into a global hub for higher education, it is
important to set-up integrated, future-ready higher education and research hubs that combine
state-of-the-art infrastructure with digital innovation. These campuses must be centrally located
and well-connected, offering ample space not just for academic buildings but also for residential
facilities, green zones, sports complexes, libraries, cafeterias, museums, and recreational areas
to foster holistic development. In parallel, they must be digitally advanced, featuring smart
classrooms, high-speed connectivity, and AI-enabled safety systems to ensure a secure, efficient,
and technologically enriched learning environment. Setting up such hubs will attract young
talent, encourage research, and support innovation in the higher education ecosystem.
Policy Recommendation 2:
zDevelop regional higher education hubs focused on Science, Engineering, Arts, Maths, Management,
Medicine (STEAM 3) sectors through an ecosystem approach involving universities, industry,
government, and civil society. These hubs should serve as education-led regional innovation
ecosystems through structured collaboration among universities, industry, R&D labs, local
governments, and society.
zReplicate the GIFT City approach by creating global higher education, research and innovation
hubs based on strengths of state/regional ecosystems.
zProvide special incentives and policy/regulatory enablers to establish high potential Indian
and international universities in these clusters.
zCreate international innovation and entrepreneurship sub-clusters via partnerships between
Indian and global HEIs. These partnerships should institutionalize international innovation
centres with shared IP policies, cross-border mentoring networks, and funding/financing access.
zAlign Hubs with National Missions by strategically positioning hubs in alignment with Digital
India, Startup India, Aatmanirbhar Bharat, Make in India, and Gati Shakti.
zLeverage existing sectoral expertise available in existing innovation clusters e.g. fintech in
GIFT City, biotech in Hyderabad, AI in Bengaluru. 165
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Performance Success Indicators:
zNumber of operational regional hubs
zNumber of operational regional hubs
zIncrease in public-private academic projects
zNumber of innovation master plans created and implemented
zGrowth in sector-specific excellence and global recognition of regional hubs
zNumber of co-incubated startups
zSpecial incentives released for creation of the higher education hubs
zIncrease in industry-academia collaborative projects
zRegional employment outcomes linked to cluster development
Global Practice: Golden Triangle, UK, and Silicon Valley, USA
The cluster, known as the Golden Triangle, is a rich network of renowned research centres,
healthcare providers and medical charities in a compact region which is home to four of the
ten best universities in the world for healthcare: University of Oxford, University of Cambridge,
Imperial College London, and University College London.
It has five out of seven of the UK’s academic health science centres and is home to the
leading medical research institutes including the Wellcome Trust, the Medical Research Council,
Cancer Research UK, and the national Cell Therapy Catapult, focusing on stem cell research
and industrialisation. The golden triangle is home to a large percentage of the UK’s biotech
industry, ranging from huge pharmaceutical companies such as AstraZeneca and GSK, to top
biotech companies such as Immunocore and Horizon.
Silicon Valley: Its higher education ecosystem is a vibrant hub of innovation and talent
development, particularly focused on technology, engineering, and innovation. It features
a strong network of universities, colleges, and research institutions that serve as both
academic centers and economic drivers, contributing significantly to the region's technological
advancement.
Diverse Institutions: Silicon Valley boasts a wide range of higher education institutions,
including prestigious universities like UC Berkeley and Stanford University, as well as numerous
community colleges and smaller specialized institutions.
Focus on Technology and Innovation: Many programmes and research areas within Silicon
Valley's higher education institutions are dedicated to technological advancements, engineering,
and entrepreneurial ventures.
Strong Industry Connections: Universities actively collaborate with local tech companies,
offering internships, research opportunities, and partnerships that bridge the gap between
academia and industry.
Role in Talent Development: Higher education institutions play a crucial role in nurturing a
skilled workforce, preparing students for careers in the tech industry and contributing to the
region's economic growth.
Entrepreneurial Spirit: Universities in Silicon Valley often foster an entrepreneurial environment,
providing resources and support for students and faculty to develop and launch new ventures. 166Internationalisation of Higher Education in India
II. REGULATION
3. Ensure Ease of Regulation for Inbound and Outbound Mobility
Context: Cumbersome administrative processes, including complex visa procedures and regulatory
hurdles, often deter international students and faculty from choosing India as an academic
destination. These barriers limit the potential for meaningful academic exchange and collaboration.
Easing mobility procedures is essential to position India as a globally connected education hub.
Policy Recommendation 3:
Streamline administrative procedures to enable the seamless movement of students, faculty, and
institutions across borders. This includes simplifying visa processes, reducing documentation
burdens, and addressing regulatory bottlenecks that impede international collaborations and
academic mobility.
Implementation Roadmap:
A. Streamline Data Repository (for outbound international students):
Context: There is currently no comprehensive, real-time generic database of Indian students
abroad. This gap inhibits targeted policy interventions.
Action Pathway: A centralized platform may be developed for accurate data collection and
monitoring, leveraging immigration, university, and consular records. This system may enable
real-time analytics and inform funding, scholarship targeting, and capacity building.
Actors Responsible:
zMinistry of Education
zUGC
zBureau of Immigration
zIndian Missions Abroad
B. Improve Regulatory Transparency for Teaching Partnerships
Context: Attracting high-caliber international faculty and researchers remains a challenge for
Indian universities, primarily due to relatively lower salary packages and unclear tax frameworks.
In contrast, multilateral institutions such as the World Bank and the United Nations offer tax-
free salaries, making them highly competitive in recruiting global talent. To enhance the global
academic profile of Indian institutions, there is a need to create a more enabling environment
both financially and administratively that may position India as an attractive destination for
international teaching and research collaborations.
Action Pathway: A tax moratorium for international faculty engaging in long-term teaching or
collaborative research in Indian universities may be considered to attract global talent to Indian
universities.
Actors Responsible:
zMinistry of Education
zMinistry of Finance
zUGC
zAICTE
C. Introduce Licensing Processes for Recruitment Agencies 167
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Context: India currently has a regulatory model only for employment recruiters under Recruiting
Agents under the Emigration Act, 1983. This may be expanded to include student recruitment
agents as well. Unregulated education agents often mislead prospective students, leading to
exploitation.
Action Pathway: Establish a Verified National Agent Registry, and license and monitor agents
through a rigorous compliance framework. This will include clear registration criteria, periodic
audits, grievance redress mechanisms, and collaboration with immigration departments to track
agent practices.
Actors Responsible:
zMinistry of Education
zBureau of Immigration
zMinistry of External Affairs
D. Transform the Visa Process for International Students, Researchers and Faculty in India
Context: Cumbersome visa processes, lack of student-friendly immigration services and limited
coordination with embassies undermine India’s attractiveness as the destination for Higher
Education. Simplifying and accelerating visa processing for international students, researchers
and faculty is essential for India's global education competitiveness.
Action Pathway:
zA centralized visa facilitation system with dedicated education visa desks at major Indian
Missions abroad and integrated post-admission visa approval protocols may be developed.
zThe complete list of required documents for each application type should be clearly listed
on the e-FRRO (Electronic Foreigners Regional Registration Office) portal prior to submission.
A copy of this list may also be shared with the institute to facilitate accurate guidance and
support for applicants.
zLong-term research and faculty visas must be prioritized. Currently, the processing time for
receiving FRRO certificates typically ranges from 7 to 10 working days and, in some cases,
may extend to 15–20 days. Streamlining the review and approval process could help minimize
this duration.
zProvide upfront visibility of all applicable charges for visa-related services such as registration,
extension, or exit permits on the e-FRRO portal before submission, to support transparency
and allow applicants to plan and complete payments efficiently.
zFor students who are required to obtain Police Clearance upon arrival, a prior notification
may be provided to both the student and the host institute (Nodal Officer).
zClear communication and simplification of the associated procedures would be beneficial
in ensuring timely compliance and a smoother onboarding experience.
Actors Responsible:
zMinistry of External Affairs
zBureau of Immigration
E. Create Study-based Stipend-based Internships
Context: Simplified visa regimes and clear post-study work pathways are critical for attracting
and retaining international students. Countries with robust academic mobility ecosystems offer
structured internships and post-study work options. India can enhance its competitiveness by
operationalising similar models and building on initiatives like the G20 Talent Visa to build soft
power and position India as an education hub. 168Internationalisation of Higher Education in India
Action Pathway:
zIntroduce Study-based Stipend-based Internships for a duration of 1-2 years for international
students studying in Leading Indian HEIs.
zDevelop specialised education-linked visa categories with streamlined processes for
international students.
Actors Responsible:
zMinistry of Home Affairs
zMinistry of Education
zMinistry of External Affairs
zIndustry Bodies (e.g., CII, FICCI)
Performance Success Indicators:
zNumber of fellowships awarded
zCollaborative outputs published or programmes launched
zNumber of co-developed academic programmes launched
zReduction in approval timelines
zReduction in student visa fraud cases
zNumber of licensed agents enrolled
Indian Practice: G20 Talent Visa
The G20 Talent Visa was announced by Prime Minister Narendra Modi during the G20 Leaders'
Summit on September 9, 2023 under India's Presidency. The G20 Talent Visa is classified
under the S-5 sub-category of student visa and facilitates entry into India for scientists,
researchers, faculty members, scholars and academicians from G20 countries for projects,
training programmes, post-doctoral research, fellowships and related activities. The Ministry
of Home Affairs (MHA) serves as the nodal agency for this visa.
Special provisions for grant of visa to Scientist, Researcher, Faculty, Scholar and Academician
to nationals of G20 Countries of the Visa Manual 2019 states that Indian Missions will grant S-5
visa on gratis basis, with multiple entries for a period up to 1 year to Scientists, Researchers,
Academician, Faculty and Scholar of G20 group countries.
The following activities are permitted on G20 Talent Visa under S-5 visa:
1. Contact building through Joint Workshops/ Seminars/Frontiers Symposia/ Exhibitions
2. Visitation, Fellowships and Students Internships
3. Exploratory visits and lectures by Eminent Scientists and Nobel Laureates
4. Fielding young researchers/ scholars to International meets with Peers
5. Provide support for Joint R&D projects, project based mobility exchanges, Training and
Advanced Schools
6. Access to Advanced Facilities & Participation in Mega-science/ consortia projects
7. Facilitate and promote Joint R&D Clusters, Virtual R&D Networked Centers, Multi-institutional
R&D projects
8. Promote pre-commercial R&D and Innovation, Academia - Industry applied & industrial
R&D projects, Innovation and Entrepreneurship, Innovative Platforms
9. Facilitate Technology Development, Technology Transfer & Joint Ventures; and Organize
annual technology summit 169
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
The introduction of this visa category reflects India's broader vision of leveraging international
academic cooperation for mutual benefit. It provides a structured framework for knowledge
sharing and research collaboration, potentially leading to breakthrough innovations and
academic achievements that could benefit both India and its G20 partners.
4. Ensure Ease of Regulation for establishing Standalone Onshore Campuses in India
Context: Global university rankings such as Times Higher Education (THE) and Quacquarelli
Symonds (QS) assign a significant portion of their overall scores to reputation or perception
surveys, with THE dedicating about 33% to reputation and QS assigning nearly 40% of their total
score to reputation. Moreover, this is primarily gathered from the perception of academic experts
in developed countries, which skews the rankings in favour of established universities from the
Global North. To create a more equitable and context-sensitive evaluation system, the eligibility
criteria for International Universities desirous of establishing campuses/offering programmes
in India may go beyond sole reliance on global rankings. Universities should be assessed on a
broader set of strengths including academic innovation, faculty expertise, infrastructure quality,
and demonstrable regional, national and international impact. Institutions demonstrating strong
performance in regionally or nationally accepted ranking frameworks comparable to India’s
National Institutional Ranking Framework (NIRF) should be considered eligible. This approach
promotes inclusivity and diversity, maintaining high academic standards while recognizing
merit and impact beyond conventional global perception metrics. While GIFT City has defined
regulations, a similar model may be looked at to provide ease of regulation for building Onshore
Campuses elsewhere in the country as there is lack of clarity on several procedural aspects.
Policy Recommendation 4:
Broaden institutional eligibility criteria and streamline regulatory processes to make India an
attractive global destination for setting up onshore campuses of leading global universities
through systematic simplification, digitalization and clarity.
Implementation Roadmap:
A. Facilitate the Evaluation of Institutions that may not appear in the Top 500 Global Rankings
Context: As per the Setting up and Operation of Campuses of Foreign Higher Educational Institutions
in India Regulations, 2023, the eligibility criteria for Foreign Higher Educational Institutions (FHEIs)
seeking to establish campuses in India are clearly defined under Section 3 (Eligibility).
Action Pathway: To facilitate the evaluation of institutions that may not appear in the Top 500
global rankings but still maintain high standards, an expert review panel may be constituted.
This panel may include academic leaders, internationalisation experts, and representatives
from regulatory bodies, tasked with conducting a comprehensive assessment of the institution’s
credentials through research impact, teaching quality, infrastructure, governance standards,
employability, faculty and student-led innovation and entrepreneurship.
Actors Responsible:
zMinistry of Education
zUGC
B. Strengthen Single Window Clearance for Onshore Campuses
Context: Foreign universities often face delays and unclear procedures when attempting to
establish campuses in India. Fragmented approvals across ministries create inefficiencies and
discourage international investment. A coordinated single-window system is crucial to reduce
entry barriers and attract credible global institutions. 170Internationalisation of Higher Education in India
Action Pathway: Develop an integrated single-window digital platform to streamline all necessary
approvals and regulatory clearances for foreign institutions. Establish standard operating
procedures (SOPs) to improve transparency, efficiency and accountability in decision-making.
Actors Responsible:
zMinistry of Home Affairs
zMinistry of Education
zMinistry of External Affairs
zMinistry of Finance
zUGC
zDPIIT
C. Enable Full Digitalization of Legal and Academic Processes
Context: Manual, paper-based regulatory procedures and lack of acceptance of digital documents
(including e-signatures) delay international academic partnerships. Aligning with global digital
norms is critical to ensure smoother, faster, and cost-effective operations for foreign institutions.
Digitalization enhances transparency and global trust.
Action Pathway:
zIndia has been the pioneer of the best UPI platform. Similar efforts are recommended for
fostering digital credentials and verification systems, which are the backbone of successful
mobility. These could be enhanced through blended mobility programmes combining online
and physical presence and cross-border virtual internships, enabling remote participation
zHost joint webinars between universities across countries to foster diverse perspectives by
bringing together participants from varied cultural and academic backgrounds
zModernize legal and regulatory procedures to accept digital documentation, contracts,
certifications, and e-signatures
zIntroduce legal reforms recognizing digital and cross-border e-signatures, ensuring parity
with international norms
zFully digitalized academic workflows, including institutional registration, MoUs, credit
recognition, and faculty/student exchange mechanisms
Actors Responsible:
zMinistry of Education
zMinistry of Law and Justice
zUGC
D. Provide Clarity on International Tax and Financial Frameworks for Onshore Universities
Context: Lack of clarity around tax obligations and financial compliance creates uncertainty for
foreign universities exploring Indian entry. A predictable financial framework is key to building
investor confidence and facilitating long-term institutional presence.
Action Pathway: Release comprehensive FAQs, guidance documents, and standard compliance
procedures to address the fiscal and operational concerns of foreign universities. Institutionalize
tax incentives and clearly outline financial obligations (e.g., repatriation, royalty payments,
taxation on revenue) to improve predictability. Set up a centralized help desk to address real-
time queries and support international institutions.
Actors Responsible:
zMinistry of Education
zMinistry of Finance 171
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Performance Success Indicators:
zNumber of institutions evaluated and approved beyond top 500
zGrowth in foreign collaborations with these institutions
zNumber of international institutions citing tax clarity as a factor for entry
zNumber of formal joint ventures or branch campuses opened
zReduced processing time for international collaborations
zReduction in time for approvals and establishment of international campuses in India
5. Permit "Campus Within a Campus" Model with Sunset Clause for FHEIs
Context: The financial sustainability of British HEIs is under increasing strain as the UK is
increasingly facing budget deficits (every 4 in 10 universities), course cuts, and staff reductions.
Hence, many FHEIs are unable or unwilling to make greenfield capital investments abroad due to
resource constraints, inflation, and declining domestic enrolments. At the same time, India stands
at the cusp of becoming a global higher education hub as envisioned in NEP 2020. However, the
International Branch Campus (IBC) model of establishing physical capital infrastructure in India
may not be economically viable for many FHEIs in the current circumstance given the high real
estate costs in most metros and capital cities. Permitting FHEIs to establish their IBC in existing
Indian HEI campuses can provide a cost-effective route to globalise education, decentralise
access, and accelerate regional development. These integrated campuses can serve as Global
Centres of Excellence in priority areas such as AI, health, agriculture, and green transition, help
greater exchange of ideas with the host HEI, and lead to faster establishment of the IBCs in
India. With global precedents of ‘campus in campus’ in countries like China, Singapore, UAE, and
Malaysia, India risks losing competitiveness without similar models.
Policy Recommendation 5:
Establish integrated or co-located campuses within Indian public and private HEIs with a
brownfield investment approach governed by a 10-year sunset clause and commercial rent-
based models to ensure sustainability. Thereafter, the IBC may be mandated to have its own
greenfield campus.
Implementation Roadmap:
A. Permit Building Co-located Campuses with Sunset Clause
Context: Most public and private Indian HEIs are strategically located across diverse regions
with large land resources, offering a unique opportunity to optimize existing land availability.
Action Pathway:
zEstablish co-located HEIs that leverage the existing land and other ecosystemic resources
in existing public and private HEIs to significantly lower capex for the FHEI.
zIntroduce a 10-year sunset clause for “Campus Within a Campus” partnerships, with
mandatory performance evaluations after 5 years based on enrolment, research output,
institutional capacity building, academic and research collaborations with host HEI, and
impact on student outcomes.
Actors Responsible:
zMinistry of Education
zUGC
zState Governments
zLeading Universities
zFHEIs 172Internationalisation of Higher Education in India
B. Explore Commercial Rent-Based Lease Mechanism
Context: Many Indian HEIs require funding to upgrade facilities. FHEIs benefit from not having
to invest upfront in infrastructure. The proximity may lead to collaboration on other fronts like
curriculum co-development, degree programme engagement and learning from each other’s
best practices. For example, Navitas, a global education provider, operates on-campus pathway
programmes in Australia, Canada, and the UK, facilitating access for thousands of international
students each year through embedded academic transition programmes that align with the host
institution’s curriculum.
Action Pathway: Structure co-location models on a commercial rent basis, enabling host Indian
HEIs to generate revenue while offering affordable global credentials to Indian students.
Actors Responsible:
zMinistry of Education
zUGC
zState Governments
zLeading Universities
zFHEIs
C. Create Pathway Programmes for Equity and Access
Context: Many Indian students, especially from Tier 2/3 cities may need academic and linguistic
support before enrolling in international programmes. INTO University, UK offers on-campus
centres within leading universities such as Oregon State University (USA), University of Exeter
(UK), and University of Western Australia. These centres deliver intensive language and academic
bridge programmes that prepare students for entry into undergraduate and postgraduate degrees,
including those who may not meet initial language or academic entry requirements. Study Group
partners with institutions like Durham University and Lancaster University (UK), and University
of Sydney (Australia) to run International Study Centers (ISCs) directly on campus. These ISCs
provide language, cultural acclimatization, and academic preparation by integrating students
into university life and improving progression and retention outcomes.
Action Pathway: Allow FHEIs to run pathway centres for language training, academic bridging,
and digital learning.
Actors Responsible:
zMinistry of Education
zUGC
zState Governments
zUniversities
zFHEIs
Performance Success Indicators:
zNumber of FHEIs establishing co-located programmes within 3 years
zResearch output (joint publications, patents) from integrated campuses
zEnrolment of Indian and international students in co-located programmes
zImprovement in NAAC/NIRF/global rankings of host Indian universities
zAnnual revenue generated by Indian host institutions via rent and joint programmes 173
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
6. Promote GIFT IFSC as a Global Hub for Onshore Campuses
Context: GIFT City, India's only International Financial Services Centre, provides a unique regulatory
and operational environment that can attract globally reputed universities. Its SEZ and Non-Resident
status framework offers opportunities to establish high-quality offshore education campuses with
the benefits of global connectivity, tax neutrality, and institutional autonomy. Expanding subject
offerings, easing eligibility criteria, addressing legal clarity, and building world-class infrastructure
are essential to enhance its competitiveness as a preferred education destination.
Policy Recommendation 6:
Establish GIFT IFSC as a model international education zone by expanding academic disciplines
beyond finance, widening the pool of eligible universities, and ensuring regulatory and
infrastructural readiness. This may be achieved by aligning policies with global standards and
ensuring a conducive operational and living environment for students and faculty.
Implementation Roadmap:
A. Expand Permissible Subject Areas
Context: Given the global shift towards multidisciplinary education and the growing domestic
demand for a diverse and skilled workforce, expanding the disciplinary offerings will increase
the attractiveness of GIFT IFSC campuses.
Action Pathway: The permissible subject areas in GIFT IFSC may be expanded to include related
disciplines such as Business and Management Studies, Economics, Law and Legal Studies,
Architecture and Urban Design, Sports Science, and other in-demand sectors.
Actors Responsible:
zInternational Financial Services Centres Authority (IFSCA)
zMinistry of Education
zMinistry of Finance
B. Earmark Special Education Zone within GIFT SEZ IFSC
Context: In order to ensure the orderly development of GIFT City-IFSC as an international
academic hub, designated areas with integrated academic infrastructure are essential in IFSC.
Action Pathway: A dedicated zone within the GIFT SEZ-IFSC may be reserved for IBCs and OECs,
including common infrastructure such as conference halls, libraries, and auditoriums, with
modern teaching and research facilities.
Actors Responsible:
zIFSCA
zMinistry of Education
C. Develop World-Class Sports and Recreation Facilities
Context: Recreational infrastructure enhances student life and is a major consideration for
international faculty and students when choosing a campus.
Action Pathway: A common sports and recreation centre may be developed in GIFT City through
PPP model, offering world class amenities.
Actors Responsible:
zMinistry of Youth Affairs and Sports 174Internationalisation of Higher Education in India
zGIFT City Co. Ltd.
zIFSCA
D. Promote Affordable and High-Quality Student Accommodation
Context: Lack of suitable student housing can undermine the campus experience. Both
affordability and quality are critical for international students.
Action Pathway: Promote the development of high-quality student dormitories and service
apartments in and around GIFT City through PPP.
Actors Responsible:
zIFSCA
zGIFT City Co. Ltd.
zState Government
E. Clarify Applicability of FCRA for IBCs/OECs in GIFT IFSC
Context: International Branch Campuses (IBCs) and Offshore Education Centres (OECs) operating
in GIFT IFSC function as non-resident entities under a special jurisdiction, and funds received
by them typically do not re-enter the Indian financial system. Presently, foreign universities
operating in GIFT IFSC are operational on for-profit basis and therefore provisions of Foreign
Contribution Regulation Act (FCRA) are not prima facie applicable to them for operationalizing
their campuses in GIFT IFSC. However, there is still ambiguity around the applicability of the
FCRA when such IBUs/OECs receive foreign grants for research and innovation purposes. This
has led to compliance burdens and uncertainty for foreign universities. This regulatory confusion
can deter credible international institutions from establishing campuses in GIFT IFSC and may
limit the flow of legitimate international funding into India’s education sector.
Action Pathway: A policy clarification may be issued to IBCs and OECs set up in GIFT IFSC
regarding the applicability of FCRA provisions and compliance obligations with respect to their
unique non-resident status, particularly when such IBCs/OECs receive foreign grants for carrying
out research and innovation in permissible subject areas. This clarification would enhance ease
of doing business and improve the attractiveness of GIFT IFSC for foreign educational institutions.
Actors Responsible:
zMinistry of Home Affairs
zMinistry of Finance
zMinistry of Education
zIFSCA
F. Expand the eligibility criteria for Foreign Universities
Context: Currently, IFSCA Regulations 2022 only permit foreign universities which have secured a
position within Top 500 in global overall ranking and / or subject ranking in the latest QS World
Universities ranking. This creates a regulatory barrier for globally reputed foreign universities to
set up IBCs in IFSC only because they do not participate in QS Ranking.
Action Pathway: IFSCA may consider expanding the eligibility criteria to include other globally
recognized University Rankings including region and discipline specific rankings.
Actors Responsible:
zIFSCA 175
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Performance Success Indicators:
zNumber of foreign universities approved to operate in GIFT IFSC
zDiversity of subject offerings initiated in the zone
zNumber of students enrolled in IBC/OECs in GIFT City
zTime taken for FCRA clarification and regulatory approvals
zNumber of infrastructure projects completed in the education zone
zStudent/faculty satisfaction with accommodation and campus amenities
7. Expand NIRF to include Internationalisation Metrics for Global Competitiveness
Context: As India aspires to become a global knowledge hub, internationalisation of Indian HEIs
is essential. However, currently NIRF, which significantly shapes institutional priorities, lacks a
robust set of indicators to measure and reward internationalisation. This creates a misalignment
between India’s global aspirations and the performance metrics used to assess the preparedness
of its institutions. Moreover, globally reputed rankings such as QS and THE also place significant
emphasis on international students, faculty, research collaborations, and mobility.
Policy Recommendation 7:
Revise the NIRF criteria to incorporate dedicated internationalisation metrics for alignment
between domestic performance evaluations and global benchmarks.
Implementation Roadmap:
A. Integrate International Student and Faculty Ratios
Context: Presence of international students and faculty enhances classroom diversity, cultural
competence, and institutional visibility abroad.
Action Pathway: Include sub-parameters within the “Outreach and Inclusivity (OI)” or a new
“Globalisation and Partnerships (GP)” category to measure the percentage of enrolled international
students and globally recruited faculty.
B. Track International Research Collaborations
Context: Co-authored publications and joint research enhance knowledge transfer, innovation,
and global visibility.
Action Pathway: Expand the “Research and Professional Practice (RP)” metric to include co-
authored international publications, international research grants, and collaborative projects
with FHEIs.
C. Measure Student and Faculty Mobility
Context: Short-term study abroad experiences and collaborative degree programmes strengthen
academic networks and cultural understanding.
Action Pathway: Develop indicators to track short-term student/faculty exchanges, and dual/
twinning degree programme participation.
Performance Success Indicators:
zAdoption of internationalisation metrics by NIRF
zIncrease in international student enrolment across Top 100 ‘Overall’ NIRF-ranked HEIs 176Internationalisation of Higher Education in India
zMeasurable improvement in Indian HEIs’ QS and THE rankings
zEnhanced alignment between NIRF and India's internationalisation policy goals
D. Track Utilisation of Supernumerary Seats
Context: UGC ‘Guidelines for Admission and Supernumerary seats of International Students in
Undergraduate and Postgraduate Programmes in Higher Educational Institutions in India’ 2022
allow HEIs to create up to 25% supernumerary seats for international students. Also the AICTE
Approval Process Handbook 2024-27 allows 15% supernumerary seats for international students.
However, there is gross underutilisation of these provisions in most Leading HEIs. Moreover, there is
a lack of consolidated data on utilisation of supernumerary seats as permitted by UGC and AICTE.
Action Pathway:
zInclude the utilisation of supernumerary seats allocated for international students as a
performance metric for NIRF rankings in order to incentivise HEIs to ensure greater inward
student mobility.
zMaintain a database of HEI-level utilisation of supernumerary seats for international students.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zHEIs
8. Create a Framework for Multilateral Groupings to encourage Regional Mobility
Context: India’s growing regional and global partnerships in education require a structured
platform to facilitate academic mobility. While bilateral exchanges exist, the absence of a
multilateral framework limits scale and coordination. A regional academic mobility programme
can enhance mutual credit recognition, ease visa processes, and deepen academic integration
across Global South.
Policy Recommendation 8:
Create a multilateral academic mobility framework similar to the European Erasmus+ Programme,
tailored for regions such as ASEAN, BIMSTEC, BRICS, or any others. Dialogues may be initiated to
develop multilateral agreements enabling systematic student and faculty exchanges—including
PhD and postdoctoral levels. The framework could also be named after Rabindranath Tagore,
Asia’s first Nobel Laureate, and called the ‘Tagore Framework’.
Actors Responsible:
zMinistry of External Affairs
zMinistry of Education
zUGC
zRegional Organisations
Performance Success Indicators:
zNumber of institutions participating in the regional framework
zIncrease in exchange numbers for students and faculty within the region 177
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
III. FINANCE
9. Establish a National Research Sovereign Wealth Impact Fund
Context: India is the source of one of the world’s largest and most influential diasporas, with over
3.2 crore people of Indian origin residing across the globe. This diaspora represents a significant
reservoir of untapped philanthropic capital, technical expertise, and global influence that can be
harnessed to accelerate India’s transformation into a global hub of knowledge, innovation, and
development. While current initiatives like VAIBHAV, SPARC, and GIAN have created foundations
for diaspora collaboration, there is a need for a large-scale, structured, and long-term vehicle
to systematically channel diaspora investments into India’s research, higher education, and
innovation ecosystems.
Policy Recommendation 9:
Establish a National Research Sovereign Wealth Impact Fund - Bharat Vidya Kosh - a diaspora-
led, government-matched public trust fund with a sovereign wealth fund-like architecture to
finance research, innovation, and capacity building in Indian higher education and skilling.
Implementation Roadmap:
A. Fund Design and Governance
Context: Fragmented funding and limited long-term research finance inhibit India’s global
research competitiveness.
Action Pathway:
zCreate a USD 10 billion corpus: 50% from diaspora/philanthropy and 50% matched by the
Government of India.
zGovernance Structure:
zLegal Entity: Not-for-profit (Section 8 Company/Trust) under the relevant Ministry with FCRA
approval; local tax-compliant nonprofits abroad (e.g., 501(c)(3) in the US).
zChapter Chairs: Indian Ambassadors/High Commissioners in countries with significant
diaspora such as USA, UK, Canada, Australia, Japan, France, Switzerland, etc.
Actors Responsible:
zMinistry of Home Affairs
zMinistry of Finance
zMinistry of External Affairs
zMinistry of Education
zDept of Science and Technology
zIndian Missions abroad
B. Identify Core Investment Areas
Context: Priority sectors lack adequate long-term capital and global collaboration mechanisms
for higher education, research and skilling.
Action Pathway:
zResearch Grants: For frontier tech and AI, climate change and green transition, medicine and
public health, among other high impact areas.
zGlobal Talent Collaboration: Joint research chairs, fellowships, and visiting professorships. 178Internationalisation of Higher Education in India
zDigital Infrastructure for Education and Skilling: Investment in tier II/III city institutions.
zInternationalisation: Funding Indian Branch Campuses (IBCs) abroad and globalised curriculum
domestically.
zMedical R&D: Develop clinical research hubs and AI-led diagnostics for underserved areas.
Actors Responsible:
zMinistry of Education
zMinistry of Health and Family Welfare
zDepartment of Science and Technology
zDepartment of Biotechnology
zUGC
zAICTE
zDST
C. Foster Diaspora Engagement Mechanisms
Context: Diaspora lacks formal pathways for impactful and visible engagement with Indian
academia and development.
Action Pathway:
zDiaspora Impact Councils in each global chapter, coordinated by Indian Embassies.
zMatched Giving Platforms with government matching (1:1 or 2:1), plus awards and naming
rights.
zThematic Working Groups on Health, AI, Startups, Climate, Skills.
zFlagship Vehicles:
zViksit Labs in Indian universities led by diaspora faculty.
zBharat Innovation Fellows embedded in Indian R&D teams.
zSmart Skill Districts co-designed with diaspora and industry.
Actors Responsible:
zMinistry of External Affairs
zMinistry of Education
zDiaspora Networks
Performance Success Indicators:
zRaise USD 10 Billion corpus by 2030
zAward over 500 research grants in 5 years
zEstablish more than 100 global research chairs
zLaunch 10 Indian Branch Campuses internationally by 2030
zDigitally equip 100 Smart Skill Districts
zSet up 50 diaspora-led and funded “Viksit Labs” in Indian Universities
zIncrease the number of international joint publications and patents annually
zTriple international student enrolments in India by 2030 179
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Indian Practice: PM CARES Fund
Established during the COVID-19 pandemic, this centrally administered public charitable
trust demonstrated India's ability to rapidly mobilise large-scale philanthropic contributions,
including from the diaspora. It ensured transparency and single-window coordination under
the highest political leadership. The fund’s credibility, digital platform, and FCRA compliance
model can be replicated for NRSWIF’s operational design.
Global Practice: Programmes for Enhancing Research and Innovation
1. Israel – Yozma Programme and Israel Innovation Authority, 1993
The Yozma Programme was pivotal in developing Israel’s high-tech sector through public-private
co-investments in startups. It created a virtuous cycle of state-backed VC funds, international
participation, and startup acceleration. India can draw from this model for funding diaspora-
led R&D startups under NRSWIF.
2. Singapore – National Research Foundation (NRF), 2006
Singapore’s NRF funds strategic research in AI, sustainability, health, and digital transformation,
aligned with national goals. It is governed with strong central oversight and engages international
talent and institutions. Its long-term, mission-driven funding architecture is a strong reference
for NRSWIF’s sectoral investments.
3. UAE – Mohammed bin Rashid Innovation Fund (MBRIF), 2016
The MBRIF provides debt and equity support to innovators in education, healthcare, clean
energy, and tech. It includes a global mentor network and leverages sovereign support to
catalyse private investment. Its approach to blending innovation financing with ecosystem
development is highly relevant for NRSWIF’s vision.
4. South Korea – Global Research & Development Centres (GRDC), 2005
South Korea’s GRDC Programme was created to globalize its R&D sector by supporting
partnerships between Korean HEIsand global firms and researchers. Administered by the Ministry
of Science and ICT, the programme funds the establishment of R&D centres operated jointly
with MNCs and foreign universities, thereby accelerating knowledge transfer and innovation.
GRDC projects are often aligned with industrial policy goals in areas such as semiconductors,
robotics, health, biotechnology, and green technology. Korea’s strategy reflects a strong state-
led model that leverages global networks for domestic capacity-building
10. Establish a Comprehensive Flagship Scholarship Programme to Enhance International
Student Mobility to India
Context: India currently lacks a flagship scholarship programme for international students that
projects its soft power and academic leadership globally. Creating a prestigious programme
modeled after global benchmarks such as Fulbright (US), Chevening (UK), and DAAD (Germany) will
position India as a key contributor to global knowledge exchange. This scholarship would enable
inward and outward student exchanges at the master’s level with global partner universities to
attract high quality talent and strengthen academic diplomacy. The Scholarship may be awarded
to international students to support their academic study in Indian Central and State Public
Universities and Institutes of National Importance. It may cover degree-oriented or coursework-
based programmes for master’s study.
Policy Recommendation 10:
zLaunch a prestigious scholarship programme ‘Vishwa Bandhu Scholarship’ for international
students for 2-year master’s programmes modeled after global benchmarks. 180Internationalisation of Higher Education in India
zDesign a globally benchmarked scholarship architecture with programme structure, financial
package, eligibility, and post-award obligations against top global scholarships.
zCreate a centralised digital scholarship management portal for a single application interface
and consistent information flow.
zProvide comprehensive financial support and offer competitive stipends, tuition support,
research grants, accommodation and travel allowance, and health insurance.
zProvide study-based internships and offer opportunities to pursue study-based internships
for 1 year as part of the programme.
zEstablish a global alumni network for long-term engagement, build an alumni database and
country chapters for organised alumni engagement.
Actors Responsible:
zMinistry of Education
zMinistry of Finance
zMinistry of External Affairs
zUniversities
Performance Success Indicators:
zNumber of scholarships awarded annually.
zDiversity of host countries involved, especially strategic partner regions.
Indian Practice: Indian Council for Cultural Relations (ICCR) Scholarships for international students
In the academic year 2022-23, ICCR supported about 7,000 foreign students from 190+ countries
who currently study across 200+ Central and State Universities, NITs and agricultural institutions.
Approximately 15,885 applications were received and 3,878 scholarships were offered. Scholarship
programmes were managed and administered at the local level by ICCR zonal offices. As of
2023, 6 cities of India have a major concentration of foreign students supported by ICCR
scholarships - Ahmedabad, Bengaluru, Delhi, Hyderabad, Pune, Kolkata.
Scholarships cover various streams including Dance, Music, Yoga, and Ayurveda, across
undergraduate, postgraduate, and Ph.D. levels. Notable ICCR schemes include the Atal
Bihari Vajpayee General Scholarship, Lata Mangeshkar Dance and Music Scholarship, African
Scholarship Scheme, and AYUSH Scholarships for BIMSTEC and other regions.
Global Practice: Government Funded Scholarships/ Fellowships
The Fulbright Program (USA) is the U.S. government’s flagship academic exchange initiative,
launched in 1946 to promote mutual understanding. It supports around 9,000 grants annually,
including 2,000 U.S. students and 4,000 foreign students. With participation from over 160
countries, the programme has supported over 400,000 alumni, including 62 Nobel Laureates and
40 heads of state. The programme is primarily funded through the U.S. Congress, supplemented
by host country contributions.
The Chevening Scholarship (UK), established in 1983, is a UK government-funded global
scholarship for one-year master's degrees. Over 1,650 scholarships are awarded to students from
140+ countries, with India receiving more than 30 scholarships annually. Chevening’s annual
expenditure stands at approximately £50–59 million, funded by the Foreign, Commonwealth &
Development Office (FCDO) and partner organisations. The programme has a network of over
50,000 global alumni, many in leadership roles. 181
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
The DAAD Programme (Germany) is the world’s largest academic exchange body, founded in
1925. In 2023, DAAD funded around 1,40,800 individuals, including 18,748 scholarship holders, and
had a total budget of €839.3 million. Since 1950, it has supported 1.8 million German and 1.25
million international scholars. With 57 global offices, DAAD plays a central role in fostering higher
education partnerships, focusing on fields like engineering, economics, and social sciences.
11. Revamp Global Talent Attraction Programmes to Strategically Engage World Class
Researchers, Faculty and Professionals through a Flagship Fellowship Programme
Context: India's aspiration to emerge as a global knowledge and talent hub depends on the quality
of its human capital. Moreover, it has a vast and accomplished scientific diaspora that represents
an untapped reservoir of knowledge, expertise, and innovation. While programmes such as GIAN
(Global Initiative of Academic Networks) and VAJRA (Visiting Advanced Joint Research) have
attempted to engage diaspora researchers, faculty and professionals, their current design (which
is pre-NEP 2020), limited flexibility, and procedural bottlenecks have constrained participation.
Leading global economies have revamped their global talent attraction and diaspora engagement
strategies with simplified processes, hybrid collaboration models, and incentives aligned with
international standards. To effectively attract world class academic and professional talent and
integrate diaspora expertise into India’s research ecosystem and position Indian HEIs as globally
networked hubs of excellence, India needs a Flagship Fellowship Programme to Strategically
Engage Worldclass Researchers, Faculty and Professionals, especially from the diaspora. The
Fellowship may be awarded every year to early-career individuals or mid-career professionals,
doctoral and postdoctoral researchers, and faculty members. It may support independent research,
teaching, or professional projects in India rather than coursework or degree study.
Policy Recommendation 11:
Launch a prestigious international fellowship programme ‘Vishwa Bandhu Fellowship’ to create
globally competitive, streamlined, and flexible frameworks for attracting and retaining top
researchers, faculty and professionals, especially from the diaspora. Offer diverse engagement
models, seamless onboarding processes, and tangible incentives to facilitate high-impact
research and long-term collaboration.
Implementation Roadmap:
A. Introduce Permanent and Tenure-Track Academic Pathways
Context: Globally mobile researchers and international faculty are more likely to consider long-
term academic careers in India if clear tenure-track and leadership progression pathways are
institutionalised, backed by performance-based incentives and autonomy for host universities.
Action Pathway:
zInternational faculty selected under the programme may be eligible for 5-year renewable
contracts, with tenure-track conversion after 3 years based on performance (research,
teaching, mentorship).
zHost Indian Universities may be empowered to create Programme Faculty Tracks within their
sanctioned faculty strength with fast-track confirmation and promotion processes.
zFaculty can eventually progress to Chair Professorships and Deanships through national
competitive processes.
Actors Responsible:
zMinistry of Education 182Internationalisation of Higher Education in India
B. Provide Globally Competitive Compensation and Research Support
Context: Attracting top-tier faculty requires offering globally competitive salary and research
incentives, aligned with international norms and supported by seamless administrative processes
to ensure timely fund access and project execution.
Action Pathway:
zSalary packages and one-time signing bonus matching international benchmarks and may
be given.
zResearch Grants over 5 years may be provided based on high impact and cutting edge project
proposals with fast-track approval processes and dedicated fund disbursement mechanisms.
zDedicated funding may be provided to establish advanced labs, recruit international
researchers, and purchase equipment through simple and timely procurement mechanisms.
zTransparent IP and royalty sharing guidelines may be notified under a uniform Framework.
zDedicated IP cell at each host institution to assist with patents, technology transfer, and
legal documentation.
Actors Responsible:
zMinistry of Education
C. Create a Single-Window Administrative Portal
Context: Administrative bottlenecks including visa delays, onboarding barriers, and inconsistent
financial processes have deterred foreign talent. A unified digital experience is essential for
ensuring a seamless transition and encouraging research-focused relocation to India.
Action Pathway: Unified Portal may be created to integrate Visa clearance, Bank accounts, PAN,
tax IDs, housing allotment, research grant disbursement, institutional onboarding, among other
key processes for ease of research and transition into the Indian University ecosystem.
Actors Responsible:
zMinistry of Education
D. Create Institutional Autonomy with Accountability
Context: Autonomy in faculty recruitment, promotion, and compensation is critical for universities
aspiring to compete in global talent markets. Delegated authority, when combined with
accountability for outcomes, can foster institutional agility and excellence.
Action Pathway: Top 50 NIRF ‘Research Institutions’ category HEIs may be given delegated
authority to hire faculty through international searches, offer compensation within defined bands
and fast-track processing of contracts and promotions.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zUniversities
E. Provide a Relocation and Family Integration Package
Context: International academics often consider family wellbeing, housing, healthcare, and
children's education before accepting positions abroad. Competitive relocation packages are 183
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
therefore central to making India an attractive academic destination.
Action Pathway:
zHousing subsidy or on-campus housing may be provided.
zSpousal employment, admission support in international schools for children, and subsidized
healthcare packages for dependents.
zAnnual home visit allowance for non-resident foreign nationals.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zUniversities
F. Curate special fellowships for early- and mid-career professionals
Context: Special semester/year-long non-degree fellowships may be curated for international
early- and mid-career professionals on the lines of the Hubert H. Humphrey Fellowship (under
Fulbright Programme) and Gurukul Fellowship (under Chevening Programme), among others, in
collaboration with leading Indian Institutes of National Importance that would host them.
Action Pathway:
zStipend and other facilities may be provided at par with the benchmarked programmes.
zNo post-study work opportunities would be permitted.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zUniversities
Performance Success Indicators:
zIncrease in number of international researchers, faculty and professionals (including Indian
diaspora) participating annually through revamped programmes.
zReduction in average time for regulatory approvals and onboarding of international
researchers, faculty and professionals.
zNumber of collaborative research projects initiated and completed involving international
researchers, faculty and professionals.
zPublications and patents co-authored/co-filed by international researchers, faculty and
Indian institutions.
zSatisfaction rate of international researchers, faculty and professionals measured through
periodic surveys.
zEstablishment of clear IPR frameworks and number of successful technology transfers arising
from international and diaspora collaborations.
Indian Practice: VAIBHAV Fellowship
The VAIshvik BHArtiya Vaigyanik (VAIBHAV) Fellowship Programme was launched in 2023 by
the Department of Science & Technology (DST) to award outstanding scientists/technologists 184Internationalisation of Higher Education in India
of Indian origin (NRI/OCI/PIO) engaged in research activities in their respective countries. It
envisages collaboration between scientists of the Indian Diaspora with Indian HEIs, Universities
and public funded Scientific Institutions. The selected fellows work in 18 identified knowledge
verticals including quantum technology, health, pharma, electronics, agriculture, energy,
computer sciences and material sciences amongst others. They may spend up to two months
in a year for a maximum of 3 years with a fellowship grant of INR 4 lakh per month for
international and domestic travel, accommodation and contingencies. A total of three VAIBHAV
fellowship calls have been announced, with awards granted under two: 22 Fellows recommended
in the 2023 call and 17 Fellows in the 2024 call.
Indian Practice: Tamil Talents Plan
The Government of Tamil Nadu launched the Tamil Talents Plan in May 2025 to attract global
Tamil researchers from all over the world. This would include an incentive and support
package, as well as a new framework to collaborate with foreign universities. An annual
conclave would also be organised where diaspora researchers can engage with academic
leaders, students and policymakers. For achieving this vision, Rs.100 crore has been allocated
for establishing two basic sciences and mathematics research centres in Chennai and
Coimbatore, in collaboration with IISc and TIFR. Additionally, Rs 100 crore has been stipulated
for the Chennai Science Centre.
The government proposes to provide internationally competitive salaries, start-up research
grants, relocation aid including housing and fast-tracked visa processing. The framework will
include establishing joint research labs, co-supervising research scholars and undertaking
collaborative research of national and international importance to boost basic science
research. The Tamil Nadu State Council for Higher Education (TANSCHE) will identify centres of
excellence and research chairs in state universities that can host these scholars. The Council
is developing a collaboration framework between state-funded institutions and returning
researchers. TANSCHE will keep the researcher registry updated through outreach, academic
networks, and community ties.
12. Leverage Bilateral and Multilateral Joint Research Funds to advance Internationalisation
Context: Joint research funding programmes between India and other countries provide an
effective springboard for initiating and expanding international collaborations. These schemes
not only offer financial resources but also serve as vehicles for building institutional capacity,
fostering cross-border knowledge exchange, and strengthening India's global academic footprint.
Many HEIs remain unaware or under-equipped to access these resources systematically. Strategic
engagement with these programmes can embed internationalisation into the research ecosystem,
build faculty competencies, and create pathways for sustainable partnerships.
Policy Recommendation 12:
Leading Indian Central and State Public Universities may proactively tap into bilateral and multilateral
joint research funding programmes to support internationalisation. This may be achieved by
developing institutional capacities to access and manage such funds, building global academic
consortia, and aligning institutional priorities with national and international funding opportunities.
Implementation Roadmap:
A. Tap into Bilateral Joint Funding Platforms
Context: Bilateral funding platforms such as FICORE (Finland-India) and AISRF (Australia-India) 185
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
have demonstrated success in supporting collaborative research and academic exchanges.
However, Indian Universities often underutilize these opportunities due to limited awareness
or lack of institutional coordination.
Action Pathway: Leading Indian Central and State Public Universities may identify and prioritise
relevant bilateral funding opportunities and create internal task forces or designated research
offices to develop proposals, manage compliance, and support faculty engagement. Capacity building
workshops may be conducted to enhance proposal-writing and partnership development skills.
Actors Responsible:
zUniversities
zMinistry of Education
zDepartment of Science and Technology
zIROs and Sponsored Research Offices
B. Strengthen Institutional Preparedness and Visibility
Context: Foreign research funders often prefer institutions with demonstrated capacity for
collaboration and clear strategic research goals. Without institutional visibility and preparedness,
even eligible universities may miss out on partnerships.
Action Pathway:
zGain membership in international programmes and platforms: Membership in organisations
such as the Association of Commonwealth Universities (ACU), International Association of
Universities (IAU), Worldwide Universities Network (WUN), and professional platforms like
NAFSA, EAIE (European Association for International Education), and APAIE (Asia-Pacific
Association for International Education) for joint research, co-branded programmes, and
policy dialogue on global education priorities.
zJoin Reputable Global Networks: Prioritise engagement with international academic
associations to strengthen institutional visibility, credibility, and collaboration potential.
zPromote Faculty Mobility and Joint Research Degrees: Develop consortium-based models that
support faculty exchanges, collaborative research projects, and joint Ph.D. or dual degree
programmes.
zAppoint Dedicated International Partnership Officers: Establish roles or teams responsible for
managing global memberships, initiating proposals, and sustaining long-term engagement
in international alliances.
Actors Responsible:
zMinistry of Education
zUniversities
Indian Practice: O.P. Jindal Global University (JGU) – Strategic Global Partnerships
Established in 2009, O.P. Jindal Global University (JGU) is a private university acknowledged as
an ‘Institute of Eminence’ by the Department of Higher Education, Govt. of India. It has over 525
active partnerships spanning 75+ countries, and exemplifies how international collaborations
can be strategically integrated into institutional growth and reputation-building. Key Strategies:
zMembership in Prestigious International Associations: JGU is an active member of global
organisations such as the Association of American Colleges and Universities (AAC&U),
the International Development and Public Policy Alliance (IDPA), and the International
Association of Law Schools (IALS) providing the university with access to academic
networks, best practices, and multilateral initiatives. 186Internationalisation of Higher Education in India
zDual Degree and Exchange Programmes: Through partnerships with HEIs like the University
of Leeds, and the Queen Mary University of London, UK and the University of California,
Riverside, and the American University, Washington, D.C., USA for dual degrees, and with
Hofstra University and the University of Georgia School of Law, USA for joint research,
student exchanges, and cross-border academic programmes, JGU gives students global
exposure and interdisciplinary learning experiences.
zCollaborative Research on Global Challenges: JGU collaborates with multilateral
organisations such as UNESCO to implement community-based research aligned with
the SDGs, enhancing the university’s global academic footprint.
Indian Practices: Bilateral Collaborations
1. FICORE – Finnish Indian Consortia for Research and Education
FICORE is part of Finland’s 185 million Euro Global Pilots programme (2020–24), and functions
as a flagship model of structured bilateral engagement. Involving 23 IITs and 15 Finnish HEIs,
FICORE has contributed to large-scale capacity building, collaborative research, and education
ecosystem strengthening through targeted funding and institutional networking.
2. AISRF – Australia-India Strategic Research Fund
AISRF is one of India’s most productive bilateral science funding platforms, supporting over 370
collaborative research projects in critical fields like quantum computing, biotech, and renewable
energy. It is jointly funded by the Indian and Australian Governments and demonstrates how
policy-aligned, co-funded initiatives can drive cutting-edge academic collaborations.
Performance Success Indicators:
zNumber of Leading Central and State Public Universities participating in bilateral/multilateral
research funding programmes
zNumber of joint projects and international research grants secured
zIncrease in collaborative publications, patents, and innovations from funded research
zFaculty and researcher participation rates in joint research programmes
zImproved institutional visibility in global research networks 187
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
IV. BRANDING, COMMUNICATION AND OUTREACH (BCO)
13. Create country-specific BCO Strategies for high potential source markets
Context: Branding, Communication and Outreach for Indian Higher Education may emphasize India's
unique academic offerings, such as Indology, Indian languages, AYUSH systems, yoga, arts, and culture,
alongside internationally relevant STEAM3 curricula. Customized branding strategies may be created
for different geographies in Europe, the Americas, East, Central and West Asia, Anglophone Africa,
reflecting region-specific interests and student migration trends. Market research may inform these
strategies, identifying regional demand for specific disciplines and tailoring messaging accordingly.
We need to frame a BCO strategy that not only projects India’s academic strengths but also frames
education as a unique opportunity to access the world’s largest emerging marketplace.
Policy Recommendation 13:
zDevelop Country/region-specific strategies for attracting global students
zLeverage strategic partnerships with digital platforms and education fairs to execute focused
marketing campaigns
Implementation Roadmap:
A. Enable Fast-Track Financial Services for International Students
Context: The overall experience of international students in India with respect to financial services
is procedurally complex. Hence, there is a need to ease regulatory bottlenecks and promote a more
enabling environment. Streamlining financial service access through targeted regulatory simplification
will support ease of living and strengthen India’s appeal as a global education destination.
Action Pathway: Facilitate swift and simple processes for foreign students to open bank accounts,
access remittance services, and avail other financial products.
Actors Responsible:
zMinistry of Finance
zEdCIL
B. Position India as part of a Globally Mobile Study Experience
Context: Flexible academic pathways and semester exchange arrangements are increasingly
popular in global education. Promoting these models helps Indian HEIs integrate into global
mobility networks. It enhances student inflow by offering affordable and academically diverse
options.
Action Pathway: Promote India as a component of a global higher education journey by
encouraging credit transfer arrangements like 1+1, 2+2, and other semester exchange models.
Actors Responsible:
zUniversities
zUGC
zPartner Foreign Institutions
Indian Practice: National Credit Framework (NCrF) and Academic Bank of Credits (ABC)
The NCrF launched in 2023 was aimed at reshaping India's education system. It introduced a
flexible, credit-based system designed to facilitate seamless mobility between academic and 188Internationalisation of Higher Education in India
vocational pathways, thereby promoting lifelong learning. NCrF spans all levels of education
and aligns with existing qualification frameworks to promote broad-based, multidisciplinary
learning with multiple entry and exit options.
The Academic Bank of Credits (ABC) and the Automated Permanent Academic Account Registry
(APAAR) are two interconnected initiatives under the NCrF. ABC was launched in 2021 and is a
secure digital platform designed to facilitate the seamless storage, transfer and accumulation
of academic credits across institutions, empowering students with unprecedented academic
mobility. A total of 2,399 HEIs (Universities, Autonomous colleges, INIs, Standalone institutions)
registered on ABC and 1.3 crore unique IDs with credits were active as of 2025. APAAR,
launched in 2023, provides a unique ID to students. As of June 2025, 4.1 crore APAAR IDs were
created and 3.8 crore credit records linked in the higher education sector.
By leveraging ABC and APAAR, NCrF has integrated diverse learning pathways, removed rigid
distinctions, and ensured recognition of all forms of education and skill development.
Performance Success Indicators:
zNumber of students enrolled through targeted campaigns
zRegional brand recognition improvements
zIncrease in international student enrollment by 25% year-on-year
zGlobal brand recognition metrics for "Study in India"
14. Create university-specific BCO Strategies for high potential source markets
Context: Many Indian universities are actively entering into international collaborations; however,
these often remain symbolic, with minimal impact on student mobility, joint research, or global
visibility. This is primarily due to the lack of a focused and strategic approach to global BCO.
Universities need to go beyond signing MoUs and position themselves as proactive global actors
by showcasing their unique academic strengths, research expertise, regional priorities, and
national and international contributions.
Policy Recommendation 14:
Each Leading Central and State Public University must develop a customized global BCO strategy
rooted in its academic strengths, research capabilities, regional priorities, and national and
international contributions.
Global Practice: Russell Group, UK
To strengthen the branding and visibility of State Public Universities in India, a strategic
grouping of the top 25 institutions (According to NIRF Top 50 SPUs list) can be established,
inspired by the Russell Group model in the UK. Formed in 1994, the Russell Group is a self-
selected consortium of 24 leading public research universities that collectively advocate
for their interests, particularly in policy and funding dialogues with the government and
Parliament. The group is widely recognized for its emphasis on cutting-edge research,
excellence in teaching, and robust linkages with industry and the broader public sector.
Implementation Roadmap:
A. Initiate University-level collaborations for Research and Engagement
Context: Each Leading Central University (CU) and State Public University (SPU) has unique academic 189
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
and research strengths that may be leveraged for internationalisation. By tailoring their own blueprints
with specific deliverables and timelines, institutions may align with national goals while emphasizing
their niche areas—such as cutting-edge research, Indian knowledge systems, or technology transfer.
Effective strategies may include forming relationships with foreign institutions, joining international
consortia, and increasing visibility through research collaborations, student mobility programmes,
and thematic academic summits. Additional action points may cover international student services,
website internationalisation, and coordinated social media outreach. Collaboration with the Ministry
of External Affairs, Ministry of Education, and Overseas Indian Embassies will be crucial to align
institutional efforts with India’s broader diplomatic and educational agenda.
Action Pathway: As part of their Institution Development Plan (IDP), each Leading CU and SPU
may formulate an internationalisation blueprint with clearly defined objectives and timelines.
These institutional strategies should focus on areas of strength and engage in international
collaborations, student and faculty mobility, and global branding. Partnerships may be supported
by cooperation with relevant ministries and overseas diplomatic missions.
Actors Responsible:
zUniversities
zMinistry of Education
zMinistry of External Affairs
zState Governments
Indian Practice: Scheme for Promotion of Academic and Research Collaboration
The Scheme for Promotion of Academic and Research Collaboration (SPARC) was launched in 2018
to enhance scientific training, foster cutting-edge research, develop sustainable technological
solutions and elevate the global presence of Indian science. It enables renowned international
faculty to engage in teaching and research at Indian HEIs, providing Indian students with
opportunities to train in premier global laboratories and facilitating the joint development of
specialized courses, scholarly books, patents, technologies and actionable research outcomes.
SPARC has partnered with top HEIs from 28 countries, approving 658 proposals across two phases.
In the third phase, it focuses on key areas such as advanced materials, critical minerals, energy,
climate change, agri-tech, semiconductors, AI, quantum computing, MedTech, space, defence,
smart mobility, and Industry 4.0, and has a budget outlay of INR 425 crores from 2021-2026.
B. Establish On-Ground Teams to Promote International Collaboration within Indian Embassies
Abroad
Context: Supporting institutional internationalisation strategies at a global-level requires
proactive facilitation in key countries. Indian embassies abroad may serve as a critical pathway
for promoting higher education collaboration. The appointment of dedicated liaison officers
in target countries may help Indian HEIs form institutional partnerships, resolve operational
challenges (including visas), and promote Indian higher education through targeted activities
such as roadshows, alumni meetings, webinars, and cultural exchanges.
Action Pathway: Dedicated on-ground liaison officers may be appointed within Indian embassies
in target countries to promote international collaboration. These officers may actively engage
local universities, industries, and student bodies to facilitate partnerships and promote Indian
HEIs. Regular promotional events and problem-solving support may be integrated into their roles.
Actors Responsible:
zIndian Universities
zMinistry of External Affairs 190Internationalisation of Higher Education in India
zMinistry of Education
zIndian Missions Abroad
C. Improve Employer Perception of Dual/Degree Programmes
Context: The Indian Institutes of Technology (IITs) have long been recognized for producing
graduates of exceptional caliber, earning accolades from global industry leaders. Bill Gates,
founder of Microsoft Inc., during his visit to IIT Delhi in February 2024, remarked that "The
computer industry has benefited greatly from the tradition of the IIT. It is a World Treasure.”
Similarly, Sundar Pichai, CEO of Alphabet Inc. and an alumnus of IIT Kharagpur, during one of his
visits to his Alma mater, mentioned, “The education and technological foundation I gained at IIT
paved the way for my journey to Google and my efforts to make technology more accessible. As AI
continues to advance, the role of IIT-Kharagpur in the tech field will become even more pivotal”.
These endorsements among other things underscore the global respect for IITs and highlight the
potential of Indian HEIs. To build global demand for joint and dual degree programmes offered
by Leading CUs and SPUs, a comprehensive communication strategy is essential. This strategy
should emphasize the international relevance of these programmes, showcasing their alignment
with global industry standards and the success of their alumni.
Action Pathway:
zTo build global demand for joint and dual degree programmes offered by Leading CUs and
SPUs, a communication strategy may be developed that highlights their international relevance.
Multinational companies operating in both India and partner countries can help co-brand
degree programmes, offer internships, and provide testimonials on employability outcomes.
zEmployability metrics such as placement records, alumni success and impact stories, and
skill alignment with global job markets may be embedded into the programme evaluation
process and prominently communicated through employer-oriented platforms.
zAcademic programmes can be co-designed with industry input to ensure global market
readiness.
Actors Responsible:
zUniversities
zMinistry of Education
zIndustry Chambers
D. Upgrade International Relations Offices (IROs)
Context: The UGC Guidelines for Internationalisation of Higher Education, 2021 encourages
establishment of an Office for International Affairs (OIA) in every institution to elaborate on
the structural and functional framework. The objective is to:
zCreate strategic partnerships with foreign HEIs.
zSupport faculty mobility and international research collaboration.
zPromote Indian education abroad through branding and marketing efforts.
zEnsure comprehensive student welfare, academic integration, and institutional transparency
for international students.
A lack of dedicated and professionalised International Relations Offices in many Indian HEIs
hampers the ability to forge and sustain global partnerships.
Action Pathway: Establish professionally staffed IROs in universities for global partnership
development. 191
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Actors Responsible:
zUGC
zAIU (Association of Indian Universities)
zUniversities
Indian Practice: Sharda University - Leveraging the Office of International Relations
Sharda University, a private university established in 2009 and ranked 87 in NIRF 2025
‘Universities’ category is located in Delhi-NCR. Its International Relations Department (IRD) is
among the earliest international offices to be formalised within an Indian private university.
Key Institutional Initiatives:
a. Global Recruitment and Representation: Through targeted outreach in over 120 cities
across 65+ countries, its IRD has enrolled over 7,000 international students from 95+
countries since 2009.
b. Global Networks and Diplomacy: Its IRD has spearheaded the signing of 300+ global
MoUs along with active participation at national and international platforms like FICCI,
EAIE, NAFSA, and EURIE, ICEF.
c. International Collaborations:
zPartnership through Erasmus+ and bilateral agreements with universities in several
countries including Mexico, Germany, South Korea, Slovenia, Greece, Croatia, France,
Spain, Portugal, USA, UK, Cyprus, Azerbaijan, Turkey, Russia, Brazil, Ukraine, Chile,
Colombia, Argentina, Ecuador, and China.
zInternational MDPs for students and managers from Cameroon, Burkina Faso, Vietnam,
Bhutan, Nepal, and China.
zJoint programmes / credit transfer with reputed universities in USA, Australia, UK,
Greece, and Spain.
zSharda University Uzbekistan Campus established in 2019 through a Presidential
Decree in the Republic of Uzbekistan.
E. Leverage Language of Learning as a Window of Opportunity
Context: India’s position as the second-largest English-speaking country offers a strategic edge in
attracting students and institutions from Anglophone nations. Simultaneously, its rich linguistic
diversity and growing interest in regional languages present opportunities for cultural exchange
and academic collaboration. However, both these opportunities have not been leveraged to our
advantage.
Action Pathway: Promote India as a global destination for English-medium higher education,
especially to countries in Anglophone Africa, Southeast and Central Asia and the Global South.
Launch initiatives to internationalise Indian languages and integrate foreign language learning
within Indian HEIs to foster reciprocal cultural and educational mobility, and create world ready
talent to meet the global talent shortages.
Actors Responsible:
zUniversities
zIndian Missions Abroad
zAll Regulatory Bodies 192Internationalisation of Higher Education in India
Performance Success Indicators:
zNumber of international partnerships formed
zIncrease in foreign applications linked to university marketing efforts
zStudent placement rates in international roles
zEmployer feedback on programme graduates
zFaster issue resolution; Number of local engagements and partnerships facilitated through
ground presence
15. Create an Indian Alumni Ambassador Network (AAN)
Context: Without international acknowledgement of India’s Higher Education system, it would be
difficult to attract international students to Leading Indian HEIs. Thousands of IIT alumni have
powered the Silicon Valley success story. They may have gained advanced degrees overseas,
but their basic undergraduate degree (and in some cases the first postgraduate degree) is
from Indian HEIs. To make Indian Higher Education an attractive proposition for students from
these geographies, there is an urgent need to highlight the global success of alumni of Indian
HEIs across professions – science and tech, business and finance, economics and humanities,
research and academia. This would help in changing the perception of Indian HEIs in the minds
of prospective global students. Hence, identification of distinguished alumni of Indian HEIs
over the last 50 years, who have achieved outstanding success in their respective professions
in India and overseas can act as a useful strategy to increase inbound mobility.
Policy Recommendation 15:
Launch an Alumni Ambassador Network (AAN): Bharat ki AAN, to identify and engage top 100
Indian-origin alumni from each Leading HEI (INIs and Top 100 ‘Overall’ NIRF Ranking Institutions)
as brand ambassadors of Indian Higher Education.
Implementation Roadmap:
A. Initiate Identification and Repository Creation
Context: There is no accessible, verified, or structured national database of eminent alumni of
Indian HEIs, despite their significant contributions globally.
Action Pathway:
zDevelop an objective framework to identify the top 100 alumni from each Leading HEI across
diverse sectors
zCollect data in partnership with HEIs using parameters like professional achievements,
awards, contributions to alma mater, social impact, and global influence
zBuild a live, dynamic alumni database (with profiles, sectors, geographies) accessible to
institutions, ministries, and international stakeholders
Actors Responsible:
zUniversities
zMinistry of Education
zMinistry of External Affairs
B. Initiate Chapter-wise Alumni Mobilisation
Context: Dispersed global presence of Indian alumni makes localized engagement essential for
sustained outreach and partnership development. 193
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Action Pathway:
zEstablish regional alumni chapters in key geographies (North America, EU, South East and
West Asia, Africa, West Asia, Oceania).
zPartner with Indian Missions abroad and leading diaspora organisations to convene annual
AAN meets.
zAssign regional leads to coordinate alumni engagement and represent India’s higher
education at international fora.
Actors Responsible:
zUniversities
zMinistry of Education
zMinistry of External Affairs
C. Leverage Alumni Engagement for Nation Building
Context: Eminent alumni can contribute to India’s knowledge diplomacy, policy advisory,
innovation, and research translation if structurally engaged.
Action Pathway:
zAlumni may serve as mentors, guest faculty or R&D collaborators through a structured
onboarding mechanism.
zOrganise an annual ‘Bharat ki AAN’ Summit in India to connect these distinguished alumni
with policymakers, institutions, and students.
Actors Responsible:
zUniversities
zMinistry of Education
zMinistry of External Affairs
Performance Success Indicators:
z1,000+ high-impact alumni profiles identified and onboarded in the first year
z10 regional chapters established in 2 years
z5 annual AAN events held globally
zAAN brand visibility across 25+ global education events
16. Launch a Flagship Annual International Higher Education and Research Conference
Context: India currently ranks 6th globally in terms of patent applications and ranks 3rd globally
in scientific publications. While India has successfully positioned itself as a convenor of global
discourse through initiatives such as the Voice of Global South Summit and the Raisina Dialogue,
a comparable initiative is yet to emerge in the higher education and research domain, despite
India’s rapidly growing academic and research footprint and heft.
Policy Recommendation 16:
Host a flagship Annual International Higher Education and Research Conference - Bharat Vidya
Manthan - to improve India's global standing in the higher education and research landscape.
The event will serve as a platform for fostering academic diplomacy, strengthening institutional
partnerships, showcasing India’s academic strengths to a global audience, and conveying India’s
potential and heft in becoming a global hub of knowledge and innovation. 194Internationalisation of Higher Education in India
Implementation Roadmap:
A. Co-Host Thematic Editions with Global Institutions and Knowledge Partners
Context: India's ambition to emerge as a global knowledge hub requires the creation of high-
impact platforms that promote international academic collaboration, thought leadership, and
cross-cultural dialogue.The global academic challenges increasingly demand global collaboration.
Action Pathway: Each edition of the annual conference may be co-designed in partnership with
a world-class international university or consortium, and an Indian university with recognized
expertise in the thematic focus area—such as sustainability and climate, frontier technologies,
global health and wellbeing, economics and finance, business and entrepreneurship, among
others. This collaborative approach will foster cross-border academic exchange and amplify
India’s leadership in global knowledge domains.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zIndian Embassies and High Commissions Overseas
zCentral and State Public Universities
zInstitute of National Importance (INIs)
zInternational organisation
zForeign Partner Institutions
B. Launch an ‘India Knowledge Dialogue’ leading up to the Annual Conference
Context: Global visibility and academic engagement require sustained outreach along with
annual events. Pre-conference events such as Seminars, Exhibitions and Workshops as organized
by various working groups under India’s G20 Presidency, help build momentum and identify
emerging themes.
Action Pathway: Initiate a year-round "India Knowledge Dialogue"- Bharat Vidya Samvaad - led
by Indian embassies and INIs in key partner countries. This series will serve as feeder events
for the flagship conference, support thematic planning and foster continuous academic and
policy-level engagement.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zIndian Embassies and High Commissions Overseas
zCentral and State Public Universities
zInstitute of National Importance (INIs)
zForeign Partner Institutions
Performance Success Indicators:
zNumber of thematic conferences held
zParticipation from foreign faculty and students.
17. Promote Global Academic and Research Exchange Programmes
Context: Despite a growing interest in internationalisation, Indian HEIs face challenges in
facilitating balanced two-way mobility for students, researchers, and faculty. Most mobility 195
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
remains outbound, with limited inbound participation due to administrative bottlenecks, unclear
credit recognition, lack of joint programmes, and insufficient financial support. Additionally, the
absence of standardised mobility frameworks and inadequate incentives for foreign scholars to
engage with Indian institutions constraints global academic integration. Strengthening two-way
mobility is essential not only to internationalise the campus experience in India but also to improve
the global exposure and competencies of Indian students and faculty. It further contributes to the
development of multicultural learning environments and shared research agendas.
Policy Recommendation 17:
Enhance structured two-way mobility frameworks for students, researchers and faculty. This
includes creating centralized guidelines for credit equivalence, signing bilateral mobility
agreements, and offering grants for outbound and inbound mobility. Twinning programmes,
dual-degree options, and research sabbaticals must be encouraged.
Implementation Roadmap:
A. Scale Virtual Exchanges and Joint Digital Classrooms
Context: In accordance with the UGC (Credit Framework for Online Learning Courses through
SWAYAM) Regulations, 2021, UGC allows universities to grant credits for online courses, specifically
those offered through the SWAYAM platform, with a maximum of 40% of a programme's courses
being completed online. Virtual exchanges, hybrid learning models, and joint teaching modules
with international faculty offer scalable international exposure. These online courses that are
offered by some of the top universities of the world which may benefit the students immensely
and hence may be considered to be added in the ambit of the scope of this regulation.
Action Pathway: A percentage of credits that is granted through SWAYAM portal may be redirected
to also include online courses delivered by world class universities through institutional and
systemic arrangements.
Actors Responsible:
zMinistry of Education
zUGC
zPartner Universities
B. Design an Action Plan to improve international rankings of the Indian Universities
Context: Students are influenced by international ranking of the university as it directly impacts
their employment prospects. There is a need to work towards elevating the INIs and leading
Central and State Public Universities (Top 100 NIRF - ‘Overall’ ranked institutions) rankings in
the Global Rankings to increase inward mobility.
Action Pathway:
zDesign university-led strategic plans (as part of the Institution Development Plans) focused
on elevating Indian institutions' visibility and performance in global university rankings (e.g.,
QS, THE).
zInstitutions demonstrating year-on-year improvement in their international rankings may
be provided with financial or other incentives (e.g., international travel grants, research
capacity-building support, etc) to further accelerate their upward trajectory and global
competitiveness.
Actors Responsible:
zMinistry of Education
zUGC 196Internationalisation of Higher Education in India
zNational Board of Accreditation (NBA)
zHigher Education Institutions (HEIs)
C. Establish International Summer Schools to Attract Global South Students
Context: Summer schools are an effective tool to enhance student mobility, promote Indian higher
education, and foster cross-cultural understanding. They can play a pivotal role in introducing
international students—particularly from the Global South to Indian academic excellence, societal
diversity, and research strengths.
Action Pathway: Support Top 5 IITs, Top 5 IIMs, and Top 5 Central Universities (NIRF Rankings) to
organize structured, international summer schools of 6-8 weeks duration. Each institution may
host up to 500 students annually, with a special focus on attracting participants from Global
South countries. These summer schools should integrate thematic teaching, research labs, field
immersion, and Indian cultural experiences to create familiarity and boost inward student mobility.
Actors Responsible:
zMinistry of Education
zUniversity Grants Commission (UGC)
zTop 5 IITs, Top 5 IIMs, Top 5 Central Universities
zIndian Missions in key partner countries
Indian Practice: IIT Bombay International Summer School 2025
The 2025 International Summer School at IIT Bombay is an exclusive two week in-person
programme designed for international undergraduate, postgraduate and PhD students. It is
taught by esteemed faculty and offers a diverse selection of courses like Unmanned Aerial
Vehicles, Biostatistics in Medical Research and Health Care, Flow, Electro and Mechano Organic
Chemistry, AI, Data Science, Cyber-Security, Climate Intelligence, Financial Derivatives Pricing
and Observational Astrophysics amongst others. The courses are conducted in English and
participants who successfully complete the programme receive a certificate. The institute provides
complimentary on-campus accommodation along with free airport pick-up and drop-off services
Global Practice: Summer School programme at the London School of Economics (LSE)
The programme offers short-term academic courses in areas such as International Relations,
Political Theory, Media, Sociology, and related disciplines. These courses are taught by regular
LSE faculty who are actively engaged in research and policy advisory roles. The structure
allows for intensive academic engagement over a few weeks, often attracting participants from
multiple countries.
Beyond course delivery, the programme facilitates academic networking, peer learning, and
exposure to contemporary global debates. Importantly, it serves as a platform for building
institutional linkages through visiting scholars, joint research discussions, and curriculum
development activities.
This model demonstrates how short-term, faculty-led programmes can support both individual
learning outcomes and broader institutional collaboration. The emphasis on outcome-oriented
engagement such as co-authored research proposals or shared teaching resources contributes
to long-term academic partnerships.
D. Launch a National Faculty Mobility Scheme for Global Academic Exchange
Context: Academic exchange of faculty is a key pillar of internationalisation, allowing for global 197
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
research collaboration and enhancement of teaching practices. India must strategically facilitate
outbound mobility for Indian faculty while also hosting international scholars to deepen
academic linkages and enrich classroom experiences.
Action Pathway: Create a National Faculty Mobility Scheme to support 250 Indian faculty members
annually, selected through a challenge process across 20 national priority areas (e.g., green
transition, frontier technologies, public health, renewable energy, advanced manufacturing
technologies, space research, defence, among others). The scheme may also enable top Indian
institutions to host international faculty for co-teaching and joint research.
Actors Responsible:
zMinistry of Education
zUniversity Grants Commission (UGC)
zIndian HEIs with established global networks
Performance Success Indicators:
zIncrease in inbound and outbound mobility numbers
zNumber of diaspora-linked partnerships; Enrollment of diaspora-affiliated students in India
zNumber of co-taught online courses; Participation in virtual mobility programmes
zNumber of credit-aligned programmes launched; Students completing pathways
zNumber of faculty-led programmes and return visits;
zCollaborative research or teaching initiatives launched
zNumber of international students participating annually
zStudent satisfaction and cultural engagement metrics
zNumber of co-authored publications and joint research proposals
zIntegration of global content in Indian curricula
zFaculty feedback and policy impact assessment
18. Revamp “Study in India” as a One Stop Solution for International Students
Context: The Study in India (SII) Programme launched in 2018, aims to promote India on the
world stage as a preferred higher education destination. The programme has reached more
than 136 countries, partnered with 600+ colleges providing 8,000+ courses across multiple
disciplines. Although fundamental efforts have been made to attract international students,
the SII initiative has not met its target of enrolling 2,00,000 students by 2023. Even in 2025,
the number of international students coming to India is less than 50,000. Key gaps persist in
branding, coordination, infrastructure and student services. Enhancing India’s appeal as a global
education destination requires an integrated and student-centric approach that supports the
entire international student lifecycle, from initial interest to post-study outcomes.
Policy Recommendation 18:
Transform the current initiative into a comprehensive, centrally coordinated and brand-driven
campaign to address all international student needs across the five key stages of mobility: pre-
departure, transit, stay, integration and return.
Implementation Roadmap:
A. Enhance User Experience and Digital Interface (UX/UI)
Context: Fragmented website, lack of user-friendly application portal and inconsistent information 198Internationalisation of Higher Education in India
deter international applicants from navigating the Indian higher education system effectively.
Action Pathway:
zDevelop a unified digital platform as the central portal for international student engagement,
featuring application tracking, programme comparison and real-time support.
zEnsure multi-language support and region-specific content.
zIntegrate chatbot assistance, student testimonials and AI-driven course matching tools.
Actors Responsible:
zMinistry of Education
zEdCIL
Indian Practice: Study in India (SII) Education Fairs
The Ministry of Education along with EdCIL organises ‘Study in India Education Fairs’ at multiple
locations across the world. The aim is to reach out to the international students and create
greater awareness of educational opportunities in India. The fairs provide opportunities for
students to interact with representatives from top Indian universities, explore different courses,
learn about scholarship opportunities and receive guidance on navigating the admission process.
A series of SII Fairs were successfully organised in 2025 at Nairobi (Kenya), Kampala (Uganda),
Kigali (Rwanda), Kumasi (Ghana) and Colombo (Sri Lanka) to strengthen global engagement and
promote Indian higher education. These fairs featured bilateral meetings with the respective
Ministries of Education, round-table conferences with Vice-Chancellors and Directors of local HEIs,
career counselling sessions, school visits, interactive engagements with students and parents to
address academic pathways and opportunities in India. Building on this momentum, fairs are in
the pipeline for 2025 in Ethiopia, Malawi, Zimbabwe, Mozambique, Nigeria and UAE.
B. Strengthen International Promotion and Scholarship Management through Public-Private
Partnerships (PPPs)
Context: While the SII initiative currently leverages Indian Embassies and Consulates for
international outreach, these diplomatic missions often face constraints in terms of dedicated
bandwidth, targeted incentives, and specialised marketing capabilities. In contrast, some of the
most impactful SII campaigns to date have successfully involved Public-Private Partnerships
(PPPs), wherein the private sector contributes towards brand positioning, student engagement,
scholarship administration, and end-to-end support services.
Action Pathway:
zInstitutionalise partnerships with specialised agencies to lead international promotion efforts.
Ensure contracts are tied to clearly defined goals, key performance indicators (KPIs) and
success metrics to drive accountability and maximise the impact of international student
recruitment campaigns.
zAdopt a PPP approach to enhance the administration of international scholarships. By
collaborating with professional scholarship management entities through structured PPP
models, the process can be made more efficient.
Actors Responsible:
zMinistry of Education
zEdCIL
zExpert Organisations 199
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
C. Align SII with International Branch Campus Objectives
Context: Foreign universities establishing campuses in India are expected to attract international
students. However, there is currently no structured process to align their international student
recruitment strategies with national initiatives like SII. Without alignment, institutional efforts
and government ambitions may work at cross purposes or fall short of their potential.
Action Pathway: Mandate foreign institutions, as part of the UGC approval process, to submit
international student recruitment strategies that identify enabling conditions needed for success.
This will allow the government and other stakeholders to coordinate efforts and develop
supportive mechanisms to meet shared objectives.
Actors Responsible:
zMinistry of Education
zEdCIL
zInternational Branch Campuses
D. Clearly Define and Align SII with Broader Economic and Diplomatic Strategy
Context: SII lacks an explicit connection to India’s broader foreign policy and economic goals.
Since its stated objective is to improve the soft power of India and use it as a tool in diplomacy,
SII must be positioned as part of a larger and coherent diplomatic and strategic framework.
Action Pathway: Align SII’s target geographies with India’s foreign policy priorities. For instance, if
the goal is to attract more students from the Global South, this objective should be integrated into
multilateral and bilateral engagements such as BIMSTEC, ASEAN, BRICS or any others. Similarly,
to recruit students from developed nations and upper middle income countries, leverage trade
negotiations and international education agreements to promote reciprocal mobility—drawing
lessons from EU-UK student flows.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zEdCIL
Performance Success Indicators:
zApplication completion rate through the SII portal reaches at least 70% of initiated
applications
zIncrease the share of international students from developed countries annually
zIncrease lead-to-enrolment conversion rate from recruitment campaigns
zReduced time from scholarship application to award decision to 60 days or less
zNumber of bilateral or multilateral agreements that include SII and international student
mobility objectives 200Internationalisation of Higher Education in India
V. CURRICULUM AND CULTURE
19. Foster Curriculum Innovation and Capacity Building to Enable Global Academic
Integration
Context: In the context of internationalisation, Indian HEIs need to evolve beyond disciplinary
silos and equip students with globally relevant, interdisciplinary, and soft skills. Integrating
cross-disciplinary content—such as scientific reasoning in humanities programmes or ethics and
communication in STEM curricula—is vital for holistic education aligned with NEP 2020. Faculty
serve as the linchpin for implementing curriculum reform and driving international partnerships,
and their training in intercultural pedagogy, programme design, and global best practices is
essential to this transformation.
Policy Recommendation 19:
Promote curricular reforms in Leading Indian HEIs to embed interdisciplinary coursework,
reflective and communication skills, and international academic standards across programmes.
Simultaneously, invest in comprehensive capacity-building for faculty and academic administrators
to foster global-ready institutions and facilitate the seamless implementation of collaborative
international degree programmes.
Implementation Roadmap:
A. Introduce Interdisciplinary Curriculum Components
Context: Most Indian HEIs continue to operate within rigid disciplinary structures, which limit
students’ exposure to cross-cutting knowledge areas. Integrating interdisciplinary coursework
encourages critical thinking, adaptability, and broader worldview skills that are crucial in a
rapidly changing global job market.
Action Pathway: Ensure that every undergraduate and postgraduate programme includes
coursework from outside the primary discipline. For instance, STEM programmes may integrate
management and social science modules.
Actors Responsible:
zUGC
zAICTE
zLeading Central and State Public Universities
B. Embed Reflective Writing and Communication Modules
Context: International classrooms demand strong intercultural communication and reflective
capabilities. Students in India often lack early exposure to these skills, which can limit their
ability to thrive in global education or professional settings.
Action Pathway: Mandate foundational communication and reflective writing modules in the first
year of all degree programmes. These modules will support intercultural competence, classroom
inclusivity, and effective articulation—skills necessary for both domestic and international
engagement.
Actors Responsible:
zHEIs
zUGC
zState Councils for Higher Education 201
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
C. Launch Faculty Capacity-Building Programmes for Internationalisation
Context: Many faculty members lack formal training in designing and delivering globally-oriented
curricula or engaging in cross-border collaboration. Building their capacity is key to ensuring
quality implementation of internationalisation efforts.
Action Pathway: Design and implement structured training programmes for faculty covering
international curriculum development, intercultural teaching and learning, virtual and physical
mobility frameworks, and quality assurance. These may include core and elective training
modules, faculty exchanges, and mentorship platforms. This may be provided through the iGOT
Karmayogi platform of the Capacity Building Commission or integrated within existing teacher
training initiatives such as the Malaviya Mission Teacher Training Programme.
Actors Responsible:
zUGC
zAICTE
zCapacity Building Commission
Performance Success Indicators:
zPercentage of HEIs with interdisciplinary components in all programmes
zNumber of HEIs implementing reflective writing/communication modules
zNumber of joint/dual/twinning degree programmes successfully launched
zFaculty participation rate in internationalisation training
zStudent and faculty satisfaction with revised curricula
zImproved institutional readiness scores under NAAC/UGC internationalisation indicators
20. Embed Industry Engagement and Internships into Curriculum
Context: Integrating industry engagement into internationalisation efforts is essential for HEIs in
order to prepare career-ready graduates and attract global recognition. International universities
are advancing student outcomes by forging deep partnerships with industry co-developing
curricula, embedding practical training, and creating pathways for applied research.
As evidenced by several world class universities, a structured academia-industry interface
enhances both academic relevance and international appeal. Students exposed to real-world
challenges through placements, innovation projects, and knowledge transfer gain the skills and
confidence needed to thrive in global careers.
Policy Recommendation 20:
Integrate employability and industry engagement into the internationalisation strategies of INIs
and top 100 ‘Overall’ NIRF Ranking Universities’
Implementation Roadmap:
A. Introduce Interdisciplinary Curriculum Components
Context: Incorporating hands-on industry experience within academic programmes enhances
student employability, fosters workplace readiness, and aligns higher education with real-world
needs.
Action Pathway: Develop structured, credit-bearing internship models or sandwich-year formats
embedded within degree programmes, in collaboration with industry partners. These may be
tailored by sector and offered across disciplines to enhance practical exposure. 202Internationalisation of Higher Education in India
Actors Responsible:
zIndustry and Universities
B. Establish Applied Research and Innovation Hubs
Context: HEIs have limited structured platforms where students can engage in applied research
in collaboration with industry. Creating shared research spaces can nurture innovation, problem-
solving, and entrepreneurship in alignment with global trends.
Action Pathway: Establish joint research centres or applied innovation clusters within HEIs in
collaboration with industry, where students and faculty can work on live industry projects. These
hubs may also serve as incubators for startups and applied research.
Actors Responsible:
zIndustry and Universities
C. Design Knowledge Transfer Partnerships (KTPs)
Context: Small and medium enterprises (SMEs) often lack in-house R&D capabilities but have
sector-specific challenges that can be addressed through academic collaboration. Linking faculty
expertise with SME needs can promote mutual learning and regional economic development.
Action Pathway: Design government-supported Knowledge Transfer Partnership (KTP) schemes
that connect academic researchers and students with SMEs to work on innovation projects,
technology development, and business process enhancements.
Actors Responsible:
zIndustry and Universities
D. Invite Industry Participation in Curriculum Design
Context: Rapid industry transformation demands dynamic academic content. Static curricula,
not co-developed with practitioners, often fail to equip students with skills relevant to current
job markets.
Action Pathway: Involve industry leaders and professionals in curriculum advisory boards to co-
create course content, offer industry-relevant certifications, deliver guest lectures, and support
upskilling initiatives aligned with global standards.
Actors Responsible:
zIndustry and Universities
E. Track and Publicise Graduate Outcomes
Context: Transparent employability data builds trust with prospective students and international
partners. However, many Indian HEIs do not systematically collect or showcase graduate
placement outcomes.
Action Pathway: Develop institutional mechanisms to track graduate outcomes including
job placements, average starting salaries, and employer satisfaction. Use these metrics in
international outreach, marketing, and rankings to enhance institutional credibility.
Actors Responsible:
zIndustry and Universities 203
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Performance Success Indicators:
zIncrease in the percentage of degree programmes offering structured, credit-bearing
internships or sandwich-year models
zGrowth in the number of students completing industry placements annually
zNumber of industry-academia R&D hubs or innovation clusters operational within HEIs
zVolume of joint publications, patents, or product innovations emerging from applied research
centres
zNumber of Knowledge Transfer Partnership (KTP) projects launched with SMEs
zProportion of faculty and students engaged in KTPs and innovation-driven consultancy
zNumber of academic programmes co-designed with industry input or advisory board
participation
zFrequency of industry-led lectures, certifications, and experiential learning sessions integrated
into curricula
Global Practice: Brunel University London – Embedding Industry Engagement for Global
Employability
Brunel University London has positioned industry engagement and employability as central
pillars of its internationalisation strategy. By cultivating strong ties with industry, the university
ensures that its students graduate with not only academic knowledge but also the practical
skills and confidence to thrive in a competitive global job market. Key Initiatives:
zProfessional Placements (Sandwich Year): Most undergraduate programmes offer a paid,
one-year industry placement embedded within the degree structure. Partner organisations
include Intel, GSK, British Airways, Jaguar Land Rover, the NHS, and various SMEs.
zBrunel Innovation Centre (BIC): A joint R&D hub with TWI Ltd focused on advanced
manufacturing and structural integrity. It provides PhD and postgraduate students with
hands-on research experience on industry-linked projects.
zKnowledge Transfer Partnerships (KTPs): Government-supported collaborations between
Brunel academics and businesses such as Holland & Barrett, as well as SMEs in sectors
like MedTech and sustainability.
zCo-Innovate Programme: Designed to support innovation in London’s SME sector,
this programme engages students and researchers in live projects involving product
development, design, and market entry.
zEmployer-led Curriculum and Guest Lectures: Industry partners contribute to module
design, deliver guest lectures, and lead field visits and workshops. Past speakers include
professionals from IBM, Accenture, and Siemens.
21. Enhance Multicultural Experiences at Indian University Campuses
Context: India is increasingly positioning itself as a preferred destination for higher education,
particularly for students from the Global South. However, while academic offerings have expanded,
the overall campus experience for international students often falls short of global expectations.
Key challenges include inadequate hostel facilities, safety concerns, limited cultural orientation,
language barriers, and insufficient access to academic and emotional support services. These
gaps affect student retention, satisfaction, and word-of-mouth reputation, which are critical for
attracting more international students. A holistic, student-centric approach is therefore essential
to ensure that international students not only enrol but thrive in Indian institutions. 204Internationalisation of Higher Education in India
Policy Recommendation 21:
zImprove international students' experiences in India, universities may adopt baseline global
standards for housing, campus safety, academic support, student and faculty counselling,
and cultural orientation.
zProvide language assistance, organise mentorship programmes and multicultural events to
facilitate smoother integration in a supportive learning environment.
Implementation Roadmap:
A. Upgrade Student Services and Campus Infrastructure
Context: To enhance students’ experience in India, universities must upgrade their infrastructure
and safety protocols to meet global benchmarks.
Action Pathway: Create a uniform infrastructure and safety protocol framework that is applicable
to all INIs and Leading CUs and SPUs to ensure a standard experience for international students,
researchers and faculty across Indian HEIs. Develop virtual learning platforms, e-libraries with
high speed internet, modern labs and student friendly amenities.
Actors Responsible:
zMinistry of Education
zMinistry of Home Affairs
zUGC
zIndian Universities
B. Provide Investment Incentives for Student Accommodation
Context: Inadequate student housing is a major concern for international students studying in
India. Many students are unable to secure on-campus accommodation due to limited hostel
capacity, forcing them to seek housing in paying guest accommodations or rented apartments
outside. This exposes them to risks such as overcharging, poor living conditions, furnishing
proof of residence (e.g., Aadhaar card), exploitation by landlords or intermediaries and lack of
clear legal recourse.
Action Pathway: Encourage PPP in high-quality international student accommodation and related
facilities.
Actors Responsible:
zCentral and State Governments
zUniversities
zIndustry
C. Integrate Alumni Networks for Cultural Immersion
Context: International alumni can serve as vital connectors to academic, professional, and diplomatic
communities abroad. They offer invaluable support through student mentorship, internship and
job facilitation, academic collaborations, and institutional advocacy. When strategically engaged,
alumni become more than donors, they become ambassadors, recruiters, and global champions of
their alma mater. In today’s globally competitive higher education landscape, alumni are not just
former students, they are strategic assets. As Indian HEIs expand their internationalisation efforts,
the potential of global alumni networks must be fully recognised and purposefully harnessed. 205
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Actors Responsible:
zCreate a standalone Alumni Relations Cell or integrate alumni engagement functions within
the International Students Office (ISO) or Office of International Affairs (OIA) to ensure
structured and consistent outreach to international alumni communities.
zCreate a database by identifying regional clusters of alumni and mapping their expertise
and influence across industries, academia, and geographic regions. This database can serve
as the foundation for targeted engagement, collaboration, and networking.
zFacilitate the formation of country-specific and regional alumni chapters (e.g., North America,
Europe, Southeast Asia) to support local engagement, event organisation, and representation
in international initiatives.
zBuild robust digital alumni portals to enable sustained virtual interaction, knowledge-sharing,
and networking opportunities. Features may include alumni directories, discussion forums,
job boards, newsletters, and event registration.
zConnect current students with international alumni to offer career guidance, application
support, and global exposure. A digital platform linking international students with alumni
mentors may be created in INIs, Leading Central and State Public Universities.
zLeverage alumni in international university fairs, promotional campaigns, ambassador
programmes, and diplomatic education events. Their visibility in such settings can boost
credibility and student recruitment globally.
Actors Responsible:
zMinistry of Education
zEdCIL
zLeading Central and State Public Universities
Indian Practice: Ashoka University – Building a Global Alumni Community for International
Engagement
Ashoka University, a private university established in 2014, has positioned alumni engagement
as a strategic pillar of its internationalisation efforts. The Alumni Relations Office, working in
close coordination with the Office of International Programmes, embeds alumni engagement
directly into Ashoka’s internationalisation framework.
Key Initiatives
zGlobal Alumni Chapters: Ashoka has active alumni chapters in cities such as New York,
London, Singapore, and Dubai, serving as hubs for networking, career support, and
international brand visibility.
zCareer and Mentorship Support: Alumni host webinars, workshops, and mentorship
sessions for students pursuing international careers and studies, and frequently help
secure internships and job placements.
zInternational Collaborations: Alumni networks have reinforced Ashoka’s partnerships with
institutions such as Sciences Po, King’s College London, and the University of California,
enabling exchanges, research, and faculty mobility.
zDigital Engagement: The Ashoka Alumni Network Portal enables ongoing virtual
engagement through mentorship matching, job boards, and chapter-based events.
zPhilanthropy with Purpose: Initiatives like the Ashoka Alumni Fund support scholarships,
global programmes, and research infrastructure. 206Internationalisation of Higher Education in India
Performance Success Indicators:
zStudent satisfaction surveys
zIncrease in foreign student retention
zNumber of collaborative faculty projects; Number of infrastructure-enhanced campuses
zNumber of India-focused research projects and collaborations
22. Integrate Global Approaches with Indian Culture and Philosophy in Teaching and
Research
Context: India’s growing engagement in the global higher education ecosystem presents an
opportunity to integrate and uniquely blend the best of global academic practices with the
nation’s rich philosophical and cultural traditions. Along with internationalisation, higher
education in India should remain rooted in Indian ethos while embracing global diversity. The
epistemological and ontological perspectives to knowledge creation from the Indian lens must
find a place along with the global perspectives in the teaching and research processes. The
systemic goal should be to build globally connected yet culturally grounded universities that
reflect the ancient Indian ideal of Vasudhaiva Kutumbakam (the world as one family), while
preserving and showcasing the richness of India’s civilisational heritage, and cultural fabric.
Policy Recommendation 22:
zEnsure the integration of global approaches with Indian philosophical, ethical, and cultural
dimensions in teaching, research, and management practices.
zPromote research in areas that provide solutions to pressing socioeconomic challenges in
India, and create global intellectual visibility for the rich Indian Knowledge Systems (IKS) in
the STEM and non-STEM areas.
Implementation Roadmap:
A. Ensure Pedagogical Synthesis of Global and Indian Perspectives for Educators
Context: Educators play a pivotal role in shaping learners’ perspectives and fostering an
inclusive, values-based academic environment. Integrating global pedagogical approaches
with India’s indigenous philosophies and evidence-based perspectives can significantly enrich
teaching quality and classroom engagement. By harmonizing globally recognized approaches
with foundational Indian concepts, educators can nurture globally competent learners rooted
in cultural consciousness. This synthesis will ensure that higher education pursuits remain both
contemporary and contextually relevant.
Action Pathway:
zBuild intercultural competence of faculty and administrators through capacity-building
initiatives that focus equally on global pedagogies and the integration of Indian philosophical,
ethical, and cultural dimensions in teaching, research, and management practices
zPromote faculty exchange programmes that facilitate mutual learning between Indian and
international educators on culturally responsive pedagogy
zEncourage classroom deliberations on socioeconomic decision making using perspectives
of both the Global South and the Global North such that the HEIs can create holistic and
inclusive mindsets that are required for creating world-ready talent
Actors Responsible:
zMinistry of Education 207
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
zUGC
zAICTE
zState Councils of Higher Education
zLeading Central and State Public Universities
zForeign HEIs operating branch campuses in India and/or delivering twinning, joint and dual
degree programmes
B. Ensure Curriculum Alignment for Inclusivity of Students
Context: Curriculum design is central to shaping student learning outcomes, values, and
worldviews. A culturally inclusive approach helps create learning environments that respect
pluralism, enhance belonging for both local and international students, and nurture graduates
with global outlooks anchored in local sensibilities. Aligning curricula with both global academic
standards and Indian cultural ethos ensures inclusivity, relevance, and holistic development.
It creates pathways for intercultural understanding and prepares students to become global
citizens who think locally and act globally.
Action Pathway:
zEncourage Indian and Foreign HEIs to embed Indian philosophical, ethical, and cultural
perspectives within globally benchmarked curricula across disciplines and integrate Indian
Knowledge Systems, local case studies, and regional languages.
zAcademic collaborations may include research on Indian culture and heritage, history and
philosophy, the role of democracy and diversity that has thrived in the Indian context, the
success of cooperative and competitive federalism, the role of decentralised governance and
citizenry in nation building, the impact of innovation and entrepreneurship in grassroots
growth and development, and such other unique Indian facets within the global frameworks
to strengthen India’s intellectual visibility.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zState Councils of Higher Education
zLeading Central and State Public Universities
zForeign HEIs operating branch campuses in India and/or delivering twinning, joint and dual
degree programmes
Global Practice: Balancing Global Standards and Local Identity in Hong Kong's Higher Education
Hong Kong’s HEIs have been striving to balance global standards with local cultural identity as
part of their goal to become a regional higher-education hub. This dual aspiration of achieving
international excellence while maintaining cultural relevance has shaped the city’s approach
to internationalisation of higher education.
Hong Kong's Strategic Responses:
zLinguistic and Cultural Inclusivity: HEIs promote multilingual environments with bilingual
materials and language exchange sessions, recognizing both English and Cantonese to
preserve cultural identity while achieving global standards.
zCurriculum Balancing: HEIs have developed interdisciplinary courses integrating global
and local perspectives, such as sustainability programmes combining international best
practices with Hong Kong-specific ecological challenges. 208Internationalisation of Higher Education in India
zPedagogical Integration: HEIs have adopted hybrid teaching approaches that begin with
traditional content delivery then transition to interactive discussions and collaborative
projects, bridging Eastern and Western educational philosophies.
Performance Success Indicators:
zIncreased number of trained faculty
zCurricula revision across programmes and courses
zEnhanced student engagement and inclusivity
zGrowth in research on Indian knowledge systems
zRecognition of institutions for global–Indian integration 209
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
ANNEXURE I
List of Participating Universities in the Survey
S NoUniversity NameState Institution Type
1 Aditya UniversityAndhra Pradesh State Private University
2 Andhra UniversityAndhra Pradesh State Public University
3
Audisankara College of Engineering and
Technology
Andhra Pradesh Autonomous
4
Gandhi Institute of Technology and
Management (GITAM)
Andhra Pradesh
Deemed to be University
(Private)
5 Sri Padmavati Mahila Visvavidyalayam Andhra Pradesh State Public University
6 Furkating CollegeAssamAutonomous
7
Kumar Bhaskar Varma Sanskrit and Ancient
Studies University
Assam State Public University
8 Nowgong College AssamAutonomous
9 Tezpur UniversityAssam Central University
10
Dr. Rajendra Prasad Central Agricultural
University
Bihar State Public University
11 Nalanda UniversityBihar
Institute of National
Importance
12 Indian Institute of Management Raipur Chhattisgarh
Institute of National
Importance
13 Pandit Sundarlal Sharma (Open) University Chhattisgarh State Public University
14 Central Sanskrit UniversityDelhi Central University
15 Indian Institute of Technology DelhiDelhi
Institute of National
Importance
16 Jamia HamdardDelhi
Deemed to be University
(Public)
17 Jamia Millia IslamiaDelhi Central University
18 Jawaharlal Nehru UniversityDelhi Central University
19
Shri Lal Bahadur Shastri National Sanskrit
University
Delhi Central University
20 Ahmedabad UniversityGujarat State Private University
21
Dhirubhai Ambani Institute of Information and
Communication Technology
Gujarat State Private University
22 GSFC UniversityGujarat State Private University
23 Marwadi UniversityGujarat State Private University
24 Sardar Patel UniversityGujarat State Public University
25 The Maharaja Sayajirao University of Baroda Gujarat State Public University
26 Bhagat Phool Singh Mahila Vishwidyalaya Haryana State Public University
27 Central University of HaryanaHaryana Central University 210Internationalisation of Higher Education in India
S NoUniversity NameState Institution Type
28
Chaudhary Charan Singh Haryana Agricultural
University
Haryana State Public University
29 Indira Gandhi University Haryana State Public University
30 Kurukshetra UniversityHaryana State Public University
31 O.P. Jindal Global UniversityHaryana
Deemed to be University
(Private)
32 Central University of Himachal Pradesh
Himachal
Pradesh
Central University
33 G.B. Pant Memorial Govt. College
Himachal
Pradesh
Autonomous
34 Indian Institute of Technology Mandi
Himachal
Pradesh
Institute of National
Importance
35 Central University of Kashmir
Jammu and
Kashmir
Central University
36 Model Institute of Engineering and Technology
Jammu and
Kashmir
Autonomous
37 Vinoba Bhave UniversityJharkhand State Public University
38 Alvas CollegeKarnataka Autonomous
39 Central University of KarnatakaKarnataka Central University
40 Christ UniversityKarnataka
Deemed to be University
(Private)
41 Indian Institute of Management Bangalore Karnataka
Institute of National
Importance
42 Karnataka State Open UniversityKarnataka State Public University
43
KLE Academy of Higher Education and
Research
Karnataka
Deemed to be University
(Private)
44 Kristu Jayanti CollegeKarnataka Autonomous
45 Manipal Academy of Higher Education Karnataka
Deemed to be University
(Private)
46 National Law School of India University Karnataka State Public University
47 NITTE UniversityKarnataka
Deemed to be University
(Private)
48 RV College of EngineeringKarnataka Autonomous
49 Sri Siddhartha Academy of Higher Education Karnataka
Deemed to be University
(Private)
50 St Joseph's UniversityKarnataka State Private University
51 University of MysoreKarnataka State Public University
52 Yenepoya UniversityKarnataka
Deemed to be University
(Private)
53 Central University of KeralaKerala Central University
54 Cochin University of Science And Technology Kerala State Public University 211
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
S NoUniversity NameState Institution Type
55
Indian Institute of Science Education and
Research Thiruvananthapuram
Kerala
Institute of National
Importance
56 Indian Institute of Technology Palakkad Kerala
Institute of National
Importance
57 National Institute of Technology Calicut Kerala
Institute of National
Importance
58 Rajagiri College of Social Sciences Kerala Autonomous
59 Sacred Heart College Kerala Autonomous
60 Saintgits College of Engineering Kerala Autonomous
61 Sree Sankaracharya University of Sanskrit Kerala State Public University
62 Vimala CollegeKerala Autonomous
63 Amity University Madhya Pradesh State Private University
64 Dr. Harisingh Gour Vishwavidyalaya Madhya Pradesh Central University
65
Indian Institute of Information Technology
Bhopal
Madhya Pradesh
Institute of National
Importance
66 Indian Institute of Management Indore Madhya Pradesh
Institute of National
Importance
67
Maulana Azad National Institute of Technology
Bhopal
Madhya Pradesh
Institute of National
Importance
68
Rajmata Vijayaraje Scindia Krishi
Vishwavidyalaya
Madhya Pradesh State Public University
69 RKDF UniversityMadhya Pradesh State Private University
70 AISSMS Institute of Information Technology Maharashtra Autonomous
71 G H Raisoni College of Engineering Maharashtra Autonomous
72 Homi Bhabha National InstituteMaharashtra
Deemed to be University
(Public)
73
Indian Institute of Information Technology
Nagpur
Maharashtra
Institute of National
Importance
74 Indian Institute of Management Mumbai Maharashtra
Institute of National
Importance
75 Indian Institute of Technology Bombay Maharashtra
Institute of National
Importance
76
Indsearch Institute of Management Studies
and Research
Maharashtra Autonomous
77
Kavayitri Bahinabai Chaudhari North
Maharashtra University
Maharashtra State Public University
78 MIT Arts Commerce and Science College Maharashtra Autonomous
79 MIT Academy of EngineeringMaharashtra Autonomous
80 Shivaji UniversityMaharashtra State Public University
81 SNDT Women's UniversityMaharashtra State Public University
82
St. Francis Institute of Management and
Research
Maharashtra Autonomous 212Internationalisation of Higher Education in India
S NoUniversity NameState Institution Type
83
Narsee Monjee Institute of Management
Studies
Maharashtra
Deemed to be University
(Private)
84 Symbiosis International University Maharashtra
Deemed to be University
(Private)
85
Thakur Institute of Management Studies,
Career Development and Research
Maharashtra Autonomous
86 Walchand Institute of TechnologyMaharashtra Autonomous
87
Yashwantrao Chavan Maharashtra Open
University
Maharashtra State Public University
88 Yeshwantrao Chavan College of Engineering Maharashtra Autonomous
89 University of Science and Technology Meghalaya State Private University
90 Mizoram UniversityMizoram Central University
91 Berhampur UniversityOdisha State Public University
92 Gandhi Engineering CollegeOdisha Autonomous
93
Indian Institute of Science Education and
Research
Odisha
Institute of National
Importance
94 National Law University OdishaOdisha State Public University
95 Prananath CollegeOdisha Autonomous
96 Science College Autonomous Hinjilicut Odisha Autonomous
97 Shailabala Women's Autonomous College Odisha Autonomous
98 Utkal UniversityOdisha State Public University
99 XIM UniversityOdisha State Private University
100 Amity UniversityPunjab State Private University
101 Central University of PunjabPunjab Central University
102
Indian Institute of Science Education and
Research Mohali
Punjab
Institute of National
Importance
103 Lovely Professional UniversityPunjab State Private University
104
Birla Institute of Technology and Sciences
Pilani
Rajasthan
Deemed to be University
(Private)
105 Central University of RajasthanRajasthan Central University
106 Govind Guru Tribal UniversityRajasthan State Public University
107 Jai Minesh Adivasi UniversityRajasthan State Private University
108 Jai Narain Vyas UniversityRajasthan State Public University
109 Maharaja Surajmal Brij UniversityRajasthan State Public University
110 Manipal University JaipurRajasthan State Private University
111 Raj Rishi Bhartrihari Matsya University Rajasthan State Public University
112 University of RajasthanRajasthan State Public University
113 National Institute of Technology Sikkim Sikkim
Institute of National
Importance
114 Sikkim Manipal UniversitySikkim State Private University 213
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
S NoUniversity NameState Institution Type
115 Alagappa UniversityTamil Nadu State Public University
116 Anna UniversityTamil Nadu State Public University
117 Ayya Nadar Janaki Ammal CollegeTamil Nadu Autonomous
118 Bharathiar UniversityTamil Nadu State Public University
119 Chettinad Academy of Research and Education Tamil Nadu
Deemed to be University
(Private)
120 Dr. M.G.R. Educational and Research InstituteTamil Nadu
Deemed to be University
(Private)
121 Indian Institute of Management TiruchirappalliTamil Nadu
Institute of National
Importance
122 Indian Institute of Technology Madras Tamil Nadu
Institute of National
Importance
123 Jamal Mohamed CollegeTamil Nadu Autonomous
124 K.S.R. College of EngineeringTamil Nadu Autonomous
125 Karpagam Academy of Higher Education Tamil Nadu
Deemed to be University
(Private)
126 Knowledge Institute of TechnologyTamil Nadu Autonomous
127 KPR Institute of Engineering and Technology Tamil Nadu Autonomous
128 M.O.P. Vaishnav College for WomenTamil Nadu Autonomous
129 Madras School of Social WorkTamil Nadu Autonomous
130 Manonmaniam Sundaranar UniversityTamil Nadu State Public University
131
National Institute of Technical Teachers
Training and Research
Tamil Nadu
Deemed to be University
(Public)
132 PSG College of Arts and ScienceTamil Nadu Autonomous
133 PSGR Krishnammal College for WomenTamil Nadu Autonomous
134
Sathyabama Institute of Science and
Technology
Tamil Nadu
Deemed to be University
(Private)
135 Sona CollegeTamil Nadu Autonomous
136
Sri Chandrasekharendra Saraswathi Viswa
Mahavidyalaya
Tamil Nadu
Deemed to be University
(Private)
137 SRM Institute of Science and Technology Tamil Nadu
Deemed to be University
(Private)
138 St Joseph's College TrichyTamil Nadu Autonomous
139 Tamil Nadu Open UniversityTamil Nadu State Public University
140 Thassim Beevi Abdul Kader College For Women Tamil Nadu Autonomous
141 The American CollegeTamil Nadu Autonomous
142 Thiagarajar College of EngineeringTamil Nadu Autonomous
143
Vel Tech Rangarajan Dr Sagunthala RandD
Institute of Science And Technology
Tamil Nadu
Deemed to be University
(Private)
144 Vellore Institute of TechnologyTamil Nadu
Deemed to be University
(Private) 214Internationalisation of Higher Education in India
S NoUniversity NameState Institution Type
145 Women's Christian CollegeTamil Nadu State Private University
146 Anwarul Uloom College Telangana Autonomous
147
Gokaraju Rangaraju Institute of Engineering
and Technology
Telangana Autonomous
148 University of HyderabadTelangana Central University
149
Acharya Narendra Deva University of
Agriculture and Technology
Uttar Pradesh State Public University
150 Banaras Hindu UniversityUttar Pradesh Central University
151 Bundelkhand UniversityUttar Pradesh State Public University
152 Galgotias UniversityUttar Pradesh State Private University
153 Gautam Buddha UniversityUttar Pradesh State Public University
154 KIET Group of InstitutionsUttar Pradesh Autonomous
155
National Institute of Pharmaceutical Education
and Research Raebareli
Uttar Pradesh
Institute of National
Importance
156 Sharda UniversityUttar Pradesh State Private University
157 Graphic Era UniversityUttarakhand
Deemed to be University
(Private)
158 Indian Institute of Technology Roorkee Uttarakhand
Institute of National
Importance
159
Indian Institute of Science Education and
Research Kolkata
West Bengal
Institute of National
Importance
160 Ramakrishna Mission Residential College West Bengal Autonomous 215
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
ANNEXURE II
List of Key Informant Interviews
S NoNameDesignationOrganisation Country
1 Nigel de Silva Director - Global Partnerships Curtin University Australia
2 Ian Martin Vice ChancellorDeakin University Australia
3 Dr. Jana FreihöferDirector International
Technische Universität
Darmstadt
Germany
4 Dr Rao Vice ChancellorBITS Pilani India
5
Ms. Leena Arora
Kukreja
Regional Managing Director Coventry University India
6 Dr. Dipesh Shah Executive DirectorIFSCA, GIFT City India
7
Mr. Akshat
Ganeriwala
ManagerIFSCA, GIFT City India
8 Mr Alok Kumar National Officer
International Organization
for Migration in India
India
9 Ms. Meena SaxenaDirector
Narsee Monjee Institute of
Management Studies
India
10 Prof. Tom Curran
Vice Principal for
Internationalisation
University College Dublin
(UCD)
Ireland
11
Prof. Michal Bar-
Asher Siegel
VP BGU International
Ben-Gurion University of
the Negev
Israel
12 Yuji Nishikawa Advisor
Japan Science and
Technology Agency (JST)
Japan
13
Prof. Takeaki
Sakurai
Executive Officer/Regional
Director (North America &
India)
University of Tsukuba Japan
14
Prof. Asia
Khamzina
Deputy Vice-President for
International Affairs
Korea University Korea
15 Prof. Léon LaulusaExecutive President and Dean ESCP Business School France
16 Rahul Singh
Assistant Director, Global
Marketing and Strategy
Nanyang Technological
University Singapore
Singapore
17 Robert Kotze Senior Director
Stellenbosch University
International
South Africa
18
Prof. Saioa Herrero
Villalibre
Vice Dean of International
Relations
Bilbao School of
Engineering
Spain
19
Prof. Rajeev
Thottappillil
Professor Emeritus/ Project
Manager / International
Advisor
KTH Royal Institute of
Technology
Sweden
20 Kurtis Lockhart Executive Director
African School of
Economics
Tanzania
21
Prof. Oybek
Allamov
Deputy Director for Scientific
Affairs and Innovations
Tashkent University of
Information Technologies
Tashkent 216Internationalisation of Higher Education in India
S NoNameDesignationOrganisation Country
22
Ms.Nafisa
Erimmetova
Head of International
Cooperation Department
Tashkent University of
Information Technologies
Tashkent
23 Dr. Luc Verburgh
Advisor, Office of President &
CEO
Higher Colleges of
Technology
UAE
24 Michael HoulgateDeputy DirectorBritish Council UK
25
Prof. John Latham
CBE
Vice Chancellor and CEO Coventry University UK
26 Prof. Richard Wells
Deputy Vice Chancellor
(International)
Coventry University UK
27 Ms. Sonu Hemani Senior Partnerships Officer King’s College London UK
28
Prof. Sabu S.
Padmadas
Founding Executive Director,
India Centre for Inclusive
Growth & Sustainable
Development
University of Southampton UK
29 Rohit Kumar
Director - International
Recruitment, Partnerships
and Mobility (IRPM), External
Relation
University of York UK
30 Jeremy Histon Senior ConsultantEdifiedUK
31
Robin Matross
Helms
Vice President for Member-
ship and Educational Services
Association of Community
College Trustees
USA
32 Audrey DuHaime
Associate Vice President of
Global Initiatives and Strategy
The University of Chicago USA
33 Ms. Becky George
Assistant Vice Provost &
Senior International Officer,
Division of Global Engagement
University of California
Santa Cruz
USA
34 Bang Pham Country DirectorAcumenVietnam 217
ANNEXURE III
List of Participants in the National Workshop held on 29.03.2025
Inaugural Session and Special Presentations
Sr No. Speaker Designation Institution
1 Dr. Vinod Kumar PaulMember (Education)NITI Aayog
2 Dr. Sonia PantProgramme Director (Education) NITI Aayog
3 Dr. Shashank Shah
Director and Senior Specialist
(Higher Education)
NITI Aayog
4 Ms. Oshin DharapConsultant (Higher Education) NITI Aayog
5 Prof. Kamakoti VeezhinathanDirectorIIT Madras
6 Prof. Raghunathan Rengaswamy Dean (Global Engagement) IIT Madras
7 Prof. Preeti AghalayamDirector
IIT Madras - Zanzibar
Campus
8 Dr. (Mrs.) Pankaj MittalSecretary General
Association of Indian
Universities
9 Dr. Kuldeep DagarJoint Secretary
Association of Indian
Universities
10 Mr. Adrian MuttonFounder & Executive Chairman Acumen
11 Dr. Bhawna KumarHead (Transnational Education) Acumen
List of Speakers
Sr No. SpeakerDesignationInstitute
1 Ms Aarushi Jain
Partner (Head – Media,
Education & Gaming)
Cyril Amarchand
Mangaldas
2 Dr Aghila G. Director NIT Trichy
3 Ms Amrita Sadarangani
Senior Director & Head –
Global Research Alliances
Ashoka University
4 Dr Ankit Agarwal
Assistant Professor Department
Of Hydrology
IIT Roorkee
5 Dr Archana Thakur Joint Secretary
University Grants
Commission
6 Dr Ashok Daryani
Director - International
Relations
Sharda University
7 Dr B J Rao Vice Chancellor University Of Hyderabad
8 Mr Balakrisna B Head - Marketing IIM Bangalore
9 Dr Basab Choudury Associate Director - South Asia Deakin University
10 Prof Baskaran R
Director, Centre For
International Relation
Anna University
11 Ms Carey Arun Principal Commercial Officer US Embassy
12 Dr Chandrasekar
Executive Director (Corporate
Planning)
Edcil 218Internationalisation of Higher Education in India
Sr No. SpeakerDesignationInstitute
13 Mr Daniel Baxter Associate Dean International
Glasgow Caledonian
University
14 Dr Erik Lithander
Deputy Vice-Chancellor
(Strategic Engagement)
University of Auckland
15 Mr Etienne Rolland Piegue Consul General
Consul General of France
In Puducherry and
Chennai
16 Mr Jay Poria
Head, International Relations &
Partnerships, STEMM
Australian National
University
17 Prof Joby Joseph Provost IIT Delhi - Abu Dhabi
18 Dr Kiran Trivedi Associate Professor
University of Wollongong,
GIFT City Campus
19 Ms Louise Kinnaird Executive Director
Asia-Pacific Association
for International
Education (APAIE)
20 Ms Lucinda Malgas Manager
Asia-Pacific Association
for International
Education (APAIE)
21 Dr Mohit Dubey Vice Chancellor MIT ADT University Pune
22 Ms Pushpanathan Janaka Director South India British Council
23 Dr Roger Brindley
Former Vice Provost For Global
Programmes
Penn State University
24 Mr Sagar Bahadur
Executive Director - South &
South East Asia
Acumen - Sannam S4
25 Mr Siddharth Shahani Executive Vice President Atlast Skilltech University
26 Prof Sudarshan Kumar Dean (International Relations) IIT Bombay
27 Mr Tomas O’brien Senior Advisor
Australian Trade And
Investment Commission
28 Prof T. Kishen Kumar Reddy Vice Chancellor
Jawaharlal Nehru
Technological University
29 Dr Vaidhyasubramaniyam S Vice Chancellor SASTRA University
30 Dr Vijayakumar Chandrasekaran Vice-Chancellor I/C VIT Mauritius 219
ANNEXURE IV
List of India’s Memorandums of Understanding (MoUs)/ Educational Exchange Programmes (EEPs)
signed with other countries
1. Afghanistan
2. Armenia
3. Australia
4. Belarus
5. Botswana
6. Brazil
7. Burundi
8. Canada
9. Chile
10. China
11. Croatia
12. Czech Republic
13. Ecuador
14. Estonia
15. Ethiopia
16. France
17. Germany
18. Guyana
19. Hungary
20. Indonesia
21. Israel
22. Japan
23. Kuwait
24. Malaysia
25. Mauritius
26. Mexico
27. Mongolia
28. Morocco
29. Mozambique
30. Myanmar
31. New Zealand
32. Norway
33. Oman
34. Peru
35. Portugal
36. Qatar
37. Republic of Korea
38. Russia
39. Rwanda
40. Saudi Arabia
41. South Africa
42. Sri Lanka
43. Syria
44. Tajikistan
45. Tanzania
46. Thailand
47. Trinidad & Tobago
48. Turkmenistan
49. United Arab Emirates
50. United Kingdom
51. United States of America
52. Uzbekistan
53. Vietnam
54. Yemen
Source: Ministry of Education 220Internationalisation of Higher Education in India
ANNEXURE V
Survey Instrument for Internationalisation of Higher Education in India:
Prospect, Potential & Policy Recommendation
Introduction
The survey is being carried out to get insights on internationalisation of Indian Higher Education
for policy development. The project is being executed by IIT Madras, Association of Indian
Universities (AIU) and Acumen under the aegis of NITI Aayog.
Objective
The objective of this survey is to assess the status of internationalisation on the following
aspects of Indian Higher Education and develop a policy roadmap to make Indian education
competitive and India a global study destination, as envisioned in the National Education Policy
(NEP) 2020:
zInternational collaboration practices (research practices, publications, faculty/student
exchange) currently followed in India.
zOutcome of internationalisation initiatives (employability, program success).
zChallenges and opportunities faced by universities regarding internationalisation.
Instructions
1. This survey seeks responses from universities on various aspects of internationalisation.
2. The survey is meant to be filled by the Director/Dean of International Relations (In-charge)
or equivalent representative of Indian universities. (We advise you to consult with your
colleagues to gather the necessary information before filing the questionnaire.)
3. Universities that have affiliated colleges may fill up the data related to university campuses,
excluding the affiliated colleges.
4. We request data primarily from the current (2023–24) academic year. However, data from the
last three years is also sought for certain questions.
5. You may select the response(s) that best answer(s) the question with respect to your
institution.
6. Please try and answer all questions. In case you do not know or cannot answer a question
for any reason, please leave the question blank or select 'Not Applicable' as the option.
7. All questions that are marked with * must be answered.
8. The questionnaire contains the following sections:
zSection A: University’s general information
zSection B: Current status of internationalisation and international collaboration practices
zSection C: Outcome of internationalisation initiatives
zSection D: Challenges and opportunities faced by Indian universities
Disclaimer
The data collected in this survey will be kept confidential, and no individual institutional data
will be used in any other report, web page, or presentation. The information gathered through
this survey will be used solely for the Internationalisation of Higher Education: Policy Roadmap
for India report by NITI Aayog. 221
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Contact Information
zKuldeep Dagar, Joint Secretary, AIU: Email Id: ds_ev@aiu.ac.in
zSivaguru Nathan: Email Id: sivaguru@ge.iitm.ac.in
A) UNIVERSITY GENERAL INFORMATION
FieldInput
University Name *(Text Input)
Place *(Text Input)
State *(Text Input)
Year of Establishment *(Year Input)
Contact Person
(Provide the contact details of the Director/Dean of International Relations (In-charge) or
equivalent representative of your university/institution).
FieldInput
Name * (First Name / Last Name)(Text Input)
Designation *(Text Input)
Email *(Text Input)
Phone Number (+91)(Text Input)
Institution Type * (Select Option)
Institution's Ranking and Accreditation. * (Select Option: Applicable / Not applicable)
Please provide the following data for students and faculty during the academic year 2023-24? *
Category Institution/UniversityUniversity affiliated colleges (if applicable)
Total number of students* (Number Input)(Number Input)
Students (Male) *(Number Input)(Number Input)
Students (Female) * (Number Input)(Number Input)
Total number of faculty * (Number Input)(Number Input)
Faculty (Male) *(Number Input)(Number Input)
Faculty (Female) * (Number Input)(Number Input)
B) CURRENT STATUS OF INTERNATIONALISATION
1. Does your institution have internationalisation as part of an academic strategy plan? *
zYes
zNo
2. Does your university have an office dedicated to international relations/internationalisation?*
zYes
zNo
3. Does your institute have incoming international student mobility? *
zYes
zNo 222Internationalisation of Higher Education in India
4. Does your institute have incoming international students enrolled under online mode? *
zYes
zNo
5. Does your institution have any of the following in place? (Select all that apply) *
5.1. International academic research collaborations
5.2. Academic degree programs in collaboration with international HEIs
5.3. Student exchange programs
5.4. Faculty exchange programs with international HEIs
5.5. Not applicable
6. Please give total number of formal agreements/MOUs with foreign universities/HEIs during
the last three academic years for each of the following. (Select all that apply) *
6.1. Academic research collaborations
6.2. Joint degree programs
6.3. Dual degree programs
6.4. Study abroad programs
6.5. Student exchange programs
6.6. Faculty exchange programs
6.7. Not applicable
7. In which of the following disciplines do you have active international research collaborations?
(Select all that apply)
zScience & Technology (including Engineering)
zSocial Sciences & Humanities
zManagement Studies
zMedical & Health Sciences
zNot applicable
zOthers
Facilities and Support for International Students
8. Pre-Arrival
8.1. Does your institution offer pre-arrival support services for international students, such
as visa application assistance or airport pick-up arrangements? (Select Option: Yes / No)
8.2. Does your institution have dedicated staff to assist with immigration procedures and
visa applications? (Select Option: Yes / No)
9. Accommodation and Food
9.1. Does your institution offer on-campus housing for international students? (Select
Option: Yes / No)
9.2. Does your institution facilitate international students to find accommodation outside
the campus? (Select Option: Yes / No)
9.3. Does your institution provide food options for international students? (Select Option:
Yes / No)
10. Orientation and Language Support
10.1. Does your institution offer an orientation program specifically for international 223
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
students? (Select Option: Yes / No)
10.2. Does your institution offer English language support for international students whose
first language is not English? (Select Option: Yes / No)
11. Social and Cultural Integration
11.1. Student club for international students? (Select Option: Yes / No)
11.2. Cultural events for international students? (Select Option: Yes / No)
11.3. Opportunities to connect international and domestic students (buddy programs etc.)?
(Select Option: Yes / No)
12. Academic Support
12.1. Academic advisors/mentors for international students? * (Select Option: Yes / No)
12.2. Specific program of study designed for international students? * (Select Option: Yes / No)
12.3. Workshops/seminars to help international students adjust to the Indian education
system? * (Select Option: Yes / No)
12.4. Disability support for international students with disabilities/special needs?* (Select
Option: Yes / No)
13. Financial/Funding Support
13.1. Scholarships or financial aid specifically for international students?* (Select Option:
Yes / No)
13.2. Extent of overlap between institute’s international admission process and application
processes of bodies like ICCR, SII etc. *
Not at all
Moderately
Significantly
Very Significantly
13.3. Impact of scholarship availability on international student enrolment.*
Not at all
Moderately
Significantly
Very Significantly
13.4. Does your institute provide funding for faculty/student to attend international
conferences? * (Select Option: Yes / No)
13.5. What expenses are covered? (Select all that apply)*
Registration fees
Travel costs (airfare, local transportation)
Accommodation
Daily allowances/per diem
Visa fees
Not applicable
Others
13.6. Sources of funding? (Select all that apply)*
Institutional budget
Government grants
Research project funds 224Internationalisation of Higher Education in India
Industry sponsorships
External funding agencies
Personal funds
Not applicable
Others
13.7. Criteria for approving funding requests? (Select all that apply)*
Relevance to faculty’s research
Importance of the conference
Faculty’s previous participation in conferences
Expected outcomes (publications, networking)
Availability of funds
Not applicable
Others
Other Facilities
14. Whether your institution has a specific annual budget for internationalisation?*
zYes
zNo
15. Whether your institution does any kind of marketing and publicity for programs at an
international level?*
zYes
zNo
16. Does your institution have professional consultant(s) for recruiting international students? *
zYes
zNo
17. Does your institution have single window admission system for international students? *
zYes
zNo
Internationalisation of Curriculum
18. Are there any specific programs or courses that have been developed with an international
focus?*
zYes
zNo
19. How are international perspectives integrated into the curriculum? (Check all that apply)
zIntegrated in the learning outcome of various courses/programs
zInternational case studies
zCollaborative projects with international institutions
zGuest lectures from international experts
zStudy abroad programs
zOthers 225
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
20. Are there professional development opportunities for faculty to learn about
internationalisation?
zYes
zNo
21. Please describe any specific initiatives aimed at supporting faculty in internationalising their
curriculum.
S. No.InitiativesType
1.
2.
3.
4.
Offshore Campuses
22. Does your institution have an already established campus or have plans of establishing an
offshore campus(es)? *
zYes
zNo
zOther (Please specify)
International Conferences
23. In the past three years, how many international conferences or workshops have been
organized by your institution (either independently or in collaboration with international
partners)? *
z1 to 3
z3 to 5
z6 to 10
zMore than 10
24. Please specify the number of conferences conducted under each of the following categories.
(If you have not conducted conferences or workshops in any category, please mention zero
and move on.)
24.1. How many international conferences were conducted over the last three years by the
institute/university? * (Number Input)
24.2. How many international conferences were attended by faculty/researcher scholars
funded by the institute/university in the last three years? * (Number Input)
25. What criteria or guidelines does your institute follow to classify a conference as an
“international conference”? 226Internationalisation of Higher Education in India
26. What are the expected outcomes from the international conferences/workshops organized
by your institute? (Please select all that apply) *
zEnhancing institute visibility
zGenerating joint publications
zShowcasing achievements and highlights
zFacilitating faculty or student mobility
zInitiating joint research projects
zNetworking opportunities
zMarketing or promotional initiatives
zEstablishing joint research ventures
zCurriculum development
zEnhancing institute rankings
zKnowledge transfer / Sharing of information
zProviding specific policy recommendations
zPromoting cultural exchange
zOthers
27. What are the sources of sponsorship for international conferences at your institute? (Please
select all that apply)*
zInstitutional funding allocation
zIndustry funding
zGovernment funding agencies
zResearch agencies
zResearch projects
zExternal funding agencies
zOthers
zNot applicable
28. What types of international workshops have been organized by your institute? (Please select
all that apply)*
zAcademic workshops
zTraining and skill development
zPanel discussions
zPoster presentations
zOthers
zNot applicable
29. What are the expected outcomes from faculty attending international conferences? (Please
select all that apply)*
zEnhanced research collaborations
zJoint publications
zNetworking opportunities
zIncreased visibility for the institute
zProfessional development 227
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
zKnowledge transfer
zOthers
zNot applicable
30. How does your institute measure the impact of faculty participation in international
conferences?
31. How many faculties on an average attend international conferences in a year? *
Year Number of faculty*
2021–22 * (Number Input)
2022–23 * (Number Input)
2023–24 * (Number Input)
C) OUTCOME OF INTERNATIONALISATION INITIATIVES
The construct of "Internationalisation Outcomes" in the context of higher education refers to the
measurable impacts and benefits derived from the internationalisation initiatives undertaken
by a university. These outcomes encompass various dimensions, including research, academic
programs, student and faculty development, institutional reputation, and financial resources.
Dimensions and Indicators of Internationalisation Outcomes
1. Research Productivity and Quality
2. Graduate Employability
3. Program Success and Development
4. Institutional Reputation and Global Standing
5. Faculty Development
6. Economic benefits
1. What were the primary objectives of the partnership? (Select all that apply) *
zCollaborative research
zJoint publications
zJoint academic degrees (joint, dual degrees, articulation arrangements etc)
zStudent/Faculty exchange
zCurriculum development
zFunding opportunities
zTechnology transfer
zTwinning programs
zCurriculum exchange
zOthers 228Internationalisation of Higher Education in India
2. To what extent have the objectives been met? *
zNot at all
zTo a small extent
zTo a moderate extent
zTo a great extent
3. What has been the impact of internationalisation on programs and the university's
development? (Please select one) *
zCollaborative academic programs (e.g., Joint, dual degrees, exchange programs) have
been successful and effective.
zThe number of students participating in exchange programs has increased.
zThere has been an increase in faculty members participating in exchange programs.
zPlacements have increased in numbers and packages
zInternational placements are gaining prominence in institutions
Rate the following statements on a scale of 1 (strongly disagree) to 5 (strongly agree)
zScale: 1. Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly agree
4. Please rate the following statements with respect to internationalisation in your university.
4.1. Internationalisation of our education programs has enhanced our global competitiveness
(Select Option)
4.2. Our university's global and national ranking is achieved due to Internationalisation of
our education programs (Select Option)
4.3. Internationalisation of our education programs has resulted in attracting high-quality
international faculty and researchers for our university. (Select Option)
4.4. Internationalisation has enhanced the academic reputation and prestige of our
university. (Select Option)
4.5. Internationalisation of education programs has resulted in providing students with a
global perspective and cross-cultural competence (Select Option)
4.6. Internationalisation has enhanced the cultural diversity of our student body (Select
Option)
4.7. Internationalisation has resulted in attracting international students for our university
(Select Option)
4.8. Our university has successfully diversified its funding sources through internationalisation.
(Select Option)
4.9. International partnerships have secured financial benefits and grants for our university
(Select Option)
4.10. University can charge a premium fee due to internationalisation of its education
programs. (Select Option)
4.11. The overall student experience has been enhanced by the international opportunities
provided (Select Option)
Rate the impact of internationalisation on the following aspects.
5. Impact of internationalisation on research
5.1. Our institution has seen an increase in the number of joint publications with
international partners. (Select Option)
5.2. Collaborative research projects have expanded in scope and count at our institution.
(Select Option) 229
5.3. The quality of our research has improved due to international collaborations (Select
Option)
5.4. Research output from our institution has received more citations and peer reviews due
to international collaborations. (Select Option)
5.5. The weighted field citation index has increased (Select Option)
6. Impact of internationalisation on graduate employability
6.1. Graduates from our institution have better employability rates due to international
experience (who have travelled to foreign campuses) (Select Option)
6.2. Our graduates are more successful in securing roles that value international perspectives.
The internationalisation of our curriculum enhances the employability of graduates in
the Indian labour market (Select Option)
6.3. International students develop social capital and cultural competence that helps them
adapt to the employment market (Select Option)
6.4. The presence of international students in classroom has enhanced the quality of
teaching/learning (Select Option)
7. Rate the impact internationalisation on faculty development
7.1. Faculty development has improved through international collaborations (Select Option)
7.2. Participation in international collaborations has enhanced faculty skills and knowledge
(Select Option)
7.3. International experiences have enriched our faculty's teaching and research capabilities.
(Select Option)
8. Rate economic benefits derived from internationalisation
8.1. Our institution has accessed more research grants due to international collaborations
(Select Option)
8.2. The institution has increased revenue from fees paid by international students (Select
Option)
8.3. International collaborations have led to more efficient use of resources and time (Select
Option)
8.4. Increase in philanthropic funding, consultancy and Industry connect (Select Option)
9. Rate the impact of internationalisation on operational and administrative costs
9.1. Maintaining international partnerships incurs significant operational and administrative
costs (Select Option)
9.2. Providing services for international students and faculty adds additional costs (Select
Option)
9.3. Training staff to manage international collaboration programs is resource-intensive
(Select Option)
10. Rate the challenges and concerns pertaining to internationalisation at your university/
institution
10.1. Our institution has experienced a loss of autonomy due to partnership power imbalances
(Select Option)
10.2. Securing stakeholder support for international partnerships is challenging (Select
Option)
10.3. Negotiating differences between institutional cultures, policies, and practices requires
significant effort (Select Option) 230Internationalisation of Higher Education in India
10.4. Students studying in a foreign language face language challenge which affects academic
results (Select Option)
10.5. There are issues with recognition and transfer of credits earned abroad (Select Option)
10.6. Emotional costs and stress affect students studying abroad (Select Option)
11. How has partnerships influenced the following aspects of course delivery?
11.1. Use of innovative teaching methods (Select Option)
11.2. Inclusion of practical and industry-relevant content (Select Option)
11.3. Interdisciplinary approaches (Select Option)
11.4. Student engagement and participation (Select Option)
12. Our students have gained a global perspective and cross-cultural competence through
internationalisation. * (Select Option)
13. What are the other outcomes of internationalisation at your institute/university that are not
captured above [200 words] *
14. How can the outcome of internationalisation be enhanced further? *
15. What are the expected outcomes of your university/institute's journey towards
internationalisation in the next five years? *
D) CHALLENGES AND OPPORTUNITIES FACED BY INDIAN UNIVERSITIES
1. What are the main challenges your institute/university faces to attract international students?
1.1. Perception about the quality of education in our university (Select Option)
1.2. Absence of strategic planning for internationalisation at the university (Select Option)
1.3. The cost of tuition and living expenses prohibit many international students in joining
our university. (Select Option) 231
1.4. Insufficient availability of scholarships and financial aid for international students is
a significant barrier. (Select Option)
1.5. Issues related to the recognition of qualifications and degrees obtained from the foreign
country discourages students from enrolling. (Select Option)
1.6. My university does not have a strong international reputation or ranking to attract
students from abroad. (Select Option)
1.7. Concerns about cultural adaptation and integration deter students from applying to
my university. (Select Option)
1.8. Lack of support services for international students, such as orientation programs,
language support, and housing assistance (Select Option)
1.9. My university does not offer a wide range of programs or courses (Select Option)
1.10. Availability of international hostels, food facilities and dedicated international cell
(Select Option)
2. What are the deterrents faced at a national level to attract international students in India?
(Please select all that apply) *
zPost program employment opportunities
zSafety and security of international students in India
zWeather conditions in India
zLack of global recognition of Indian qualifications
zInception about low quality of indian education system
zCultural difference and adjustment challenging
zStrict visa requirements and immigration policies are deterring international students
from applying to our university
zPerceptions of political instability, crime, or lack of personal safety are significant
deterrents for international students to join my university.
zRigid admission criteria and difficulties in transferring credits from other institutions
zLack of effective marketing and outreach efforts and low awareness of the university's
programs and opportunities
zIntense competition from other universities
zThe availability of food choices deters international students in joining my universities
zRigidity of admission system in our university
zAvailability of information at a single point with single window grievance redressal system
3. What are the top barriers that hinder the advancement of internationalisation at your
institution? [Please rank them from 1 to 5, with 1 being the most significant to 5 being
least significant]
3.1. Internationalisation is not a priority area for my university (Select Option)
3.2. Weak institutional leadership or vision and involvement in Internationalisation (Select
Option)
3.3. Administrative or bureaucratic hurdles (e.g., credit transfer issues, mismatched academic
calendars) (Select Option)
3.4. Lack of exposure to Faculty on international opportunities (Select Option)
3.5. Lack of modern facilities and Hostel infrastructure in my university is less appealing
for international students to join my university. (Select Option)
3.6. Insufficient financial resources allocated for Internationalisation (Select Option) 232Internationalisation of Higher Education in India
3.7. International involvement is not considered in promotion of faculty (Select Option)
3.8. Lack of foreign language proficiency (Select Option)
3.9. Inadequate or poorly funded offices/structures dedicated to Internationalisation (Select
Option)
3.10. Low faculty involvement or interest (Select Option)
3.11. Limited faculty capacity or expertise (Select Option)
3.12. The far-flung location of my universities or distance from the city is a significant factor
(Select Option)
3.13. Low student interest or participation (Select Option)
3.14. Rigid or inflexible curriculum that limits participation in international programs,
including student mobility (Select Option)
3.15. Others (please specify): (Open Text Box)
4. What are the most important external obstacles to advancing internationalisation at your
institution? (Please rank them from 1 to 5, where $1=$ most relevant to your university/
institution to $5=$ least relevant)
4.1. Internationalisation of higher education is not a state policy priority (Select Option)
4.2. Lack of interest in our institution by potential partner institutions (Select Option)
4.3. Over regulated education system with no flexibility in designing new courses/programs,
implementing assessment system, etc. (Select Option)
4.4. Regulatory hurdles and obstacles in employing foreign faculty (Select Option)
4.5. Difficulties of recognition and equivalences of qualifications, study programs and course
credits (Select Option)
4.6. Bureaucratic hurdles in staring our university program outside India through International
Branch Campus, Joint/Dual degree, Franchise and Validation Arrangements (Select
Option)
4.7. Language barrier (Select Option)
4.8. Limited funding to support internationalisation efforts/to promote our higher education
programmes internationally (Select Option)
4.9. Indian qualifications are not treated at par with other foreign qualifications (Select
Option)
4.10. Lack of funding/financial support for creating international quality infrastructure at our
university (Select Option)
4.11. Establish connections with foreign universities (Select Option)
4.12. Other (please specify): (Open Text Box)
5. What are the challenges faced by your universities in the internationalisation of the
curriculum? (Please rank them, where $1=$ most relevant to your university/institution to
$5=$ least relevant)
5.1. The existing curricula is too rigid to accommodate international perspectives and
content (Select Option)
5.2. The faculty does not have necessary skills, training and support to develop and deliver
internationalised content (Select Option)
5.3. Limited financial and material resources to develop, implement, and sustain
internationalised curricula (Select Option)
5.4. Ensuring that internationalised curricula are engaging and relevant to both local and 233
international students (Select Option)
5.5. Utilizing technology to deliver internationalised content, especially in regions with
limited access to technological resources (Select Option)
5.6. Local and national policies and regulations (Select Option)
5.7. Limited access to international institutions to co-develop and share curricula (Select
Option)
5.8. Not relevant to the current job market requirement (Select Option)
5.9. Bureaucracy within the universities like BoS, AC, EC (Select Option)
6. What are the three most significant potential risks of internationalisation for your institution?
(Please rank top three, where $1=$ most important)
6.1. Unequal sharing of benefits of internationalisation amongst partners (Select Option)
6.2. Brain drain of students to partnering foreign institutions (Select Option)
6.3. Excessive competition with other higher education institutions (Select Option)
6.4. Homogenization of curriculum (Select Option)
6.5. International opportunities accessible only to students with financial Resources (Select
Option)
6.6. Over-emphasis on internationalisation at the expense of other priorities of importance
for students (Select Option)
6.7. Overuse of English as a medium of instruction (Select Option)
6.8. Pursuit of international partnerships/policies only for reasons of prestige and financial
resources (Select Option)
6.9. Reputational risk derived from our institution's activity in transnational education (TNE)
(Select Option)
6.10. Too much focus on recruitment of fee-paying international students over quality
students (Select Option)
6.11. Commodification and commercialization of education (Select Option)
6.12. Loss of cultural identity due to internationalisation (Select Option)
6.13. Others (please specify): (Open Text Box)
Opportunities Available to Indian Universities for Internationalisation
7. What are the primary goals of your institution’s internationalisation strategy over the next
3-5 years? (Select all that apply) *
zIncrease the number of international students
zDevelop new international partnerships
zEnhance faculty exchange programs
zImprove curriculum to include global perspectives
zIncrease funding and scholarships for international students
zExpand globally through offshore campus
zExpand globally through TNE arrangements
zOthers
8. What are the five primary countries your institution collaborates with for student and faculty
exchange, academic research partnerships, etc? *
(Table/List for 5 Country Selections) 234Internationalisation of Higher Education in India
9. Which regions does your institution target for international collaborations? (Select all that
apply)*
zNorth America
zEurope
zAsia-Pacific
zLatin America
zMiddle East and Africa
zExpand globally through offshore campus
zOthers
10. What new programs or initiatives are being considered to attract international students?
(Select all that apply) *
zJoint degree/articulation programs
zOnline courses or hybrid programs
zShort-term study abroad programs
zSummer schools or workshops
zOthers
11. How does your institution plan to improve its global visibility and reputation? (Select all
that apply) *
zIncreased marketing and outreach
zParticipation in international education fairs
zStrengthening alumni networks abroad
zPublishing research in international journals
zHosting international conferences and events
zParticipating in the global ranking
zOther
12. What additional resources or support would be beneficial for your institution’s
internationalisation efforts? *
13. Are there any innovative approaches or best practices in internationalisation that your
institution is considering or has implemented? (Please provide details.) * 235
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
14. Can you describe any specific difficulties your institution faces towards internationalising
academic programs, forging research partnerships or attracting international students? *
15. In what ways do financial constraints affect your university's ability to support
internationalisation initiatives? *
16. What strategies have you implemented to overcome the lack of interest from potential
international partners? *
17. What strategies have you implemented to attract international students? *
18. What support services do you believe are lacking for international students and faculty? *
19. In what ways can government policies and support facilitate your institution’s
internationalisation efforts? * 236Internationalisation of Higher Education in India
20. How do you see the future of internationalisation at your university over the next five years. *
21. What opportunities do you see for the Indian Higher Education that could be achieved
through internationalisation? *
22. Do you have any suggestions for public policy changes or initiatives that could support the
internationalisation of higher education in India? * National Workshop on ' Internationalisation of Higher Education in India' organised by NITI Aayog in collaboration with its knowledge
partners IIT Madras, Association of Indian Universities, and Acumen at the IIT Madras Campus, Chennai, on March 29, 2025. 238Internationalisation of Higher Education in India
Higher Education in India
PROSPECTS, POTENTIAL, AND POLICY RECOMMENDATIONS Internationalisation
of Higher Education
in India
PROSPECTS, POTENTIAL, AND POLICY RECOMMENDATIONS iiInternationalisation of Higher Education in India
RESEARCH AND ANALYSIS TEAM
NITI Aayog
Dr. Sonia Pant, Programme Director, Education
Dr. Shashank Shah, Director and Senior Specialist (Higher Education) email: shashank.shah@gov.in
Oshin Dharap, Consultant, Higher Education
Tarini Gupta, Consultant, Higher Education
Upragya Kashyap, Young Professional, Higher Education
Arunima Goyal, Young Professional, Higher Education
Dr. Richa Kothari, Young Professional, Higher Education
IIT Madras
Prof. Raghunathan Rengaswamy, Dean, Global Engagement
Prof. Preeti Aghalayam, Director-in-Charge, Zanzibar Campus
Dr. Malati Raghunath, Guest Faculty
Priya Venkat, Senior Project Officer, Office of Global Engagement
S. Sivagurunathan, Project Officer, Office of Global Engagement
Association of Indian Universities
Dr. Pankaj Mittal, Secretary General
Dr. Kuldeep Dagar, Joint Secretary
Acumen
Adrian Mutton, Executive Chairman
Dr. Bhawna Kumar, Director - TNE & Institutional Partnerships
Nikunj Agarwal, Research Analyst
The contributions of Aditya Wadhwa, Dhruv Jain, Ekta Sharma, Kanishka, Poornima Jayadevan and
Shreya Khanna, Interns of NITI Aayog are hereby acknowledged.
Suggested Citation
NITI Aayog.(2025). Internationalisation of Higher Education in India: Prospects, Potential and Policy
Recommendations. December, 2025.
Copyright
Copyright@ NITI Aayog, 2025
Disclaimer
1. This document is not a statement of policy by the National Institution for Transforming India (hereinafter referred to as NITI
Aayog). It has been prepared by the Education Division of NITI Aayog in collaboration with a consortium of knowledge partners
led by IIT Madras and including the Association of India Universities and Acumen, for the purpose of independent academic
and policy-oriented research.
2. Unless otherwise stated, NITI Aayog, in this regard, has not made any representation or warranty, express or implied, as to thecompleteness or reliability of the information, data, findings, or methodology presented in this document. While due care hasbeen taken by the author(s) in the preparation of this publication, the content is based on independently procured informationand analysis available at the time of writing and may not reflect the most current policy developments or datasets.
3. The assertions, interpretations, and conclusions expressed in this report are those of the author(s) and do not necessarilyreflect the views of NITI Aayog or the Government of India, unless otherwise mentioned. As such, NITI Aayog does not endorseor validate any of the specific views or policy suggestions made herein by the author(s).
4. NITI Aayog shall not be liable under any circumstances, in law or equity, for any loss, damage, liability, or expense incurred orsuffered as a result of the use of or reliance upon the contents of this document. Any reference to specific organisations, products,services, or data sources does not constitute or imply an endorsement by NITI Aayog. Readers are encouraged to independentlyverify the data and conduct their analysis before forming conclusions or taking any policy, academic, or commercial decisions. iii
TABLE OF CONTENTS
Chapter 1A: Internationalisation of Higher Education in India: In Retrospect
and Future Prospects......................................................................................................................3
1A.1 Background to the Study......................................................................................................4
1A.2 Tracing the History of Internationalisation in India......................................................4
1A.3 Challenges due to Current Outbound Mobility...............................................................6
1A.4 Alignment with NEP 2020......................................................................................................7
1A.5 UGC Guidelines & Regulations............................................................................................8
1A.6 Conclusion................................................................................................................................9
Chapter 1B : Objectives and Methodology of the Study.............................................................................10
1B.1 Introduction............................................................................................................................11
1B.2 Objectives of the Study........................................................................................................11
1B.3 Research Methodology and Primary Data Collection...................................................11
Chapter 2: Approaches to Internationalisation: International, National
and Institutional............................................................................................................................16
2.1 Overview..................................................................................................................................17
2.2 Internationalising Education: Global Experience.........................................................18
2.3 Comparative Analysis of Internationalisation Strategies and
Learnings for India...............................................................................................................28
2.4 Indian Experience of Internationalising Education.....................................................28
2.5 Challenges in Internationalisation of Indian HEIs.......................................................31
2.6 Key Takeaways.......................................................................................................................33
Chapter 3: International Student Mobility.................................................................................................34
3.1 Overview.................................................................................................................................35
3.2 International Student Mobility: Global Overview.........................................................35
3.3 International Student Mobility: Indian Overview.........................................................41
3.4 Conclusion..............................................................................................................................57
Chapter 4: Global Academic Mobility and Talent Attraction...................................................................58
4.1 Academic Mobility: Overview.............................................................................................59
4.2 Key Approaches to Academic Mobility............................................................................60
4.3 Academic Mobility: Global Models...................................................................................61
4.4 Funding Mechanisms and Scholarships..........................................................................66
4.5 Global Practices in Academic Mobility and Research Exchange...............................68
4.6 Academic Mobility: Indian Overview................................................................................69
4.7 Funding Mechanisms for Academic Mobility in India..................................................70
4.8 Global Talent Attraction Programmes.............................................................................78
4.9 Conclusion..............................................................................................................................84
Chapter 5: International Academic Collaborations...................................................................................85
5.1 Overview.................................................................................................................................86 ivInternationalisation of Higher Education in India
5.2 Factors Influencing Selection of HEIs by Students......................................................88
5.3 Twinning, Joint Degree and Dual Degree Programmes in
India: An Overview................................................................................................................88
5.4 Joint Degree Programmes: Comprehensive Analysis...................................................91
5.5 Advantages of IACs...............................................................................................................94
5.6 Challenges that Hinder IACs in India...............................................................................95
5.7 Motivating Factors for Short Term Programmes...........................................................96
5.8 Short Term Programmes.....................................................................................................97
5.9 Way Forward...........................................................................................................................98
Chapter 6: International Research Collaborations....................................................................................99
6.1 Overview...............................................................................................................................100
6.2 Current Status of IRCs: A Global Comparison..............................................................102
6.3 Role of IRCs in a Knowledge Economy..........................................................................102
6.4 Challenges Hindering IRCs in India................................................................................103
6.5 Fostering Collaborative Research: Case Studies.........................................................106
6.6 Roadmap of Research Collaboration for Indian HEIs................................................109
6.7 Key Takeaways.....................................................................................................................109
Chapter 7: International Branch Campuses and Higher Education Hubs..........................................110
7.1 Overview................................................................................................................................111
7.2 India’s Approach to IBCs....................................................................................................112
7.3 IBCs in Higher Education Hubs: Global Lessons and Strategic
Pathways for India..............................................................................................................122
7.4 Roadmap for Building World-class Higher Education Hubs in India....................130
7.5 Way Forward.........................................................................................................................132
Chapter 8: Indian Offshore Campuses........................................................................................................133
8.1 Overview...............................................................................................................................134
8.2 Strategic Importance of Offshore Campuses................................................................137
8.3 Critical Factors Shaping Offshore Campus Establishment.......................................138
8.4 Modes of Building Offshore Campuses.........................................................................139
8.5 Challenges Hindering the Global Expansion of Indian HEIs....................................142
8.6 Offshore Campuses of Indian HEIs.................................................................................143
8.7 Four Steps for Establishing Offshore Campuses of Indian HEIs.............................153
8.8 Conclusion............................................................................................................................155
Chapter 9: Policy Recommendations with Implementation Roadmap, Action
Pathways and Performance Success Indicators...................................................................156
Annexure I.....................................................................................................................................209
Annexure II....................................................................................................................................215
Annexure III...................................................................................................................................217
Annexure IV...................................................................................................................................219
Annexure V....................................................................................................................................220 v
LIST OF TABLES
Table 2.1Global Practices of Leveraging Institutional Endowments
Table 2.2A comparison of Global Centres Across the World
Table 2.3Endowment Driven Examples of INIs
Table 3.1International Student Mobility (2001-2022)
Table 3.2Top 10 Host Countries for International Students (2004-2024)
Table 3.3Top 5 Source Countries for Top 5 Host Countries (2014-2024)
Table 3.4
International Students as a Percentage of Total Higher Education Enrolment
(2014-2024)
Table 3.5Inbound Mobility of Students to India (2000–2022)
Table 3.6 Top 10 Source Countries of International Students in India (2012-13 to 2021-22)
Table 3.7Top 10 States with International Student Enrolment in India (2012–13 to 2021–22)
Table 3.8Inbound Students to India: By Stream (2012-13 to 2021-22)
Table 3.9Outbound Mobility of Students from India (2016-2024)
Table 3.10Top 10 Study Destinations of Indian Students (2016-2024)
Table 3.11Top 10 Source States of Indian Students Going Abroad (2016–2020)
Table 3.12International Student Mobility of India (2016-2022)
Table 4.1Key Approaches to Academic Mobility
Table 4.2International Funding Comparison
Table 4.3Inbound International Scholarships and Fellowships
Table 4.4Outbound International Scholarships where MoE invites Applications
Table 4.5Outbound International Scholarships where MoE disseminates Information
Table 4.6Outbound International Scholarships and Fellowships Funded by GoI
Table 4.7Outbound International Scholarships and Fellowships Bilaterally Funded
Table 4.8Outbound International Scholarships and Fellowships Multilaterally Funded
Table 4.9Fellowship Offered To Indian Orgin Scientists By Government Of India
Table 5.1Comparison between Twinning, Joint Degree and Dual Degree Programmes
Table 5.2Initiatives to Support Faculty in Internationalising Curricula by the Indian HEIs
Table 6.1Citation Impact Comparison
Table 6.2Joint Publications Comparison (2022)
Table 6.3Technology Collaboration Examples
Table 7.1Types of IBCs, with features and examples
Table 7.2On Shore Campuses in India under UGC Regulations
Table 7.3
Comparison of GIFT City and UGC Onshore Campus Guidelines for Hosting Foreign
Higher Education Institutions in India
Table 8.1Select Successful Offshore Campuses across the world viInternationalisation of Higher Education in India
Table 8.2Comparative Analysis of New York University- Abu Dhabi and Shanghai
Table 8.3Analysis of offshore campuses of Curtin University
Table 8.4Offshore Campuses of Indian HEIs
Table 8.5Comparative Analysis of Indian Offshore Campuses
LIST OF FIGURES
Figure 2.1
Participants in Mobility Activities under the Erasmus+ and its Predecessors since
1987
Figure 2.2Survey Response on Various Objectives for Partnerships
Figure 2.3Global Internationalisation Strategies
Figure 2.4Pillars of IITM Global
Figure 2.5Survey Responses to Financial Support offered through Various Means
Figure 2.6Survey Responses to the Various Criteria for Approving Funding Requests
Figure 3.1International Student Mobility (2001-2022)
Figure 3.2 Top 7 Host Countries for International Students (2004-2024)
Figure 3.3
International Students as a Percentage of Total Higher Education Enrollment
(2014-2024)
Figure 3.4Inbound Mobility of Students to India (2000–2022)
Figure 3.5
International Students as a Percentage of Total Higher Education Enrolment in
India (2000-2022)
Figure 3.6Top 10 Source Countries of International Students in India (2021-22)
Figure 3.7
Transition in International Student Enrolment Across Top 10 Indian States (2012-
13 to 2021-22)
Figure 3.8Enrolment of International Students across Levels (2012-13 to 2021-22)
Figure 3.9Outbound Mobility of Students from India (2016-2024)
Figure 3.10Top 5 Study Destinations of Indian students (2016-2024)
Figure 3.11Transition in Top 10 Source States for Indian Students Going Abroad (2016-2020)
Figure 3.12Outbound Students from India: By Stream (2021-22)
Figure 3.13 International Student Mobility of India (2016-2022)
Figure 4.1Role of International Academic Mobility
Figure 4.2 Global Academic Mobility Models
Figure 5.1
Survey Responses on Perception of HEI on the Impact of Internationalisation on
Learning Outcomes and Employability of Graduates
Figure 5.2Process Flow for Developing Joint Degree Programmes
Figure 5.3
Survey Response on Positive Impacts of Internationalisation as articulated by
Indian Universities
Figure 5.4Survey Response on Primary Partnership Objectives of Indian HEIs vii
Figure 5.5
Survey Response on Formal Agreements/MoUs between Indian and Foreign HEIs
in the last 3 years
Figure 6.1
Participation of Government, Business Enterprises and Higher Education Sector
in GERD of various countries in 2020
Figure 6.2Survey Responses on Financial Benefits of Internationalisation
Figure 6.3Survey responses on Resource-Intensive Nature of Internationalisation
Figure 6.4Importance of Partnership with International Institutions
Figure 8.1International spread in Higher Education through offshore campuses
Figure 8.2International presence of HEI- Host countries for offshore campuses
Figure 8.3Survey Responses on Motivations for exploring offshore campus
Figure 8.4
Survey Responses on Factors influencing decision regarding establishing offshore
campuses
Figure 8.5Survey Responses on Reasons for Not Considering Offshore Campuses
Figure 8.6
Survey Responses on Primary goals of internationalisation as expressed by the
surveyed institutions viiiInternationalisation of Higher Education in India
GLOSSARY
S NoKeyword Description
1 ABCD centre
The Global Water and Climate Adaptation Centre (ABCD Centre) is a
collaborative initiative of leading universities from India, Thailand
and Germany, focused on advancing research and solutions for
water security and climate change adaptation. It works towards the
attainment of the Sustainable Development Goals. Achieving SDG-6
is central to its overall agenda.
2
Academic
research
Collaboration
Academic Research Collaboration are partnerships between
researchers or institutions from different countries to conduct joint
research projects. This is a core component of IoHE, leading to
shared knowledge, publications and addressing global challenges.
3 ACE
The American Council on Education is a major coordinating body
for American higher education institutions that promotes leadership
and policy for the benefit of all higher education institutions and in
the context of the document, benchmarks professional development
programs for international education professionals.
4 ACU
The Association of Commonwealth Universities is an international
organisation promoting cooperation and excellence among
universities in Commonwealth countries
5 AICTE
The All India Council for Technical Education is a statutory body
under the Ministry of Education, India, responsible for the planning
and development of technical education. It regulates and facilitates
international collaborations in technical higher education.
6 AISRF
Australia-India Strategic Research Fund is a funding program
established by the Australian and Indian governments to support
collaborative research projects in areas of mutual priority, fostering
scientific and technological cooperation and facilitating access to
global S&T systems.
7 AIU
The Association of Indian Universities is an apex body representing
Indian universities, responsible for evaluating and recognising degrees/
diplomas for equivalence and promoting higher education cooperation
8 APAIE
Asia-Pacific Association for International Education is a non-profit
organisation promoting international education in the Asia-Pacific
region. It provides a platform for networking, knowledge sharing and
collaboration for internationalisation strategies.
9
Articulation
programme
Articulation Programme is an agreement between two educational
institutions (e.g., an Indian and a foreign) that allows students
to transfer credits or smoothly transition from a program at one
institution to a related program at the other.
10 ASEAN
The Association of Southeast Asian Nations is a geopolitical and
economic union of ten Southeast Asian states. For IoHE in India,
it signifies a key region for bilateral academic collaborations and
student exchange. ix
S NoKeyword Description
11 AYUSH
AYUSH is an acronym for traditional and alternative systems of
medicine practiced in India. The Ministry of AYUSH promotes their
education, research and global propagation, contributing to holistic
health and wellness.
12
Bharatya Gyan
Parampara
Bharatya Gyan Parampara refers to the continuous and diverse
intellectual and cultural traditions of India, encompassing fields
from philosophy and science to art and governance. It emphasizes
indigenous wisdom and aims to integrate it into modern education.
13 BIMSTEC
The Bay of Bengal Initiative for Multi-Sectoral Technical and Economic
Cooperation is a regional organisation of seven South and Southeast
Asian countries, fostering cooperation in trade, technology and education
14 BRICS
Brazil, Russia, India, China and South Africa are an association of
five major emerging economies, collaborating on education, research
and policy dialogue
15 C-BERT
The Cross-Border Education Research Team is a research team
based at the State University of New York, Albany, specializing in
data collection and analysis on international branch campuses and
cross-border higher education.
16
Canada-ASEAN
Scholarships
Educational
Exchanges for
Development
(SEED)
The Canada-ASEAN Scholarships and Educational Exchanges for
Development is an initiative under Global Affairs Canada that
facilitates student mobility and academic partnerships, particularly
with ASEAN countries, aiming to support human capital development
through international education.
17
Canada's Global
Skills Strategy
It is a programme that enables Canadian employers to hire highly skilled
foreign talent quickly, with streamlined work permit processing (often
within two weeks) and work permit exemptions for short-term work.
18
Chevening
Scholarships
Chevening Scholarships are the UK Government’s global scholarship
program. They enable outstanding emerging leaders from around
the world to pursue one-year master’s degrees at any UK university.
19
China
Scholarship
Council (CSC)
The China Scholarship Council is a non-profit institution affiliated
with the Ministry of Education of the People's Republic of China,
providing scholarships to international students to study in China
and supporting Chinese students studying abroad.
20 CII
Confederation of Indian Industry is a non-governmental, not-for-
profit, industry-led and industry-managed organisation that plays a
proactive role in India's development journey by actively promoting
education and skill development, including fostering international
collaborations for higher education.
21 CoE
Centre of Excellence (CoE) is a body that provides leadership, best
practices, research, support, training of trainers and skill training
for a specific sector/s. The literal meaning of a Centre of Excellence
is – ‘A place where the highest standards are maintained.’ xInternationalisation of Higher Education in India
S NoKeyword Description
22 COIL
Collaborative Online International Learning is a pedagogical approach
where students from different countries collaborate on shared
projects using online tools. It provides accessible international
learning experiences without physical mobility, fostering cross-
cultural understanding and teamwork.
23
Collaborative
Research
Collaborative Research are research projects jointly undertaken
by researchers or research teams from different institutions or
countries. It leverages diverse expertise and resources to address
complex problems, often leading to shared discoveries.
24 COPREPARE
Collaborative Indo-German Project on Estimating and Predicting Natural
Hazards in the Himalayan Region is a joint research project between
IIT Roorkee (India) and the University of Potsdam (Germany), funded
by UGC and DAAD. It focuses on natural hazard research, building
capacity and sharing expertise through international collaboration.
25 CRPE
The Council for Registered Professional Engineers was established
following a 1965 motion by engineers from the Institution of Engineers
Mauritius (IEM). The CRPE was essentially created to regulate the
engineering profession in Mauritius.
26
Curriculum
Development
Curriculum Development is the process of designing, planning
and implementing educational content, courses and programs. It
often involves international collaboration to incorporate global
perspectives, best practices and industry relevance.
27
Curriculum
Exchange
Curriculum Exchange is the sharing and integration of course
materials, syllabi and pedagogical approaches between partner
Institutions from different countries. It enhances global perspectives
in curricula and facilitates credit transfer.
28 DAAD
Deutscher Akademischer Austauschdienst (German Academic Exchange
Service) is the largest funding organisation for international exchange
of students and researchers worldwide. It promotes academic
collaboration and student mobility between Germany and India.
29 DPIIT
The Department for Promotion of Industry and Internal Trade a
government department under the Ministry of Commerce, responsible
for promoting foreign direct investment and industrial policy,
including education sector investments
30
Dual Degree
Programmes
Dual Degree Programmes are academic arrangements where students
simultaneously pursue two degree programs, typically at two different
institutions (one Indian, one foreign), receiving two separate degrees
upon successful completion.
31 EAIE
The European Association for International Education is a non-profit
organisation serving international higher education professionals
globally. It fosters professional development and networking for
internationalisation, facilitating partnerships between European and
Indian HEIs. xi
S NoKeyword Description
32 EAIE
The European Association for International Education is a non-profit
organization that serves international higher education professionals
globally, fostering professional development and networking for
internationalisation and facilitating partnerships between European
and Indian HEIs.
33 ECTS
European Credit Transfer and Accumulation System is a student-
centred system facilitating credit recognition and transfer for
students moving between India and European Countries, enabling
seamless academic mobility
34 EdCiL
Educational Consultants India Limited is a public sector enterprise
under the Ministry of Education, providing consultancy and project
management services in education and human resource development
35 Erasmus
Erasmus+ Programme is the European Union's program for education,
training, youth and sport. It facilitates student and staff mobility
between European and Indian HEIs, promoting academic exchange.
36 ETH Centre
ETH Zurich is a leading technical university in Switzerland that
leverages substantial endowments for global research and attracts
international faculty, serving as a benchmark for institutions seeking
to strengthen international outreach through financial stability.
37 EURIE
Eurasia Higher Education Summit is an international platform and
annual summit for networking and collaboration among higher
education institutions in Eurasia
38
European
Education Area
(EEA)
The European Education Area is an initiative by the European
Commission that aims to create a European space where learning,
studying and doing research are not hampered by borders, fostering
greater collaboration and quality in education across Europe.
39
Faculty
Exchange
program
Faculty Exchange Program is an arrangement where faculty members
from one HEI teach or conduct research at a partner international
institution for a specific period. It fosters shared pedagogical
practices, research collaboration and cultural exchange.
40 FDP
Faculty Development Programme is a structured training initiative
aimed at enhancing the teaching, research and administrative skills
of faculty members in HEIs. International FDPs often involve global
experts and best practices for curriculum enhancement.
41 FHEI
Foreign Higher Education Institutions is a university or other
educational institution established or recognised in a foreign country
that offers academic and research programs at undergraduate and
higher levels, both within and outside its home country
42 FICCI
Federation of Indian Chambers of Commerce & Industry is one
of the oldest and largest apex business organisations in India,
often engaging in policy advocacy for higher education, including
internationalisation and facilitating industry-academia linkages with
global partners. xiiInternationalisation of Higher Education in India
S NoKeyword Description
43 FICORE
The Finnish Indian Consortia for Research and Education is a network
of HEIs from Finland and India that collaborates in diverse fields
of science and technology. It functions as an 'India Pilot' among
Finland's 8 Global Pilots program, contributing to capacity building
and institutional strengthening.
44
Franchise
programme
Franchise Programme is a model where a foreign educational
institution licenses its curriculum, brand and teaching materials to
an Indian HEI. The Indian HEI delivers the program and students
receive the degree from the foreign institution.
45
Fulbright
Programme
The Fulbright is an international academic exchange programme
established in 1946 by the U.S Government to increase mutual
understanding and foster friendly, peaceful relations between the
people of the United States and those of other countries.
46 GIAN
Global Initiative of Academic Networks is a program by the
Government of India to augment academic resources by inviting
distinguished international academicians to deliver courses and
lectures in Indian HEIs.
47 GIFT City
Gujarat International Finance Tec-City is India's first operational
smart city and international financial services centre, whose unique
regulatory environment aims to attract global financial institutions
and educational providers, facilitated through Special Economic
Zone (SEZ) provisions.
48 GIFT IFSC
Gujarat International Finance Tec-City International Financial Services
Centre is the financial services arm within GIFT City, regulated by
IFSCA, providing a platform for global financial activities with specific
regulations that facilitate educational ventures, including foreign
university campuses.
49 GRDC
Global Research & Development Centres (South Korea) are government-
supported centres in South Korea that promote international
collaboration, innovation and advanced research partnerships in science
and technology, administered by the Ministry of Science and ICT.
50 HEI
Higher Education Institution is an organisation, such as a university
or college, providing post-secondary education. It offers degrees
and certificates, fostering advanced learning and research crucial
for internationalisation.
51 IAU
The International Association of Universities is a UNESCO-affiliated
global association fostering collaboration among higher education
institutions worldwide
52 IBC
The International Branch Campus is an overseas extension of a
higher education institution that offers courses and degrees from the
parent institution in a foreign country, operated in the name of the
foreign provider to deliver an entire academic program substantially
on-site and in India. xiii
S NoKeyword Description
53 ICCR
The Indian Council for Cultural Relations is an organisation under the
MEA, established in 1950 to foster Cultural exchange and strengthen
international cultural relations. It administers scholarship programs
for foreign students, organises cultural festivals, exhibitions and
promotes mutual understanding through educational and artistic
collaborations worldwide.
54 ICEF
The International Consultants for Education and Fairs is an
organisation specialising in international student recruitment,
networking and global education events
55 ICT
Information and Communication Technology encompasses all digital
technologies that facilitate the capture, processing, storage and
exchange of information and in IoHE, it is leveraged for online learning,
virtual collaborations and improving global visibility of HEIs.
56 IFSCA
The International Financial Services Centres Authority is a unified
regulatory body that governs the development and regulation of
financial products, services and institutions in India's International
Financial Services Centres (IFSCs) and whose regulations impact
educational ventures within IFSC.
57 IGSTC
The Indo-German Science and Technology Centre is a successful
model of research-focused international cooperation that has been
operating since 2010, promoting synergy and collaboration through
joint projects and mobility of young faculty and researchers between
India and Germany.
58
Indian Students
Mobility Report
Indian Students Mobility Report is study analyzing trends, patterns
and factors of Indian students pursuing higher education abroad. It
covers popular destinations and reasons for overseas study.
59 Indology
Indology explores India's rich heritage, often drawing from ancient
texts and philosophical traditions. It provides a deeper understanding
of Indian civilization for both national and global contexts.
60 INI
An Institution of National Importance is a premier higher education
institution in India, granted special status by an Act of Parliament
for its pivotal role in developing skilled personnel
61
International
Branch Campus
International Branch Campus (IBC) is an overseas extension of a
higher education institution that offers courses and degrees from
the parent institution in a foreign country. For India, it allows foreign
universities to establish a physical presence.
62 IRO
The International Relations Office is an administrative unit in
universities or organisations that manages international partnerships,
student and faculty exchanges and global engagement xivInternationalisation of Higher Education in India
S NoKeyword Description
63 ISO/ OIA
International Student Office / Office of International Affairs is a
dedicated university office that coordinates internationalisation
efforts, manages partnerships, supports international students
and faculty and serves as the central point for all global academic
collaborations and services within the institution
64 JASSO
The Japan Student Services Organization is a Japanese government-
affiliated organization that provides comprehensive support services
for international students studying in Japan and also assists Japanese
students studying abroad.
65
Joint Academic
Program
Joint Academic Program is an educational program jointly developed
and delivered by two or more HEIs (Indian and foreign). This can
lead to joint degrees, dual degrees, or simply shared curriculum and
teaching resources.
66
Joint Degree
programme
Joint Degree Programme is an academic collaboration where students
complete a single program of study designed and delivered jointly
by two or more institutions (Indian and foreign), leading to a single
degree jointly conferred by all partner institutions.
67
Joint
Publication
Joint Publication is an academic paper, book, or other scholarly work
authored collaboratively by researchers from different HEIs, typically
across national borders. A key output and indicator of successful
international research collaboration.
68
Joint
Universities
Joint Universities are a Higher Education Institution co-organized
and co-founded by both a domestic and a foreign HEI/provider
collaborating on academic programmes, with qualifications
potentially awarded by either or both institutions. This represents
a deep academic collaboration model.
69 KHDA
Knowledge and Human Development Authority is a government
body in Dubai, established in 2006, responsible for regulating
and improving the quality of private education, including schools,
universities and training institutes. It oversees licensing, inspections
and school ratings and ensures education aligns with Dubai’s
development goals. It supports students, parents and educators in
building a world-class education system.
70 KOFST
The Korean Federation of Science and Technology Societies is
a leading organisation in South Korea promoting scientific and
technological advancement. It signifies potential for bilateral scientific
and academic collaborations between India and South Korea.
71 KPI
Key Performance Indicator is a measurable value that demonstrates
how effectively an organisation is achieving key business objectives.
72 LoI
Letter of Intent is a non-binding document that expresses preliminary
interest and outlines the proposed academic collaboration and its
implementation timeline. It sets the stage for further negotiation. xv
S NoKeyword Description
73 MBRIF
Mohammed Bin Rashid Innovation Fund (MBRIF) is a UAE government
initiative designed to support innovators, entrepreneurs and global
researchers contributing to the country’s knowledge economy.
74 MEA
The Ministry of External Affairs is a government ministry managing
India’s foreign relations, diplomatic missions and international
educational cooperation
75
MEXT
Scholarships
MEXT Scholarships are awards provided by the Japanese Government’s
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
to outstanding international students who wish to study at Japanese
universities.
76 MMPA
Mobility and Migration Partnership Arrangement is an
intergovernmental agreement facilitating academic and professional
mobility between countries, supporting international education and
workforce exchange
77 MoE
The Ministry of Education is the central government department
responsible for formulating and implementing education policy,
overseeing all levels of education in India
78 MoF
The Ministry of Finance is the government ministry responsible for
managing national finances, fiscal policy and economic regulations
79 MoU/ MoA
Memorandum of Understanding / Memorandum of Agreement are
formal documents outlining shared understanding and intentions
to cooperate (MoU) or legally binding agreements detailing specific
terms of cooperation (MoA) between parties
80 MRQ
Mutual Recognition of Qualifications is a formal agreement between
countries to recognise each other’s academic qualifications, enabling
student and professional mobility
81 MSCA
Marie Skłodowska-Curie Actions are the European Union's funding
program for doctoral and postdoctoral training, promoting researchers'
mobility. It offers opportunities for Indian researchers to collaborate
with European counterparts.
82 MSIT
The Ministry of Science and ICT is a ministry of the South Korean
government responsible for science and technology policy and
R&D support, overseeing programs like Brain Return 500, aiming to
strengthen national R&D capacity and attract talent.
83 NAAC
The National Assessment and Accreditation Council (NAAC) assesses
and accredits Higher Educational Institutions (HEIs) like colleges and
universities to evaluate their quality status. It measures institutions
on parameters such as curriculum, teaching-learning, faculty,
research, infrastructure, governance, financial health and student
services, ensuring they meet defined quality standards in education. xviInternationalisation of Higher Education in India
S NoKeyword Description
84 NAFSA
The National Association of Foreign Student Advisers is the world's
largest non-profit association dedicated to international education
and exchange. It provides professional development, advocacy and
resources for internationalisation efforts globally.
85 NBA
The National Board of Accreditation is an autonomous body under
the Ministry of Education, accrediting technical and professional
programs to ensure quality standards in higher education
86 NEP
The National Education Policy is a comprehensive framework by the
Indian government guiding education development. The NEP 2020
specifically emphasises and promotes the internationalisation of
Indian higher education.
87
New Colombo
Plan
The New Colombo Plan is an initiative by the Australian government
to strengthen knowledge and relationships between Australia and the
Indo-Pacific region, both at the individual level and through expanding
university, business and institutional links.
88 NIRF
National Institutional Ranking Framework is a ranking system launched
by the Ministry of Human Resource Development (MHRD) on 29th
September 2015 to evaluate and rank higher educational institutions
in India based on parameters such as teaching, learning, research,
graduation outcomes, outreach and perception.
89 NRF
National Research Foundation is a proposed autonomous body in
India aimed at fostering a robust research ecosystem across HEIs.
it facilitates international research collaborations and funding for
joint projects.
90 OEC
Offshore Educational Centre is a centre established as a branch by
a Foreign Educational Institution (other than a Foreign University)
in the GIFT IFSC on stand-alone basis or in such other form as may
be permitted by the Authority for the purpose of delivering courses
including research programmes in the permissible subject areas, that
are duly accredited under the relevant framework in their respective
home jurisdiction and is registered with the Authority
91 PMMMNMTT
Pandit Madan Mohan Malviya National Mission on Teachers and
Teaching is a program focused on providing induction training to
faculty that was launched in 2014 by PM of India to ensure that
newly appointed Assistant Professors in Colleges and Universities
are oriented properly.
92 PPP
Public-Private Partnership is a collaborative arrangement between
public and private sector entities to finance, build and operate
educational infrastructure and services
93 SAARC
The South Asian Association for Regional Cooperation is an
intergovernmental organization and geopolitical union of states in
South Asia that promotes regional integration, including through
educational cooperation and scholarship schemes for higher education. xvii
S NoKeyword Description
94 SDG
The Sustainable Development Goals are a collection of 17 interlinked
global goals set by the United Nations to achieve a better and
more sustainable future for all, with internationalisation of higher
education often aligning with and contributing to achieving various
SDGs, particularly SDG 4 (Quality Education).
95
Semester
Exchange
program
Semester Exchange Program is an agreement between two or more
institutions allowing students to study at the partner institution,
typically for one or two semesters, with credits transferable back to
the home institution. It promotes short-term international exposure.
96 SERB
The Science and Engineering Research Board is a statutory body
of the Department of Science & Technology, Government of India,
supporting basic research in science and engineering. It promotes
international research collaborations and exchange programs. The
SERB has recently been subsumed by the Anusandhan National
Research Foundation (ANRF)
97 SEZ
Special Economic Zone refers to geographically delineated areas with
economic laws more liberal than the country's typical economic laws,
designed to promote rapid economic growth,
98 SII
Study in India is a flagship program by the Ministry of Education, India,
designed to attract international students to pursue higher education
in India via a single-window platform for admissions and information.
99 SPARC
The Scheme for Promotion of Academic and Research Collaboration
is an initiative by the Ministry of Education, India, promoting joint
research projects between Indian institutions and top international
universities on relevant global issues.
100SPU
State Public Universities are universities primarily funded and controlled
by state governments in India, where revitalising these institutions
through better governance and better resource allocation is considered
essential for India's internationalisation goals in higher education.
101STEM
Science, Technology, Engineering and Mathematics are academic
disciplines essential for innovation and economic development,
emphasising problem-solving and analytical skills
102
Study Abroad
Program
Study Abroad Program is a program enabling students to study in
a foreign country for a short period, typically for a few weeks to
months, to promote global exposure among students. In this report,
the study abroad program is used as a general term for outbound
student mobility.
103SWAYAM
Study Webs of Active Learning for Young Aspiring Minds is a
government initiative offering free online courses and MOOCs to
expand access to higher education in India
104
Technology
Transfer
Technology Transfer is the process of sharing skills, knowledge,
technologies, methods, samples and facilities among institutions,
governments, or companies. It involves moving research innovations
from Indian HEIs to global markets or vice versa. xviiiInternationalisation of Higher Education in India
S NoKeyword Description
105
Thousand
Talents
Program/ Plan
Thousand Talents Programme/ Plan (TTP) was a flagship initiative
of the Chinese Communist Party and the State Council, designed
to attract top global talent in science, technology, and innovation.
106
Trans National
Programme
Trans National Education (TNE) Programme is the delivery of educational
programs by a provider from one country in another country, often
through partnerships with local institutions or satellite campuses. It
allows students to gain international qualifications locally.
107
Trans-European
Mobility
programme
for University
Studies
(TEMPUS)
The Trans-European Mobility programme for University Studies was
an earlier European Union programme (1990-2013) that supported
the modernization of higher education in partner countries, primarily
through inter-university cooperation projects, with its objectives now
integrated into Erasmus+.
108
Twinning
Programme
Twinning Programme is an academic collaboration where students
spend part of their study in a home institution and part in a partner
international institution, leading to a single degree awarded by
either or both.
109UDISE
The Unified District Information System for Education is a
comprehensive database for collecting information on schools in
India. While primarily for K-12, its data can inform strategies for higher
education internationalisation by identifying potential student pools.
110UDISE+
The Unified District Information System for Education is a
comprehensive database that collects information on schools and
educational institutions in India, with its data on student demographics
capable of informing higher education internationalisation strategies
by identifying potential student pools for inbound mobility.
111UGC
The University Grants Commission is a statutory body of the
Government of India responsible for coordinating, determining and
maintaining standards of university education. The UGC formulates
guidelines pertinent to internationalisation initiatives.
112UN DESA
United Nations Department of Economic and Social Affairs is an UN
department supporting international cooperation for sustainable
development. It contributes to education via SDG 4 (Quality
Education) through data and policy advice.
113
Uniciti
International
Education Hub
A privately-funded, multidisciplinary education cluster in Mauritius,
part of the Medine Smart City Project. UIEH hosts internationally
recognised institutions to offer high-quality tertiary education to
local and international students, positioning Mauritius as a regional
hub for global education.
114UPI
The Unified Payments Interface platform is an instant real-time
payment system developed by National Payments Corporation of
India that allows inter-bank peer-to-peer and person-to-merchant
transactions, cited as a successful digital infrastructure model to be
emulated for international academic processes. xix
S NoKeyword Description
115VAIBHAV
VAIshwik BHArtiya Vaigyanik (VAIBHAV) Fellowship supports short-
term research collaborations between overseas Indian-origin
scientists and Indian academic or research institutions to strengthen
India’s research ecosystem.
116VAJRA
The Visiting Advanced Joint Research Faculty Scheme is a Government
of India scheme bringing highly accomplished NRIs and foreign
scientists to India. It strengthens research capacity through
international expertise.
117
Viksit Bharat @
2047
Developed India by 2047, is the Government of India's ambitious
vision to transform India into a developed nation by 2047, marking
100 years of independence. It encompasses economic prosperity,
social progress, environmental sustainability and good governance,
aiming for inclusive growth.
118WUN
Worldwide Universities Network is a leading global higher education
network promoting research collaboration and academic mobility
among member universities
119YTT
The Youth Thousand Talents programme/plan is a sub-program of
China's Thousand Talents Program that specifically targets early-
career researchers under 40, with participants demonstrating
increased research productivity, particularly in in the STEM field. xxInternationalisation of Higher Education in India xxi
xxiiInternationalisation of Higher Education in India xxiii
xxivInternationalisation of Higher Education in India
Foreword from IIT Madras
IIT Madras, with Association of Indian Universities (AIU) and Acumen as consortium partners, is very pleased to
be a part of this NITI Aayog commissioned report. We live in very uncertain times, with wars, protectionism
rearing its head in unlikely places, and tremendous technological shifts that are difficult to predict.
Education and empowerment through knowledge have never been more important than now. Higher Education
Institutions (HEIs) have a significant role to play in this scenario. Through strategic and meaningful
internationalization, HEIs can become beacons of hope that engender collaboration, understanding and
knowledge exchange. Several factors in internationalization need to be considered to enable HEIs to be
effective in these endeavors. This timely effort examines many facets of internationalization from an Indian
perspective.
This study explores aspects such as inward and outward mobility, development of curricula that will enable
students to become globally employable, offshore campuses, joint degree programs that intensify
collaboration, and development of regional, national, and global education hubs. Primary data through surveys
and interviews and significant secondary data from extant literature and abstract and citation databases have been
used in arriving at the conclusions of the study. It is heartening to note that several Indian and foreign universities
have participated in the survey and interviews. This provides a strong basis for the findings of the study and
brings in a rich and diverse perspective. Based on the findings, several recommendations have been made with
relevant stakeholders identified for implementation.
India is poised to become a global player in the education sector. Students from India travelling abroad for higher
education has been a feature for a long time. Faculty from India have also been exploring stints abroad for
professional development. With Indian institutions enhancing their research infrastructure and output, inward
mobility of student and faculty is witnessing steady growth. India can harness this, both from economic
and intellectual viewpoints, to move up in the global educational landscape. This report identifies several
opportunities and challenges that need to be addressed for India to seize this opportunity. We believe that the
findings from this endeavor will assist in shaping the landscape of globalization of Indian HEIs in the years to
come.
Chennai
9
th
December 2025 (Raghunathan Rengaswamy) xxv
xxviInternationalisation of Higher Education in India
Acumen - Bringing innovation to the education market
connect@acumen.education | acumen.education
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NITI Aayog Report on the Internationalisation of India’s Higher Education Sector
India’s Leapfrog Opportunity in Global Higher Education
India’s education sector already carries the extraordinary privilege—and profound responsibility—of
preparing a fifth of the world’s young population to address the unimaginable societal challenges ahead
and to build a better future for humankind.
Any vision that does not recognize India at the centre of global excellence in learning, research, and
innovation is not only incomplete—it represents an injustice to the nation’s capability and destiny.
As India strives for Viksit Bharat @ 2047, its higher education sector should not settle for merely
adopting international norms; it must embed its unique cultural identity, values, and spirit of enterprise
into the global higher education landscape. With clear vision and relentless focus, India’s universities
and colleges can define their own path—and lead confidently on the world stage.
India’s public and private institutions must act with both ambition and urgency. They are the custodians
of knowledge creation, the cradle of innovation, and the architects shaping the talent that powers
industry, government, and society—within India and across the globe.
The evidence of India’s potential is already compelling. Indian graduates have powered transformation
in IT services and global R&D; in digital payments and fintech; in space exploration; and in
pharmaceuticals, healthcare, and vaccine innovation. If India’s graduates can drive breakthrough
innovation across borders, there should be no lack of ambition from those who govern, teach, and
administer its universities at home.
India has repeatedly demonstrated an ability to deliver world-class solutions at a fraction of global costs.
It can similarly offer education at a scale, affordability, and quality that the world has yet to fully
witness—democratising access and accelerating equitable outcomes in the process.
Now is the time to set a bold vision, think strategically, and execute with confidence. India’s universities,
industry, and government must collaborate in new and innovative ways, with the intent of making India
the pre-eminent engine of global research and innovation, a magnet for entrepreneurial talent, and the
destination of choice for world-class education.
Seizing this opportunity today will ensure that the transformative impact arrives sooner—and with far
greater global significance—than we can currently imagine.
I encourage all stakeholders to pursue bold reform in higher education, and to consider closely the
insights and recommendations presented in this report. I congratulate NITI Aayog, Association of Indian
Universities and IIT Madras for their leadership in this regard.
Adrian Mutton
Founder and Executive Chairman
Acumen, part of the Sannam S4 Group
adrian.mutton@sannams4.com
Docusign Envelope ID: 2F1662F8-5C35-4C72-848F-1A1BA6534ADC 1
EXECUTIVE SUMMARY
As India envisions itself as a Viksit Bharat@2047, the internationalisation of higher education is
emerging as a defining force in shaping its human capital for national and global leadership. Our
nation’s ancient legacy of world-class learning and knowledge creation, represented by centres
such as Nalanda and Takshashila, Vikramshila and Vallabhi, Kashi and Ujjain, among many
others, converges today with its contemporary aspiration to position itself as a global destination
offering quality higher education at an affordable cost. The National Education Policy (NEP)
2020 provides a transformative framework for this purpose, identifying “internationalisation at
home” as a key priority.
The shifting geopolitical landscape is characterized by the retreat of leading nations of the
Global North that have traditionally hosted international students, and Asia’s emergence as a new
axis of knowledge creation and collaboration. This opens up avenues for India to establish itself
as a global higher education and research hub. Domestically, the policy landscape anchored in
NEP 2020 and reinforced by the UGC Guidelines on the Internationalisation of Higher Education
2021, the UGC Regulations on Academic Collaborations (2022), Setting up of International Branch
Campuses in India (2023), and Grant of Equivalence to Foreign Qualifications (2025), among many
others, provides a strong foundation to actualise this vision.
Many of the world’s prominent leaders of Indian origin embody the synergy of India’s higher
education foundation and international exposure across diverse sectors such as technology
and finance, education and health, entrepreneurship and governance, among many others.
Their success underscores the immense potential of global collaboration in nurturing a globally
competent talent rooted in the Indian Higher Education ecosystem. The task ahead is to replicate
this model within India by embedding international standards, faculty exchanges, global curricula,
and research partnerships across Indian Higher Education Institutions (HEIs), thereby allowing
students to experience international ecosystems without necessarily leaving the country for
long durations.
To democratize this potential, India must embed internationalisation across its Leading HEIs(i.e.,
Top 100 NIRF-ranked institutions and Institutes of National Importance), where the capacity to
absorb and scale such initiatives already exists. Strengthening India’s research capacity and
aligning Indian curricula with global standards are crucial pillars to establish India as a leader
in international education. To achieve this, it is an opportune time to explore the potential
of the internationalisation of India’s Higher Education system, for which this study has been
undertaken.
This Study Report on ‘Internationalisation of Higher Education in India’ adopts a mixed method
approach with a combination of quantitative and qualitative research methods. 160 Indian HEIs
from 24 States responded to a comprehensive online survey of over 100 questions. In addition,
Key Informant Interviews (KIIs) were conducted with experts and representatives from nearly 30
international institutions from across 16 countries, to provide a comparative global perspective.
These include Australia, France, Germany, Ireland, Israel, Japan, Singapore, South Africa, South
Korea, Spain, Sweden, Tanzania, UAE, UK, Uzbekistan, and USA.
A National Workshop on ‘Internationalisation of Higher Education in India’ was also organised to
gain insights from diverse stakeholders. Over 140 participants representing the Centre, States and
Union Territories, Central, State and Private Universities, Deemed Universities, and international
partners shared their ideas and experiences. The deliberations across 4 technical sessions yielded
rich insights on challenges, best practices, and policy imperatives for internationalisation at
systemic and institutional levels. 2Internationalisation of Higher Education in India
This Report is structured across 9 chapters. Chapters 1A and 1B provide the background and
methodology. Chapters 2,3, and 4 examine approaches to internationalisation at the global,
national, and institutional levels, and key temporal trends of student and faculty mobility.
Chapters 5 and 6 focus on international academic and research collaborations, while Chapters
7 and 8 cover international branch campuses, including foreign campuses in India and Indian
campuses overseas. Chapter 9 elaborates on policy recommendations and implementation
roadmap. In total, the Report presents 22 Policy Recommendations, 76 Action Pathways, 125
Performance Success Indicators, along with nearly 30 Indian and Global Practices currently
pursued. The recommendations are directed toward the Central and State Governments, and
Leading Central and State Public Universities.
This study highlights the need for a national strategy supported by flagship initiatives and time-
bound goals to fulfil this vision. Flagship initiatives such as international conferences, talent
attraction programmes, global fellowships, and cross-border research partnerships would act
as key enablers to enhance internationalisation at home. Additionally, in order to become the
global destination for higher education and research India requires an increase in the inflow
of international students. To provide estimates for these in the short-term (2030), medium-
term (2035), and long-term (2047), the study has provided time bound projections based on
two distinct forecasting models. The Global Benchmarking Approach based on the Compound
Annual Growth Rate (CAGR) has projected the range for international student enrolment in India
between 85,000 and 1.3 lakhs in 2030, 1.23 lakhs and 2.44 lakhs in 2035, and 3 lakhs and 11 lakhs
in 2047. The Internationalisation Intensity Approach based on the strategic intensity model has
estimated international student enrolment at 1.5 lakhs in 2030, 3.59 lakhs in 2035, and 7.89 lakhs
in 2047. These projections provide a data-driven roadmap for achieving the aspirational goals
of NEP 2020 and positioning India as a higher education and research destination of choice.
India possesses both the intellectual depth and institutional capacity to reimagine itself as a
global higher education destination rooted in Bharatiya values while aligned with international
benchmarks of excellence. By fostering internationalisation at home, India can strengthen
domestic research, innovation, and employability, and create future-ready and world-ready
talent. A globally engaged and locally grounded higher education system will undoubtedly enable
India to reclaim its historic position as a Vishwa Guru, leading the world through knowledge,
research, innovation and entrepreneurship. 3
Chapter
INTERNATIONALISATION OF HIGHER
EDUCATION IN INDIA:
IN RETROSPECT AND FUTURE
PROSPECTS
Chapter
1A 4Internationalisation of Higher Education in India
1A.1 BACKGROUND TO THE STUDY
India has been one of the pioneers of internationalisation of higher education, with world-class
institutions of ancient India such as Nalanda, Takshashila, Vikramshila and Vallabhi setting the
highest standards of teaching and research across diverse disciplines, and hosting students from
across Asia. The Amrit Kaal is an opportune time for India to reclaim its historic position as a
global hub of knowledge and talent, given its favourable demography, scale, multidisciplinary
expertise and enabling policy frameworks. The vision of Viksit Bharat@2047 also articulates India’s
aspiration to emerge as a global leader in education, research, innovation, and entrepreneurship.
Over the last quarter century, the concept of internationalisation has acquired significant cachet
in the global higher education landscape. Its definition has evolved in response to shifting
global education paradigms, reflecting its increasing relevance. Initially conceived as a concept
of ‘education-without-borders’, fostering the free exchange of academic knowledge, it has now
expanded to encompass institutional priorities both nationally and internationally.
The International Association of Universities adopts the following definition of internationalisation
of higher education:
“[It is] the intentional process of integrating an international, intercultural or global dimension into
the purpose, functions and delivery of post-secondary education, in order to enhance the quality
of education and research for all students and staff, and to make a meaningful contribution to
society.”
1
To realise the vision of Viksit Bharat@2047, India must prioritise internationalisation by
strengthening ‘internationalisation at home’ as envisaged in the National Education Policy
(NEP) 2020. This can be achieved by building institutional capacity, fostering global research
partnerships, and enabling student and faculty mobility. By espousing global standards while
promoting India’s unique knowledge traditions (Bharatiya Gyan Parampara), Higher Education
Institutions (HEIs) can attract international talent, retain domestic students, and establish India
as a globally influential higher education hub. On the economic front, ‘internationalisation at
home’ has the potential to expand employment opportunities across the skill spectrum, spur
innovation and technological advancement, stimulate domestic demand and investments, and
drive economic growth. Furthermore, it can mitigate the growing foreign exchange burden caused
by the large number of Indian students seeking higher education abroad.
The genesis of this study is the stance that given its potential to address critical national
priorities and empower India to become a developed nation, ‘internationalisation at home’ is
of strategic importance. The study provides a roadmap for shaping future internationalisation
strategies that are rooted in India’s strengths, while responding to global challenges.
1A.2 TRACING THE HISTORY OF INTERNATIONALISATION IN INDIA
i. Ancient Roots of Global Learning
The internationalisation of education in India has historical roots, dating back nearly three
millennia, when prominent learning centres in ancient India attracted scholars from across Asia
and beyond. Takshashila, established as early as the 6th century BCE, offered studies in politics,
warfare, and Vedic literature. Founded a millennium later, Nalanda specialised in subjects such as
Buddhism, philosophy, medicine, mathematics and was one of the first residential universities in
the world. At its peak it had 10,000 students and 2,000 faculty and researchers. Kanchipuram in
Tamil Nadu was a significant centre of learning in South India, attracting scholars from various
regions, including China.
1
(De Wit, H., Hunter F., Howard L., Egron-Polak E. (Eds.) (2015) “Internationalisation of Higher Education”, European Parliament,
Brussels: EU) 5
Internationalisation of Higher Education in India:
With extensive libraries and esteemed scholars, these three centres among many others served
as hubs for intellectual and cultural exchange, contributing to national and global knowledge.
They played crucial roles in developing advanced pedagogical methods to preserve and expand
Bharatiya Buddhist and Vedic knowledge systems across Asia. Such ancient Indian centres defined
the ethos of higher education with internationalisation at their core.
ii. Education under the British Colonial Rule
The Western style of education made its way into India during the British colonial era, aligning
Indian education more closely with British standards. They introduced formal institutional
structures and curriculum models reflective of the Anglo-Saxon world, which significantly altered
the traditional systems of learning in India. While this shift marked the beginning of India’s
modern academic framework, it was largely designed to serve colonial administrative needs
rather than foster knowledge creation and global exchange of ideas and innovations.
iii. Post Independence Nation-Building and Academic Priorities
After gaining independence in 1947, India’s primary focus was on nation-building. As a result,
the scope of internationalisation in education remained limited during this period. However,
some efforts laid the groundwork for future recognition. Notably, the establishment of the Indian
Institutes of Technology (IITs) and Indian Institutes of Management (IIMs) drew international
attention and elevated India’s status in the global academic community, especially in science,
engineering and management education.
iv. Impact of Liberalisation on Higher Education
The economic liberalisation of the 1990s marked a turning point, catalysing international
academic partnerships and foreign collaborations. As India opened its economy, its higher
education system also became more outward-looking. This phase positioned India as an emerging
destination for international students and a growing participant in global academic exchanges,
facilitating the flow of knowledge and talent.
v. Global Aspirations in the 21st Century
NEP 2020 has actively promoted internationalisation of higher education. The policy encourages
collaborations between Indian and top global universities, including student and faculty exchanges
and the entry of foreign universities into India. It aims to attract more international students by
creating supportive environments and recognising foreign academic credits. It also promotes global
standards in higher education through international accreditation and curriculum alignment with
global best practices. This has been supported by UGC and IFSCA Regulations.
Indian Practice: Global Influence and Impact of Ancient Nalanda
2
Nalanda’s widespread international reputation prompted the establishment of numerous
institutions bearing its name across multiple continents. The Nalanda Mahavihara’s footprint
spans Asia, Europe, North and South America, demonstrating its enduring global influence.
Historical examples include Nalanda Gedige in Sri Lanka (8th century) and Phenpo Naendra
Monastery in Tibet (1435). European influence is evident through the Nalanda Monastery
established at Lavaur, France (1981).
The Nalanda Buddhist Centre in Brazil (1989) was a direct tribute to Nalanda Mahavihara,
following the practices of the original monastery. North American establishments include
the Nalanda College of Buddhist Studies (2000) in Canada and the Nalanda Institute for
Contemplative Science (2007) in the USA. The International Buddhist College (2000) in Hatyai,
Thailand was specifically built like Nalanda to bring together various Buddhist traditions. The
Nalanda Institute (2007) in Kuala Lumpur, Malaysia was modelled after Nalanda Mahavihara to
promote Buddhist studies in the country.
2
Abhay K. (2025).Nalanda: How it changed the world.Penguin Random House India 6Internationalisation of Higher Education in India
Beyond institutional naming, Nalanda Mahavihara’s architectural influence is considered to
have inspired the courtyard structure of colleges and universities across Europe, including the
distinctive quads and courts of the University of Oxford and Cambridge in the UK.
1A.3 CHALLENGES DUE TO CURRENT OUTBOUND MOBILITY
The predominant focus of India so far has been internationalisation abroad, driven by high
outbound student mobility. This stems from several systemic challenges such as inadequate
infrastructure to provide quality education and deliver world class research, weak industry-
academia collaboration and outdated curricula. These structural gaps have contributed to a
growing cultural shift, wherein families increasingly aspire for their children to pursue education
and careers overseas. This trend has given rise to the following critical concerns for India’s
education system and its long-term developmental goals:
i. Brain Drain
The current trend of internationalisation in Indian higher education is largely skewed towards
promoting international exposure through outbound student mobility. This has contributed
significantly to brain drain. In 2021–22, while India hosted only 46,878 inbound international
students, it sent over 11.59 lakh students abroad. The number rose to 13.36 lakh by 2024.
3
This
trend is indicative of the fact that outbound students outnumber inbound students by nearly
25X, highlighting a serious imbalance.
ii. Economic Loss
The financial implications of this imbalance are substantial. According to the Reserve Bank
of India (RBI), outward remittances under the ‘studies abroad’ component of the Liberalised
Remittance Scheme (LRS) surged by over 2,000% from USD 0.16 billion (INR 975 crore) in 2013–14
to nearly USD 3.4 billion (INR 29,000 crore) in 2023-24.
45
This outflow is equivalent to around 53%
of India’s total Union higher education budget of about INR 55, 000 crore for 2023-24.
6
Notably,
while this remitted amount supports the education of about 3% of Indian students studying
abroad, the domestic education budget serves the remaining 97%. It is also important to consider
that RBI data only captures formal remittances and not the total cost of overseas education,
which includes tuition, accommodation, and living expenses indicating the true financial outflow
is even higher.
Other institutional reports provide insights into the totality of expenses incurred by Indian
students overseas. According to ASSOCHAM, about 4.5 lakh Indian students spent over USD 13
billion (INR 96,500 crore) per annum on higher education abroad as of 2020.
7
The Indian Student
Mobility Report stated that Indian students collectively spent an estimated USD 37 billion (INR
2.6 lakh crore) on overseas education in 2019 and this rose to approximately USD 47 billion (INR
3.8 lakh crore) in 2022. The report projected that if the sector continues to expand at its current
annual growth rate of 14%, the expenditure on foreign education by Indian students would reach
3
AISHE. (2021-22). AISHE final report. https://aishe.gov.in/aishe-final-report/; Ministry of External Affairs. (2024, August 1).
https://www.mea.gov.in/Images/CPV/RS-1194-01-08-2024-en.pdf
4
Reserve Bank of India. (2025). RBI Bulletin. https://rbi.org.in/scripts/BS_ViewBulletin.aspx?Id=11829#
5
Average annual exchange rate for INR against USD based on Forbes India data for the years mentioned above: 2014: 60.95,
2019: 72. 15, 2020: 74.31, 2022: 81.62, 2024: 85.56, 2025: 88.73
6
Union Budget of India (2024-25). Ministry of Education, Department of Higher Education. Ministry of Finance. https://www.
indiabudget.gov.in/doc/eb/sbe26.pdf
7
ASSOCHAM. (2020). Reforms in higher education – Strategy towards global knowledge hub 2020. https://aca-secretariat.be/
newsletter/indian-students-spend-usd-13-billion-for-study-abroad/ 7
Internationalisation of Higher Education in India:
approximately USD 70 billion (INR 6 lakh crore) by 2025.
8
This is about 10X of the Government
of India’s higher education budget for 2025-26 and approximately 2% of India’s GDP.
iii. Trade and Investment Impact
India’s overall trade deficit (including services and merchandise trade) stood at nearly USD 94
billion in FY 2024-25.
9
Expenditure on foreign education by Indian students in 2025 is, therefore,
nearly 75% of India’s overall trade deficit in FY 2024-25. This trend also underscores the increasing
forex burden on the Indian economy due to student demand for overseas education, thereby
reinforcing the imperative to strengthen internationalisation efforts within the domestic higher
education system. In addition to the obvious advantage of retaining talent, students opting to
study in India curtail forex outflow, retaining funds within the economy and contributing to
national growth.
iv. Missed Opportunity to Harness Demographic Dividend
India stands at the cusp of a unique demographic advantage, with one of the world’s youngest
populations having an average age of 28.4 years.
10
However, a large number of skilled and
educated youth are choosing to settle abroad in pursuit of better opportunities. This reduces
the pool of capable individuals available to drive India’s development. If not addressed, the
continued outflow of talent will hinder India’s ability to fully leverage its demographic dividend.
v. Loss of Research and Development Capacity
The outmigration of skilled students and researchers diminishes India’s potential to build a
strong indigenous R&D ecosystem. This not only hampers innovation and knowledge creation
within the country but also increases dependency on foreign technologies and limits India’s
ability to address its unique socio-economic challenges through homegrown solutions.
Hence, there is an urgent need to move towards ‘internationalisation at home’. Internationalisation
may not be limited to mobility alone but must include bringing global standards, practices, and
perspectives into Indian campuses. This includes international faculty engagement, joint research
programmes, credit transfer mechanisms, and culturally rooted yet globally aligned pedagogy.
By doing so, India can retain its talent, attract foreign students, build knowledge capital, and
reduce dependency on external systems thus turning its higher education sector into a true
engine for national transformation and global influence.
1A.4 ALIGNMENT WITH NATIONAL EDUCATION POLICY (NEP) 2020
As mentioned in section 1A.2, India’s higher education system is undergoing a seismic shift guided
by the NEP 2020, which emphasises internationalisation of higher education. It envisions that
optimal learning environments and support for students will help in attracting larger numbers of
international students for studying in India, and provide greater mobility to students in India who
may wish to visit, study at, transfer credits to, or carry out research at HEIs abroad, and vice versa.
Salient features of India’s internationalisation approach, outlined in NEP 2020 (Sections 12.7
and 12.8), include:
zCourses and programmes in subjects such as Indology, Indian languages, AYUSH systems
of medicine, Yoga, arts, music, history, culture, and modern India, internationally relevant
curricula in the sciences, social sciences, and beyond.
zMeaningful opportunities for social engagement, quality residential facilities and on-campus
8
University Living. (2024). Beyond beds & boundaries: Indian student mobility report 2023–2024. https://onestep.global/
wp-content/uploads/2023/10/The-Beyond-Beds-and-Boundaries-Indian-Student-Mobility-Report.pdf
9
Ministry of Commerce and Industry. (2025, August). https://dashboard.commerce.gov.in/commercedashboard.aspx
10
Invest India. (2025, April 25). How demographics make India a prime destination for global investments. https://www.
investindia.gov.in/team-india-blogs/how-demographics-make-india-prime-destination-global-investments 8Internationalisation of Higher Education in India
support will be fostered to attain this goal of global quality standards, attract greater numbers
of international students, and achieve the goal of ‘internationalisation at home’.
zAn International Students Office at each HEI hosting foreign students will be set up to
coordinate all matters relating to welcoming and supporting students arriving from abroad.
zResearch/teaching collaborations and faculty/student exchanges with high-quality foreign
institutions will be facilitated, and relevant mutually beneficial MOUs with foreign countries
will be signed.
zHigh performing Indian universities will be encouraged to set up campuses in other countries,
and similarly, select universities e.g., those from among the top 100 universities in the world
will be facilitated to operate in India. A legislative framework facilitating such entry will be
put in place, and such universities will be given special dispensation regarding regulatory,
governance, and content norms on par with other autonomous institutions of India.
zCredits acquired in foreign universities will be permitted, where appropriate as per the
requirements of each HEI, to be counted for the award of a degree.
Thus, NEP 2020 has encouraged several regulatory shifts in India’s internationalisation approach.
These have been detailed in the subsequent section.
1A.5 UNIVERSITY GRANTS COMMISSION (UGC) GUIDELINES &
REGULATION
1A.5.1 UGC Guidelines for Internationalisation of Higher Education, 2021
The guidelines help in achieving the desired outcome of making India’s higher education system
globally competitive in offering quality higher education. The objectives are mentioned as follows:
zTo make India an attractive study destination for foreign students
zTo foster international competencies in faculty and students
zTo develop a global mindset of learners and shape them as global citizens with deep rooted
pride in being Indian
zTo promote active linkage between Indian and Foreign HEIs
zTo improve global ranking in internationalisation indicators
In order to achieve these objectives and harness the full potential of India’s higher education
system, these guidelines cover various strategic initiatives for internationalisation of higher
education.
i. Internationalisation at Home: This means integrating the dimensions of the international
learning environment within our HEIs. This will be done through capacity building, collaborative
communication between faculties, internationally relevant curricula, offering local language
courses and short-term non-degree niche courses to create a global perception.
ii. Credit Recognition under Twinning Arrangement: Mobility under Twinning programme will
equip the learners with best practices, approaches and methods of teaching and learning
in international institutions. This will aid in capacity building of our HEIs and help our
students in career choices.
iii. Global Citizenship Approach: Internationalisation is not an end in itself but a driver of
qualitative change in higher education. One of the foremost qualitative changes is fostering
global ethos within our universities and making our learners ‘Global Citizens’ by developing
knowledge, skills and values in students.
iv. ICT based Internationalisation: ICT has the potential to transform the internationalisation
process by overcoming traditional barriers, addressing access and equity through help of 9
Internationalisation of Higher Education in India:
Massive Online Open Courses (MOOCs) and creation of e-content and offering of online
courses beyond physical boundaries.
v. Academic and Research Collaboration: To accelerate the progress of our HEIs and enhance
the quality of our education, it is essential to collaborate with top global universities.
This may include student and faculty exchange programmes, expanding strategic research
partnerships and organising academic and research workshops, seminars and conferences.
vi. Brand Building Abroad: Systematic brand building campaigns by HEIs are very essential for
building their global standing and also for attracting students from abroad. This will include
using all forms of communication and outreach, including social media.
vii. Alumni Connect: The Alumni are a strong support to HEIs and connecting with them enables
HEIs to utilise their services as brand ambassadors to showcase the strengths of the Indian
Higher Education system. HEIs in India need to create a culture for alumni to reconnect,
devise suitable vehicles for brand building and give due recognition to their contributions.
viii. Office for International Affairs (OIA): Establishment of an OIA at institutional levels will
facilitate and operationalize effective approaches. An OIA in each University will be a single
point contact and an integral part of internationalisation of higher education in India.
1A.5.2 UGC (Academic Collaboration between Indian and Foreign Higher Educational
Institutions to offer Twinning, Joint Degree and Dual Degree Programmes)
Regulations, 2022
The regulations lay down the minimum standards for academic collaboration between Indian and
Foreign HEIs to offer Twinning, Joint Degree and Dual Degree Programmes. These regulations apply
toIndian HEIs intending to collaborate with Foreign HEIs (FHEIs) leading to award of degree(s).
1A.5.3 UGC (Setting up and Operation of Campuses of Foreign Higher Educational
Institutions in India) Regulations, 2023
These regulations allow the entry of higher-ranked FHEIs to India. As envisaged in NEP 2020, this
framework provides an international dimension to higher education, enables Indian students
to obtain foreign qualifications at affordable cost and makes India an attractive global study
destination. This will apply to all FHEIs seeking approval under these regulations to conduct
certificate, diploma, degree, research and other programmes at the undergraduate, postgraduate,
doctoral and postdoctoral levels.
1A.5.4 UGC (Recognition and Grant of Equivalence to Qualifications obtained from
Foreign Educational Institutions) Regulations, 2025
The Regulations aim to enable smooth mobility of students, a robust and transparent mechanism
for recognising foreign qualifications and granting equivalence to such qualifications at both
school and higher education levels.
1A.6 CONCLUSION
India has historically been a pioneer of globalised education. The NEP 2020 has significantly
accelerated the internationalisation of higher education in India, further reinforced by subsequent
UGC Guidelines and IFSCA regulations. Together, these policy measures are fostering an enabling
environment for expanding international engagement across the sector. At the same time, the
scale of outbound student mobility highlights the urgency for systemic and institution level
strategies to strengthen India’s capacity to attract, retain, and support international academic
and research collaborations and student and faculty inflows. 10Internationalisation of Higher Education in India
OBJECTIVES AND METHODOLOGY
OF THE STUDY
Chapter
1B 11
Objectives and Methodology of the Study
1B.1 INTRODUCTION
This chapter outlines the objectives and methodological approach adopted in this study for
generating evidence-based insights to inform policy on the internationalisation of higher
education in India. The methodology captures the multifaceted dimensions of international
engagement across the higher education ecosystem and adopts a comprehensive approach
to assess existing practices, identify challenges and derive actionable recommendations. The
following sections describe the study objectives, research methodology and data collection
processes.
1B.2 OBJECTIVES OF THE STUDY
The objectives of this study are as follows:
zTo study the approaches to internationalisation of higher education at the international,
national and institutional levels.
zTo analyse the trends of international student mobility, both globally and in India.
zTo study models, funding mechanisms and scholarships related to academic mobility and
talent attraction programmes at the global and national levels.
zTo explore possible avenues for greater academic collaboration including developing and
managing twinning, dual and joint programmes, and other short-term programmes.
zTo study the impact of international collaborations in research and curriculum development
on Indian HEIs, and outline Indian and global case studies.
zTo explore the potential of establishing International Branch Campuses in India and building
world class Higher Education Hubs in India.
zTo study the strategic importance of offshore campuses and formulate steps for establishing
offshore campuses of Indian HEIs.
zTo provide policy recommendations with action pathways and performance success indicators
for relevant stakeholders (such as Central Government, State Governments, regulatory bodies
and universities) to transform India into a leading global destination for higher education
and research.
1B.3 RESEARCH METHODOLOGY AND DATA COLLECTION
The study has employed a mixed method approach, using quantitative and qualitative research
methods. Research methodology includes both secondary and primary sources of data.
1B.3.1 Secondary Data Sources
The secondary sources used in this study include reports and databases published by various
public and private organisations, multilateral and other agencies, including but not limited to:
zGovernment of India - All India Survey on Higher Education (AISHE) reports, various reports
of Ministry of Education and Ministry of External Affairs
zMultilateral institutions - UNESCO UIS database
zNon-government agencies - Reports of Universities and Think-Tanks
zPress Releases and Articles
zReports of Governments of other countries
The findings derived from secondary data are subject to the limitations of the source material. 12Internationalisation of Higher Education in India
1B.3.2 Primary Data Sources
The primary data used in this study include online surveys with HEIs, key informant interviews (KIIs)
with national and international stakeholders, and a national workshop on ‘Internationalisation
of Higher Education in India’. The primary data collection methods have been elaborated in the
following sections.
i. Primary Survey
A detailed online survey of over 100 questions was administered to a targeted group of 1,000
Indian HEIs, based on NIRF rankings, spanning categories such as Central Universities, State
Public and Private Universities, Deemed Universities (Public and Private), Institutes of National
Importance, and other autonomous/self-funded institutions. The survey was divided into four
key sections:
(i) General Information,
(ii) Current status of Internationalisation and International Collaboration practices,
(iii) Outcome of Internationalisation initiatives, and
(iv) Challenges and Opportunities faced by Indian HEIs on Internationalisation.
Data was collected through online submissions and analysed to identify patterns and derive
evidence-based insights to enhance global collaborations. Comprehensive responses were
received from 160 HEIs (list provided in the Annexure I). Given below is the state-wise count of
HEIs who participated in the survey:
Sr NoState
(Alphabetical order)
Number of
Participating
HEIs
Sr NoState
(Alphabetical order)
Number of
Participating
HEIs
1 Andhra Pradesh5 13Madhya Pradesh7
2 Assam4 14Maharashtra19
3 Bihar2 15Meghahlaya1
4 Chhattisgarh2 16Mizoram1
5 Delhi6 17Odisha10
6 Gujarat6 18Punjab4
7 Haryana6 19Rajasthan9
8 Himachal Pradesh 3 20Sikkim2
9 Jammu and Kashmir 2 21Tamil Nadu31
10Jharkhand1 22Uttar Pradesh10
11Karnataka15 23Uttarakhand2
12Kerala10 24West Bengal2
ii. Key Informant Interviews (KIIs)
To complement the online survey, KIIs of about 90-120 minutes were conducted with subject
matter experts and representatives from nearly 30 national and international institutions
representing 16 countries and India. These semi-structured interviews offer a global comparative
perspective and valuable qualitative insights into internationalisation trends, challenges, and
best practices across continents. The interview transcripts were analysed to extract recurring
themes, identify effective strategies, and highlight areas for improvement. A detailed list of KIIs 13
Objectives and Methodology of the Study
is provided in Annexure II. Some of the key HEIs and organisations interviewed include:
Sr NoCountryHEIs/Organisation
1 Australia
Curtin University
Deakin University
2 FranceESCP Business School
3 GermanyTechnische Universität Darmstadt
4 India
BITS Pilani
International Financial Services Centres Authority, GIFT City
International Organization for Migration
NMIMS Deemed-to-be-University
5 IrelandUniversity College Dublin
6 IsraelBen-Gurion University of the Negev
7 Japan
Japan Science and Technology Agency
University of Tsukuba
8 Singapore Nanyang Technological University
9 South Africa Stellenbosch University International
10South Korea Korea University
11SpainBilbao School of Engineering
12SwedenKTH Royal Institute of Technology
13Tanzania African School of Economics
14UAEHigher Colleges of Technology
15UK
British Council
Coventry University
King’s College London
University of Southampton
University of York
16Uzbekistan Tashkent University of Information Technologies
17USA
Association of Community College
University of California, Santa Cruz
iii. National Workshop on Internationalisation of Higher Education in India
A National Workshop on ‘Internationalisation of Higher Education in India’, was organised by NITI
Aayog in collaboration with its knowledge partners, IIT Madras, Association of Indian Universities
(AIU), and Acumen at the IIT Madras campus in Chennai on Saturday, 29th March 2025. The
workshop brought together over 140 participants including officers from the Centre, State and UT
Governments, Institutions of National Importance, Central Universities, State Public Universities,
Private Universities, Deemed Universities, International Universities, and representatives from several
countries to deliberate on challenges, best practices and policy interventions for implementing
internationalisation initiatives at the systemic and institutional levels. (Annexure III)
The workshop featured 40 speakers across 4 technical sessions on: 14Internationalisation of Higher Education in India
(i) Internationalisation of Higher Education in India (in retrospect and future prospects),
(ii) Academic Mobility for Learning and Research,
(iii) Internationalisation of Curricula & Programmes, and
(iv) Expanding Global Presence of Indian universities through Offshore Campuses and beyond.
Special case studies on successes of Indian and international universities were presented
including Indian universities setting up overseas campuses and international universities
establishing campuses in India including at the GIFT City. The insights generated at the workshop
have fed into this study report. Some of the leading HEIs who shared their insights at the
workshop are:
Sr No Category of UniversitiesParticipating HEIs
1
Institutes of National
Importance (INIs)
IIM Bangalore
IIT Bombay
IIT Delhi
IIT Roorkee
IIT Tirupati
NIT Trichy
2 Public Universities
Anna University
Jawaharlal Nehru Technological University Hyderabad
University of Hyderabad
3 Private Universities
Ashoka University
Atlast Skilltech University
MIT ADT University
SASTRA University
Sharda University
VIT Vellore
4 International Institutions
Asia-Pacific Association for International Education (APAIE)
Australian National University
Australian Trade and Investment Commission
Consul General of France
Glasgow Caledonian University
University of Auckland
University of Wollongong
US Embassy
1B.3.4 TRANSNATIONAL EDUCATION ROUNDTABLE
The Education Division of NITI Aayog was represented at the Roundtable on the ‘Future of
Transnational Education(TNE) in India’ held on July 23, 2025 at the Institute of Directors in London
with leading universities from the UK, Ireland and France. The discussion brought together
senior leaders from the government, policymakers, academics and experts to deliberate on
strategies for strengthening and scaling educational collaborations. The discussions centred 15
Objectives and Methodology of the Study
on fostering sustainable partnerships, enhancing regulatory and institutional readiness and
aligning transnational initiatives with India’s evolving higher education landscape under the
NEP 2020 framework. This Report has benefitted from the insights shared at the Roundtable,
which included the following leading HEIs:
Sr No Country Participating HEIs
1France Grenoble Ecole de Management
2Ireland Trinity College Dublin
3UK
Aberystwyth University
Cardiff University
Edinburgh Napier University
London School of Economics (LSE)
Loughborough University
School of Oriental and African Studies (SOAS)
University of Aberdeen
University of Bristol
University of Exeter
University of Leeds
University of Leicester
University of London
University of Manchester 16Internationalisation of Higher Education in India
APPROACHES TO
INTERNATIONALISATION:
INTERNATIONAL, NATIONAL AND
INSTITUTIONAL
Chapter
2 17
Approaches to Internationalisation: International, National and Institutional
2.1 OVERVIEW
The internationalisation of higher education unfolds along a spectrum from systemic strategies at
the country-level to institutional initiatives at the university-level, with each layer reinforcing the
other to create a globally competitive education ecosystem. At the systemic level, countries like
USA, Canada, Australia, Japan, China, and the European Union have embedded internationalisation
into their national/regional policies through scholarship schemes, post-study work pathways,
strategic branding, and regulatory frameworks aligning education with broader national goals such
as talent retention, soft power, and economic growth. These national priorities set an enabling
environment for institutions to act, shaping their recruitment, research, and partnership models. As
internationalisation deepens, countries transition from attracting international students to building 18Internationalisation of Higher Education in India
transnational research ecosystems and hybrid campuses. Institutions develop strategies to respond
to these trends with targeted investments often with the support of institutional endowments to
support global mobility, academic collaborations, faculty exchanges, and global centres.
While India’s NEP 2020 outlines an ambitious vision of positioning the country as a global
knowledge hub, institutional capacities barring a few leading institutions remain limited, even
among the Top 100 NIRF-ranked institutions and Institutes of National Importance (INIs).
Nevertheless, emerging models and the growth of strategic endowments in select public and
private institutions mark a promising shift towards deeper international engagement.
The analysis of this ecosystem from international to national, and from systemic ambition to
institutional implementation reveals how integrated strategies and cross-level alignment are
essential for realising meaningful, sustainable internationalisation.
2.2 INTERNATIONALISING EDUCATION: GLOBAL EXPERIENCE
This section provides an overview of the global experience in internationalisation of higher
education, setting the context for comparative analysis. The topic is explored in greater depth
in the subsequent chapters.
2.2.1 Country Level
i. USA
Over the past decade, USA has witnessed a significant rise in international student enrolment,
growing from 8,19,644 in 2012–13 to 11,26,690 in 2023–24, an increase of approximately 37.5%.
In 2023–24 alone, the USA hosted around 11.3 lakh international students, with 3,31,602 (~29%)
originating from India. Although centralized data on Indian students transitioning to permanent
residency is limited, till recently, a large number remained in the US through H‑1B visas and other
professional pathways especially in STEM fields reflecting the country’s long standing strategic
focus on high-skilled talent retention.
1
However, a trend reversal is anticipated with the recent
imposition of USD 100,000 fee for new H-1B visa applications.
2
The majority of international students in the US come from Asia, primarily India and China, which
together account for more than half of the total. Notably, in 2023–24, India overtook China as the
largest source country driven by changing geopolitical dynamics and the increasing preference of
Indian students for US graduate and STEM programmes. Institutions in states such as California,
Massachusetts, New York, and Texas continue to lead in attracting international students due
to their academic prestige, cutting-edge research ecosystems, and robust support structures.
In terms of academic levels, there has been a clear shift. Between 2012–13 and 2023–24, graduate
international student numbers rose by over 61%, from 3,11,204 to 5,02,291
3
, while undergraduate
enrolment remained relatively flat, growing only slightly from 3,39,993 to 3,42,875 a mere 0.8%
increase. This reflects a growing emphasis on advanced degrees and research opportunities,
supported by initiatives like the Optional Practical Training (OPT) programme, which until recently
offered up to three years of post-study work, particularly in STEM disciplines. However, a new
immigration bill in the US Congress (Dignity Act of 2025)
4
could end a long-standing tax exemption
1
IE Open Doors. (2025). IIE Open Doors. https://opendoorsdata.org; Fast Facts (2024) : https://opendoorsdata.org/fact_
sheets/fast-facts/ (Accessed in October, 2025)
2
The White House (October 2025): https://www.whitehouse.gov/presidential-actions/2025/09/restriction-on-entry-of-
certain-nonimmigrant-workers/
3
Statista. (2023). Number of international students in the United States from 2004/05 to 2021/23, by academic level.
Retrieved from: (Accessed in October, 2025) https://www.statista.com/statistics/237689/international-students-in-the-us-
by-academic-level/
4
National Immigration Forum (October,2025): https://forumtogether.org/article/the-dignity-act-of-2025-bill-summary/ 19
Approaches to Internationalisation: International, National and Institutional
for international students working under the OPT programme impacting this outcome.
These trends highlight how the US linked internationalisation with broader national priorities
such as talent acquisition, innovation-led economic growth, and global influence. Signature
initiatives like the Fulbright Programme, a flagship academic exchange for international students
and scholars, continue to attract global talent and foster long-term academic and diplomatic
ties. Beyond tuition revenue estimated at USD 43.8 billion (INR 3,88,725 crores) annually
5
(~0.16%
of U.S. GDP) international students contribute to the country’s research output, soft power, and
global alumni networks.
US universities are also active in global student enrolment, transnational education, and strategic
partnerships. Common institutional goals include:
zEnhancing the quality of higher education and campus diversity
zBuilding national reputation and competitiveness
zPromoting knowledge creation and innovation
zPreparing students with multicultural competence for the global workforce
zSupporting long-term national economic development
ii. Canada
Canada has emerged as one of the fastest-growing destinations for international students,
witnessing a 48.7% increase from 326,120 in 2014 to 4,85,000 in 2024.
6
In 2023, India accounted
for 42.9% of all international students in Canada, with 2,33,272 Indian students receiving study
permits in Canada, according to official IRCC data
7
. In 2022, international education directly
contributed CAD 30.9 billion (~INR 1.92 lakh crore) to Canadian GDP, or ~1.2% of the GDP.
8
Canada’s internationalisation strategy is primarily built around long-term immigration and
workforce integration.
zPost-Graduation Work Permit (PGWP): This permit allows international graduates to work
in Canada for up to 3 years, offering valuable experience and a pathway to permanent
residency.
zStudent Direct Stream (SDS): SDS enables faster visa processing for students from countries
like India, China, Vietnam, and the Philippines, making Canada an attractive destination for
international students.
zInternational Education Strategy (2019–2024): This strategy aimed to diversify international
student origin countries, encourage Canadian students to study abroad, and promote lasting
global partnerships.
zEduCanada: EduCanada is Canada’s official global branding initiative that showcases the
quality and value of Canadian education worldwide.
zGlobal Affairs Canada–SEED Programme: Through programmes like SEED, Global Affairs Canada
has promoted academic mobility and development-focused scholarships with partner countries.
zHigh International Student Satisfaction and Retention: Canada is known for strong student
5
International Trade Administration. (2025). Education Service Exports. www.trade.gov. https://www.trade.gov/education-
service-exports (Accessed in October, 2025)
6
Immigration, Refugees and Citizenship Canada (IRCC). (2024, October 23). 2024 Annual Report to Parliament on Immigration.
https://www.canada.ca/content/dam/ircc/documents/pdf/english/corporate/publications-manuals/annual-report-2024-
en.pdf
7
Immigration, Refugees and Citizenship Canada (IRCC). (2024, June 26). Intake, Output & Issued – February 28, 2024.https://
www.canada.ca/en/immigration-refugees-citizenship/corporate/transparency/committees/cimm-feb-28-2024/intake-
output-issued.html
8
Government of Canada. (2024, June 25). Economic impact of international education in Canada 2022 update. GAC. https://
www.international.gc.ca/education/report-rapport/impact-2022/index.aspx?lang=eng 20Internationalisation of Higher Education in India
support services, and inclusive migration pathways, leading to high satisfaction and retention
rates among international students.
iii. Australia
Australia has experienced a ~50.9% increase
9
in international students, growing from 3,47,560
in 2014 to 5,24,514 in 2023. International education has become Australia’s third-largest service
export, contributing about AUD 51 billion (~INR 2.85 lakh crore) in 2023-24,
10
which accounts
for around 1.9% of the country’s GDP. Australia’s appeal lies in its ability to blend high-quality
education with post-study migration opportunities. As of September 2023, there were over 1.2 lakh
Indian students in Australia
11
. In the 2023–24 migration programme, Indians were top recipients
of permanent residency grants with 49,814 Indians, of which 45,820 were in the Skilled stream
and 3,994 in the Family stream
12
. Several motivating factors that influence international students
to consider Australia as a preferred higher education destination have been listed below:
zTemporary Graduate Visa (Subclass 485): Offers 2 to 4 years of post-study work rights based
on qualification level and location, supporting Australia’s skilled migration goals.
zDestination Australia Programme: Provides scholarships to study in regional institutions and
includes incentives for permanent migration, especially in demand-driven regions.
zPathways for Indian Students: Many Indian students move to permanent residency via
Subclass 485, followed by skilled migration visas like 189, 190, or 491.
zAustralia–India Migration and Mobility Partnership (MMPA): This bilateral agreement facilitates
migration pathways for Indian students and professionals to support mutual skill needs.
zMarket-Driven, Government-Supported Model: Australia’s international education sector
thrives on a combination of strong market appeal and robust national policy support.
zESOS Act (Education Services for Overseas Students): Ensures legal protection and high-
quality education standards for international students across Australian institutions.
zNational Code of Practice: Sets clear responsibilities for universities in supporting international
student wellbeing, compliance, and reporting.
zStudy in Australia Initiative: A global branding and recruitment campaign that promotes
Australian education and supports international education fairs.
zAustralian Strategy for International Education (2021–2030): Focuses on source country
diversification, transnational education, alumni engagement, and digital delivery.
zTransnational Education Investments: Australian universities lead in offering offshore
campuses, online programmes, and academic partnerships across Asia.
zComprehensive Student Support Services: Services such as visa help, housing, language
programmes, and mental health support make Australia a preferred global destination for
students.
iv. European Union (EU)
The EU’s strategy for internationalisation is distinct, focusing on equity, inclusion, and intra-
regional integration. Although specific data on Indian student−to−migrant conversion is limited
9
Australian Government. (2025). Student Data - Department of Education, Australian Government. Department of Education.
https://www.education.gov.au/higher-education-statistics/student-data
10
Australian Government. (2025, January 9). Education export income - Financial Year - Department of Education, Australian
Government. Department of Education. https://www.education.gov.au/international-education-data-and-research/
education-export-income-financial-year
11
High Commission of India in Canberra, Australia. https://www.hcicanberra.gov.in/eoi.php?id=guidelines-for-indian-students-
wishing-to-study-in-australia
12
WeAbide (2025). https://www.theweabide.com/post/indian-nationals-lead-australia-s-permanent-residency-outcomes-
in-2024 21
Approaches to Internationalisation: International, National and Institutional
at the EU level, as of 2023, India has been the third largest country of origin for international
students in the EU. Germany (10.1%), Ireland (15.3%) and Latvia (17.4%) have the highest number
of Indian students among the EU
13
. Many Indian students remain in the EU after completing
studies through research, employment, or EU Blue Card pathways, especially in STEM fields. The
attraction of EU as a study destination for Indian students includes high quality and affordable
programmes, English-medium instruction in select countries, research-focused degrees, and
availability of post-study work visas or skilled migration options.
Over the years, the European Commission has strengthened academic partnerships on a global
scale by contributing to the development of several tools aimed at facilitating the mobility of
students and researchers, including:
zEuropass – a standardised CV and documentation tool for skills and qualifications
zECTS (European Credit Transfer and Accumulation System) – for harmonising credit recognition
in higher education
zDiploma Supplement – to ensure transparent qualification recognition across countries
zEuropean Qualifications Framework for Lifelong Learning (EQF) – aligning national qualification
frameworks
zECVET (European Credit System for Vocational Education and Training) – for credit transfer
in vocational learning
zYouthpass – a certificate tool for non-formal learning in youth programmes
zEURAXESS – a portal supporting researcher mobility and career development
zStudent Visa Directive – easing visa processes for non-EU students
zScientific Visa Package – to attract and retain international researchers
The Erasmus programme (European Community Action Scheme for Mobility of University Students)
was established by the EU in 1987. It aimed to promote closer cooperation between universities
and HEIs across Europe. This meant setting up an organised and integrated system of cross-
border student interchange. Over time, the programme expanded in its breadth and depth. It
was supported by another programme known as the Trans-European Mobility programme for
University Studies (TEMPUS) which played a key role in the EU’s strategy. TEMPUS, active from
1990 to 2013, supported the modernisation of higher education in partner countries across
Eastern Europe, Central Asia, the Western Balkans, and the Mediterranean region, primarily
through inter-university cooperation projects. The European Commission launched a strategy in
2013 titled ‘European Higher Education in the World’, which aimed at ensuring that European
graduates acquire international skills needed to work anywhere in the world, while simultaneously
promoting Europe’s attractiveness to international students.
Since 2014, a new overarching strategy was developed which was known as “Erasmus+” and
combined the vision of both Erasmus and TEMPUS while expanding its scope. Erasmus+ is the
EU’s programme from 2021 to 2027 to support education, training, youth and sport in Europe. It
funds students and academic staff across EU and partner countries, and the broader European
Higher Education Area (EHEA), which promotes degree recognition and joint quality standards
across 49 countries, creating one of the most harmonised academic spaces globally.
14
With an
estimated budget of €26.2 billion, it supports transnational cooperation aimed at modernising
and strengthening education and training systems in response to the current challenges of
employment, economic growth, green and digital transition and participation in democratic life.
Through the Erasmus+ programme, student mobility grew from 7.4 million in 2014 to 15.1 million
13
Eurostat (2025). https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Learning_mobility_statistics
14
European Education and Culture Executive Agency (EACEA) 22Internationalisation of Higher Education in India
in 2023 (Figure 2.1), representing a 104% increase.
15
While economic contributions aren’t directly
reported as part of GDP, the EU’s commitment is evident in its €26.2 billion (~INR 2.64 lakh
crore) Erasmus+ budget for 2021–2027, reflecting strong support for youth mobility, academic
collaboration, and cultural integration.
Figure 2.1: Participants in Mobility Activities under the Erasmus+ and its Predecessors since 1987
Source: Erasmus+ Annual Report, 2023
v. Japan
Japan has seen a ~93% increase in international student enrolment from 1,61,848 in 2012 to 3,12,214 in
2019
16
. As of 2024, 3,36,708 international students were studying in Japan, of which 0.5% were Indian
students.
17
While the direct contribution of international students to Japan’s GDP is not publicly
reported, the government considers internationalisation critical to addressing its demographic
decline and revitalising regional universities. Key drivers include the Top Global University Project,
which seeks to elevate Japanese institutions in global rankings by encouraging international faculty
and English-language courses, and MEXT Scholarships, which are fully funded programmes covering
tuition and living expenses for international students. These initiatives are part of Japan’s broader
vision to enhance academic diplomacy and foster international research collaboration.
Japan has recently intensified its efforts to internationalise its higher education sector, aiming to
enhance global competitiveness and address domestic demographic challenges. In April 2023, the
Japanese Government introduced the J-MIRAI initiative (Japan Mobility and Internationalisation:
Re-engaging and Accelerating Initiative for future generations), setting ambitious targets for
2033. These include attracting 4,00,000 international students and sending 5,00,000 Japanese
students abroad, encompassing both long-term degree programmes and short-term exchanges.
Beyond numerical goals, J-MIRAI emphasises qualitative improvements, such as doubling English-
only undergraduate programmes, increasing joint and dual degree offerings, and enhancing
support services for international students. The initiative also seeks to raise the post-graduation
employment rate of international students in Japan from 48% to 60% by 2033, fostering better
integration into the Japanese workforce.
Institutions such as the University of Tokyo are aligning with these national objectives. These
efforts reflect Japan’s commitment to cultivating a globally engaged higher education environment,
positioning itself as a competitive destination for international students while equipping its own
students with global competencies.
15
European Commission – Erasmus+ Annual Report, 2023
16
Japan Student Services Organization. (2020). Result of an annual survey of international students in Japan 2019. Retrieved
from https://www.studyinjapan.go.jp/en/_mt/2020/08/date2019z_e.pdf
17
JASSO (Japan Student Services Organization), MEXT. https://www.studyinjapan.go.jp/en/_mt/2025/04/data2024z_e.pdf 23
Approaches to Internationalisation: International, National and Institutional
vi. China
China’s international student population increased from 3,97,635 in 2015
18
to 4,92,185 in 2018
19
,
marking a ~23.7% growth. China’s internationalisation is aligned with its foreign policy and
innovation strategy. They have emerged as a key player in the global higher education landscape
through a state-led, strategically coordinated approach to internationalisation. Major national
initiatives that have significantly expanded China’s global academic presence include:
zDouble First-Class Initiative: Aims to develop world-class universities and disciplines by
funding elite institutions to improve research capacity, innovation, and global rankings.
zBelt and Road Education Action Plan: Promotes educational cooperation with countries along
the Belt and Road Initiative through scholarships, student exchanges, and joint programmes,
aligning higher education with China’s foreign policy and soft power goals.
zStudy in China Strategy: Seeks to position China as a top destination for international
students by expanding English-taught programmes, improving student services, and increasing
scholarships through the China Scholarship Council (CSC).
The Government has invested in improving institutional quality, expanding access to English-
medium instruction, and enhancing research output to attract students particularly from
Asia and Africa. These measures have made Chinese universities increasingly accessible,
competitive, and globally relevant. Alongside its efforts to attract inbound students, China
also supports large-scale outbound mobility. With over 7 lakh students moving abroad for
higher education, it is the second largest source of international students worldwide. Their
internationalisation strategy further emphasises global partnerships, academic exchanges,
joint research, particularly with institutions in Europe and North America, and participation
in international rankings.
The Chinese Education Master Plan (2024-2035) focuses on strengthening global talent development
and promoting the “Study in China” brand, encouraging high-level foreign universities in science
and engineering to offer programmes in China, expanding international academic exchange
and research cooperation, actively participating in global education governance, and building
international partnerships and institutions.
2.2.2 Institutional Level
The preceding section focused on country-level approaches and programmes across major
international ecosystems. This section provides an overview of institution-level interventions
in several countries.
2.2.2.1 Institutional Endowments
Institutional endowments refer to financial assets, typically in the form of donated funds or
investments held by HEIs to support their long-term strategic objectives. While the principal
amount is generally preserved, the income generated is used to fund academic activities,
scholarships, faculty positions, infrastructure, and international initiatives.
At the Institutional level, endowments serve as critical enablers of global academic engagement
and institutional development. They provide long-term financial stability and allow universities
to invest strategically in initiatives that enhance their global presence and competitiveness.
Endowments not only legitimise internationalisation efforts but also ensure their sustainability
over time. The size of institutional endowments can positively impact international student
enrolment, global research output, the ability to offer scholarships, and expansion through
international campuses and partnerships.
18
Ministry of Education and Training, Australian Government (Aug, 2016). https://internationaleducation.gov.au/research/
Research-Snapshots/Documents/China_outbound%20and%20inbound%20tertiary%20students.pdf
19
Ministry of Education, China (2018). http://en.moe.gov.cn/documents/reports/201904/t20190418_378692.html 24Internationalisation of Higher Education in India
i. Endowment as Enabler
Global examples show how endowments can drive educational outcomes and institutional growth
by supporting the following key areas:
zFinancial support: Scholarships for international students, research grants for global
collaborations, infrastructure development for international programmes and support for
faculty exchange and development.
zInfrastructure development: Establishment of international campuses, creation of research
facilities, development of technology platforms and building of student housing and facilities.
zProgramme development: Creation of international curricula, development of exchange
programmes, establishment of joint degree programmes, and support for international
accreditation.
zResearch support: Funding for international research projects, support for global research
centres, resources for international publications, and grants for collaborative research.
zNetwork building: Development of international alumni networks, creation of global
institutional partnerships, support for industry collaborations and building of academic
consortia.
ii. Leveraging Institutional Endowments: Global Examples
Table 2.1 provides examples from the USA, UK, Asia, Canada, and Europe on how endowments have
supported key international initiatives such as global research centres, joint academic programmes,
scholarships for international students, and international faculty recruitment and the outcomes
they have achieved in terms of global rankings, student diversity, and cross-border collaboration.
Top global universities such as Harvard, Yale, and Stanford strategically utilise their institutional
endowments to strengthen internationalisation. The endowments range from USD 27.2 billion to
over USD 50 billion and investments contribute directly to global impact, as reflected in the high
proportions of international students and international faculty at these institutions.
Table 2.1: Global Practices of Leveraging Institutional Endowments
UniversityEndowment
INR
(In approx.
crores)
Exchange
Rate
(Oct 2025)
Key International
Initiatives
International
Outcomes
Harvard
University
(USA)
USD 52.3
billion
20
4,64,162
1 USD =
₹88.75
20+ global research
centres
24% international
students
Financial aid for 50% of
international students
Consistently top
global ranking
Partnerships with 57
countries
Faculty exchanges in 30+
nations
Cambridge
University
(UK)
£2.6 billion
21
39,890
1 GBP =
₹119.0
Cambridge-Africa
Programme
24% international
faculty
Research hubs in
Singapore, India, China40% international
studentsGlobal fellowship
programmes
20
https://www.harvard.edu/about/endowment/
21
https://www.cam.ac.uk/about-the-university/how-the-university-and-colleges-work/cambridge-university-endowment-
fund 25
Approaches to Internationalisation: International, National and Institutional
UniversityEndowment
INR
(In approx.
crores)
Exchange
Rate
(Oct 2025)
Key International
Initiatives
International
Outcomes
NUS
(Singapore)
SGD 5.9
billion
22
39,852
1 SGD =
₹68.5
Yale-NUS College
Ranked in global
top 20
Duke-NUS Medical School
Research ties with 20+
countries
Tsinghua
University
(China)
USD 3.9
billion
34,612 1 USD =
₹88.75
Belt & Road Initiative
collaborations
300% growth
in international
enrolment (since
2010)
Global Innovation
Exchange
Southeast Asia
partnerships
Toronto
University
(Canada)
CAD 3.15
billion
23
19,587 1 CAD =
₹63.5
International doctoral
scholarships
25% international
student population
Research in 170+ countries
Global innovation hubs
ETH Zurich
(Switzerland)
CHF 804
million
24
14,791 1 CHF =
₹111.0
Singapore-ETH Centre 40% international
faculty
Global research stations
International faculty
recruitment
These examples of select top universities in the respective countries, demonstrate the pivotal
role of financial endowments in enabling and sustaining international outreach. Institutions
with strong endowments are able to fund student scholarships, support international research,
build global infrastructure, and foster meaningful partnerships. The outcomes include increased
international student enrolment, greater faculty diversity, and enhanced global visibility.
These are precisely the goals that many Indian institutions seek to achieve as they pursue
internationalisation.
2.2.2.2 Models of International Engagement
Two models in this context are - Global Centres and Hybrid Joint Campuses. Global Centres
and Hybrid Joint Campuses represent innovative models of international collaboration that
go beyond traditional offshore campuses. Unlike offshore campuses, which require significant
capital investment and time to replicate institutional culture and infrastructure, these models
operate with smaller physical footprints and can be hosted within existing international offices.
They allow HEIs to focus on strategic areas such as collaborative research, joint degrees,
and curriculum exchange while expanding global physical presence at a smaller scale. They
resolve the international collaboration needs of HEIs as reflected in survey responses without
significant investment. (Figure 2.2) By leveraging partnerships, alumni networks, and research
collaborations, they offer flexible, cost-effective avenues for sustained international engagement
and institutional growth.
22
https://www.straitstimes.com/politics/parliament-nus-has-largest-endowment-fund-of-59-billion-followed-by-ntu-with-
19-billion
23
https://www.intentionalendowments.org/university_of_toronto
24
https://report23.ethz-foundation.ch/en/ 26Internationalisation of Higher Education in India
Figure 2.2: Survey Response on Various Objectives for Partnerships
Note: Since the respondents could choose more than one objective, the percentages do not cumulatively add to 100.
i. Global Centres
A Global Centre is loosely defined as an international presence for a university, serving as a
nucleus for various activities including providing technology transfer opportunities, undertaking
industry or other sponsored research abroad, and enabling academic programmes. The centre
leverages the university’s strengths to serve the host country’s needs and meet global challenges
by acting as a local hub.
Top universities have already established global centres to achieve some of these aspirations.
Across 11 cities, Columbia University’s Global Centres provide an avenue for international
collaboration in research, education, and public engagement.
25
Apart from serving as local hubs
in India, China, Kenya, and other countries, they also function as an important network that
fuels the global aspirations of the University. New York University’s 14 Global Centres are each
focused on a different theme. For example, the centre in Accra, Ghana, deals with African studies
whereas the centre in Paris, France, focuses on French culture.
26
The University of Chicago’s Global
Centres in 3 cities across the world are more focused on international dialogues with the host
countries, apart from academic exchanges. The Global Research Centers of Harvard Business
School facilitate faculty research and case development on an international scale across 17
cities. These enable Harvard faculty to work with leaders, industry, government, and academia
worldwide, and to learn from business challenges and innovations wherever they occur.
27
Table 2.2: A comparison of Global Centres Across the World
University/
Centre
Year Locations (outside
home country)
Focus Area Features and Offerings
Columbia
University
Global
Centres
28
200910 cities including
Amman, Athens,
Beijing, Istanbul,
Mumbai, Nairobi, Paris,
Rio de Janeiro, Tel
Aviv, Tunis
International collaboration,
research projects, academic
programming, study abroad
Various programmes
in public health,
environmental
sustainability,
architecture, and more.
25
Columbia University. (n.d.). Global Centers. Columbia Global Centers. https://globalcentres.columbia.edu/
26
New York University. (n.d.). Global Academic Centers. In Liberal Studies Bulletin. https://liberalstudies.nyu.edu/academics/
liberalstudiesbulletin/global-academic-centers.html
27
https://www.hbs.edu/about/history
28
Columbia University. (n.d.). Global Centers. Columbia Global Centers. https://globalcentres.columbia.edu/ 27
Approaches to Internationalisation: International, National and Institutional
University/
Centre
Year Locations (outside
home country)
Focus Area Features and Offerings
NYU Global
Academic
Centres
29
201212 cities including Abu
Dhabi, Accra, Berlin,
Buenos Aries, Florence,
London, Madrid, Paris,
Prague, Shanghai,
Sydney, Tel Aviv
Study away programmes,
global research initiatives
Undergraduate and
graduate programmes
across various
disciplines in cities
like Paris, Berlin, and
Sydney.
University
of Chicago
Global
Centre
30
2003
2010
2013
3 cities including
Beijing, Delhi, Paris
Science, energy, medicine,
public health; business,
economics, policy; culture,
society, law
Academic and public
programmes addressing
global issues, serve as
a hub for scholars and
alumni.
Harvard
Global
Research
Centres
31
1999
2000
2002
2003
2006
2013
2017
16 cities including
Johannesburg, Lagos,
Nairobi, Hong Kong,
Shanghai, Singapore,
Paris, Mumbai, Tel Aviv,
Tokyo, Mexico City, Sao
Paulo, Montevideo,
Cairo, Dubai, Istanbul
Business and Environment,
Business History,
Entrepreneurship, Finance,
Globalization, Health Care
, Human Behaviour and
Decision-Making, Leadership,
Social Enterprise,
Technology and Innovation
Faculty research and
international case
study development
across a variety of
subjects and sectors.
ii. Hybrid Joint Campuses
Similar to joint degree programmes, there are many advantages in a combined effort by two or
more international partners toward establishing and operating a joint campus. The reputation of
both the universities is leveraged in this initiative, and a deep, multidimensional and strategic
collaboration is envisaged for transnational impact. Resources are shared, and knowledge and
technology transfer of global relevance is made possible through hybrid joint campuses. The
physical space requirements are minimal, with offices, laboratories and other spaces distributed
across each of the original campuses.
Faculty across the two universities are formally associated with such campuses through joint
appointments. Funding for physical mobility for faculty and students between the two institutions is
provided. Students in both universities participate in joint campus activities, and the collaboration
includes, but is not limited to joint degree programmes. The universities grow together in
partnership, with dedicated funding and identified thematic areas for an in-depth collaboration.
Global Practice: TransCampus Initiative
An implementation of this model is the transCampus initiative, a strategic collaboration
between King’s College London and Dresden University of Technology
32
. Established in 2013,
the academic platform includes joint research projects and PhD programmes, focusing on
synergy in areas including haematology, diabetes and mental health research. Two separate
but coordinated offices are maintained in London (UK) and Dresden (Germany). Several faculty
members across both institutions are onboarded as Associated Professors and Project Principal
Investigators. The transCampus partnership offers staff exchange and training programmes for
students from both universities, thereby creating an international ecosystem of students and
faculty collaborating across disciplines.
29
New York University. (2025, April 2). NYU Global Study Abroad/Away. https://tisch.nyu.edu/special-programs/global-
programs.html
30
University of Chicago. (n.d.). Global campuses and centres. https://www.uchicago.edu/education-and-research/global-
campuses-and-centres
31
https://www.hbs.edu/about/history
32
TU Dresden.TransCampus: Partnerships and cooperation. Hochschulpartnerschaften - transCampus — Internationales — TU
Dresden 28Internationalisation of Higher Education in India
2.3 COMPARATIVE ANALYSIS OF INTERNATIONALISATION STRATEGIES
AND LEARNINGS FOR INDIA
This section briefly highlights how different countries have built competitive higher education
ecosystems. As depicted in Figure 2.3, while the USA focuses on research funding and global
recognition, countries such as Germany leverage low-cost, high-quality education. China has
made large-scale investments in infrastructure and scholarships, while Australia and the UK
have prioritised international student experience and cultural integration.
Figure 2.3: Global Internationalisation Strategies
Source: The information is based on extensive stakeholder consultations, including workshops, national and
international KIIs and survey responses.
India has a unique opportunity to shape its internationalisation strategy by blending global
best practices with its own intellectual and cultural strengths. Its emerging model is being
shaped by its cost advantage, expertise in technical and professional education, ICT strength,
cultural heritage, and English-medium instruction. As a cost-effective, English-speaking, and
tech-savvy nation, India appeals especially to students from the Global South, but its potential
extends far beyond affordability. India’s expertise in basic sciences, engineering, management,
and professional education has built a globally competitive talent pool. Graduates from
institutions like the IITs, IIMs, IISc, and other Institutes of National Importance and Eminence
have made significant contributions across sectors such as technology, healthcare, finance, and
entrepreneurship. This robust foundation has enabled the Indian diaspora to excel in diverse
professions worldwide. There is a need to provide visibility to this expertise in order to make
India an attractive destination for Higher Education.
Additionally, Indian Knowledge System (IKS) encompassing fields like philosophy and literature,
Ayurveda and Yoga, Vedic mathematics and astronomy, arts and architecture, governance and
statecraft, and climate and sustainability, among many others, offers globally applicable, and
interdisciplinary insights. By integrating IKS with curricula, promoting research collaborations,
enabling post-study work opportunities, and aligning academic pathways with global standards,
India can position itself as a distinct contributor and destination for global higher education.
2.4 INDIAN EXPERIENCE OF INTERNATIONALISING EDUCATION
As outlined in NEP 2020, India aspires to become a globally attractive destination for higher education. 29
Approaches to Internationalisation: International, National and Institutional
Between 2012 and 2022, inbound international student numbers grew by 34%, reaching a peak of
46,878 in 2021–22. However, international students have consistently accounted for only a small
share between 0.5% and 0.11% of India’s total higher education enrollment over the past 25 years.
In comparison, leading host countries like the USA (11,26,690), Canada (842,760), the UK (7,58,855),
Australia (4,37,485), and China (2,00,892) (cited from Section 2.2) attract significantly higher numbers
and feature prominently among the world’s top 10 destinations for international students.
This stark contrast underscores that India’s current international student inflow remains limited
in global terms. To bridge this gap and realise its ambitions, India must scale up efforts to attract
international researchers and faculty, strengthen international research collaborations, and forge
robust academic partnerships. Some policy-level measures have already been introduced to
catalyse this shift as discussed below.
2.4.1 Country Level
i. Study in India Programme
India’s ambition to become a global education destination is reflected in the launch of the
Study in India (SII) programme in 2018 by the Ministry of Education. Conceived as an initiative
to strengthen India’s inbound student mobility, SII aims to position Indian HEIs as an attractive
alternative to traditional study-abroad destinations particularly for students from the Global
South.
However, despite early progress, the SII initiative has not met its target of hosting 2,00,000
international students by 2023. Creating SII 2.0 with comprehensive Branding, Communication,
and Outreach (BCO) strategies (as outlined in the policy recommendations of this report) would
be essential to attract international students to India. It may also focus on supporting short-
term academic exchanges that allow international students to study in India for part of their
degree, or Indian students to spend a limited period abroad. This form of mobility can play a
vital role in fostering international collaborations.
2.4.2 Institutional Level
2.4.2.1 Institutional Endowments
While Indian HEIs have historically depended primarily on government funding, there has been
a growing recognition of the importance of institutional endowments in achieving long-term
goals, including internationalisation. In recent years, several leading institutions have launched
or expanded endowment initiatives often supported by alumni and private donors to build
global partnerships, fund scholarships, and enhance research infrastructure.
i. Indian Practices of Building Institutional Endowments
Table 2.3 highlights select Indian institutions that are pioneering this approach. Though still
modest in scale compared to global counterparts, these efforts signal a shift toward greater
financial autonomy, strategic international engagement, and institutional innovation. 30Internationalisation of Higher Education in India
Table 2.3: Endowment Driven Examples of INIs
InstitutionLaunch
Year
Endowment Fund AmountImpact /
Outcomes
As On
IIT Delhi
33
2019 zTarget Amount: INR 10,000 crore by
2029 supported by alumni and industry
zAmount Raised: INR 500 crore pledged
donations
zNo. of donors: 425+
Mittal Sports
Complex, Yardi
AI School,
Duggal Climate
Centre, student
scholarships,
among others
December
2025
IIM
Ahmedabad
34
2020 zTarget Amount: INR 1,000 crores by
2025 through donors and alumni
zAmount Raised: INR 615+ crores (Total
commitment) and INR 400+ crores
(Raised)
zNo. of donors: 360+
1 new school, 5
research centres,
7 endowed
chairs, among
others
December
2025
These examples demonstrate the emerging potential of Indian endowments to support
internationally competitive institutions.
ii. Constraints in Scaling up Endowment Model in India
While there is no single act for endowment funds in India, a combination of central laws
(Charitable Endowments Act 1890, Income Tax Act 1961) and sector-specific statutes (such as
university or institutional acts or guidelines) collectively provide the regulatory framework for
endowment funds in India. Institutions must also ensure compliance with FCRA if handling
foreign funds. Institutional endowments hold immense potential to support internationalisation
in higher education, but several challenges hinder their effective establishment in the Indian
context. Key constraints include:
zRegulatory Hurdles at Central-level: The regulatory framework in India is not yet fully
conducive to encouraging and facilitating endowment growth in the higher education
sector with lack of clear guidelines on deployment of endowment funds and utilisation of
endowment income.
zLimited Fundraising Capacity at Institutional-level: HEIs struggle with raising significant
endowment funds due to a lack of an established culture of alumni donations or low
financial capacity among alumni compared to leading HEIs.
zLack of Fund Sustainability and Expertise: Institutions face difficulty in sustaining endowment
funds due to absence of professional fund management systems.
zAbsence of Reinvestment Strategy: There is a lack of defined mechanisms to generate income
and reinvest it in alignment with internationalisation priorities.
Addressing these constraints through regulatory reform, capacity building, and strategic
financial planning is essential to unlock the full potential of endowments in advancing the
internationalisation agenda of Indian higher education institutions.
2.4.2.2 Indian HEIs International Engagement Models
Select Indian HEIs have started espousing the practice of establishing Global Centres, though
none have ventured to establish a Hybrid Joint Campus as seen in other countries. While
such innovations are new for the Indian higher education system, their success and the rising
33
https://endowment.iitd.ac.in/
34
https://endowment.iima.ac.in/ 31
Approaches to Internationalisation: International, National and Institutional
dominance of Indian technology and education on the global stage can spur more Indian HEIs
to consider this and other models.
i. Global Centres
IIT Madras Global Centre
IIT Madras was the first Indian public HEI to establish an international centre in Dubai in
2024
35
. The IITM Global Dubai Centre will specialised in cutting-edge fields such as artificial
intelligence (AI), data science, robotics, and sustainable energy and create a new bridge to
India’s entrepreneurial ecosystem. The Institute’s plans to establish the Centre in Dubai has been
facilitated through an agreement between Indian Institute of Technology, Madras (IITM) and the
Dubai Department of Economy and Tourism (DET). Figure 2.4 depicts the pillars of activities on
which this centre, termed “IITM Global”, is based. It focuses on research, technology transfer and
bespoke academic skilling programme opportunities, within the domain of frontier technology.
IITM’s approach to the Global Centre emphasises connection with global markets for technologies
and short-term programmes.
Figure 2.4: Pillars of IITM Global
2.5 CHALLENGES IN INTERNATIONALISATION OF INDIAN HEIs
Based on the primary and secondary data analysed for this study, the key challenges in the
effective internationalisation of education in India can be summarised as follows:
i. Systemic-level
The following challenges at the systemic level hinder India’s global academic appeal:
zAcademic: There is a need to match the global academic curricula and industry alignment.
Currently, there are limited opportunities for international faculty exchange and research.
zAdministrative: Complicated visa procedures, lack of a comprehensive branding, marketing
and outreach strategy, and limited scholarships.
zInfrastructural: Upgradation of infrastructure and technology according to international
standards, and the need for enhancing R&D resources.
zStudent Experience: Challenges with respect to cultural adaptation, language barriers, and
job placement.
35
Times of India. (2024, March 11). IIT Madras to launch first international centre in Dubai focusing on AI and innovation.
https://timesofindia.indiatimes.com/education/news/iit-madras-to-launch-first-international-centre-in-dubai-focusing-
on-ai-and-innovation/articleshow/114353729.cms 32Internationalisation of Higher Education in India
zSupport Services: housing, and student support services impact the quality of life and impact
the overall experience of students in the country.
ii. Institutional-level
According to the survey conducted in Indian HEIs, the following are some of the key hindrances
with respect to research collaborations at the institutional level:
zLack of Integration of Scholarships with Admissions: 38% of respondents view scholarships
as crucial for student mobility. However, 57% report no coordination between funding bodies
and admissions offices. (Figure 2.5)This disconnect limits the effectiveness of financial
support in attracting international students.
Figure 2.5: Survey Responses to Financial Support Offered through Various Means
zFaculty Internationalisation is Ad Hoc: While 73% of institutions cite research relevance, 70%
importance of the conference, and 64% expected outcomes when approving faculty funding,
only 58% consider fund availability, and 35% account for past participation for faculty-led
research (Fig. 2.6). This reflects a lack of strategic, long-term investment in international
faculty engagement.
Figure 2.6: Survey Responses to the Various Criteria for Approving Funding Requests
Note: Since the respondents could choose more than one objective, the percentages do not cumulatively add to 100.
These insights underscore the need for institutions to move beyond ad hoc financial decisions
and develop coherent, forward-looking funding strategies. Strengthening governance frameworks,
aligning funding cycles with strategic goals, and integrating support for both faculty and students 33
Approaches to Internationalisation: International, National and Institutional
into internationalisation plans will be crucial. Such an approach will be key to unlocking the
full potential of institutional endowments and advancing India’s aspirations in global higher
education. Indian Higher Education has found its way into this model recently as well. With the
various NEP 2020 enablements for the possibility of earning academic credits, a strategically
evolved effort is important for Indian HEIs.
36
2.6 KEY TAKEAWAYS
An analysis of various country-level and institution-level strategies reveals that those excelling
in the internationalisation space have developed context-specific approaches tailored to their
unique needs and priorities. India too needs to formulate a comprehensive national strategy
for internationalisation of higher education. Its success will depend on leveraging the power
of the world’s largest diaspora, establishment of clear implementation mechanisms, sustained
institutional commitment from universities, and well-coordinated actions to overcome practical
challenges. Therefore, both at the systemic and institutional levels, India needs to design
contextually grounded strategies informed by global best practices to effectively advance the
internationalisation of higher education.
36 TU Dresden. (2023, October 20). Brückenschlag zwischen zwei der innovativsten Wissenschaftsgemeinschaften der Welt:
TU Dresden und IIT Madras gründen TransCampus-Partnerschaft. https://tu-dresden.de/tu-dresden/newsportal/news/
brueckenschlag-zwischen-zwei-der-innovativsten-wissenschaftsgemeinschaften-der-welt-tu-dresden-und-iit-madras-
gruenden-transcampus-partnerschaft?set_language=en 34Internationalisation of Higher Education in India
INTERNATIONAL STUDENT
MOBILITY
Chapter
3 35
International Student Mobility
3.1 OVERVIEW
International student mobility has become a pivotal feature of global higher education in the
21st century. As per the 2019 UNESCO Global Convention on the Recognition of Qualifications
concerning Higher Education, mobility refers to the “physical or virtual movement of individuals
outside their country for the purpose of studying, researching and teaching”. This movement
of students and scholars across borders not only reflects the aspirations of individuals seeking
quality education and career prospects but also embodies the growing interdependence among
educational systems worldwide.
This chapter provides a comprehensive temporal analysis of international student flows,
examining both global trends and India’s patterns. Through systematic data analysis from the
year 2000 to 2024, it traces the shifts in inbound and outbound student flows, host-source
dynamics, enrolment percentages and disciplinary preferences. Comparative metrics such as
growth rates, percentage share of international students, inbound-outbound ratios and net flow
of students have been used to interpret trends.
3.2 INTERNATIONAL STUDENT MOBILITY: GLOBAL OVERVIEW
Over the past two decades, the global landscape of higher education has witnessed a remarkable
surge in international student mobility, reflecting the rising demand for globally competitive
education. Table 3.1 depicts that there has been a 3x increase in the number of internationally
mobile students worldwide, from 22 lakh in 2001 to 69 lakhs in 2022. This upward trajectory
underscores the increasing importance of cross-border education in shaping transnational
education and fostering international collaboration.
Table 3.1: International Student Mobility (2001-2022)
Year No. of Students (in lakhs) Year No. of Students (in lakhs)
2001 222012 41
2002 252013 43
2003 262014 45
2004 272015 48 36Internationalisation of Higher Education in India
Year No. of Students (in lakhs) Year No. of Students (in lakhs)
2005 282016 51
2006 292017 54
2007 312018 57
2008 332019 61
2009 352020 66
2010 382021 64
2011 402022 69
Source: Migration Data Portal, International Organisation on Migration (IOM)
1
Note: The data reflects stock figures over the specified time period.
0
20
40
60
80
2001 2005 2010 2015 2020 2022
International Students (in lakhs)
Year
Figure 3.1: International Student Mobility (2001-2022)
Figure 3.1 depicts the number of international students globally between 2001 and 2022, reflecting a
214% rise over 22 years. Between 2001 and 2010, the number rose from 22 to 38 lakhs, an increase
of approximately 73%, driven by the early 2000s wave of globalisation and the expansion of higher
education systems. From 2010 to 2015, growth continued steadily, reaching 48 lakhs in 2015, a 26%
increase over five years aligned with the internationalisation strategies at the government and
institutional levels. The period from 2015 to 2020 saw further growth, with numbers rising from
48 to 66 lakhs, a 37.5% increase over five years, reflecting continued global demand.
During the COVID-19 pandemic (2020–2021), the growth rate slowed from 66 to 64 lakhs, indicating
a minor decline due to travel restrictions, health concerns and campus closures. However, 2022
marked a strong recovery with student numbers rising to 69 lakhs, a 7.8% increase from the
previous year. This is one of the sharpest annual increases of the entire period and can be
attributed to pent-up demand, resumption of cross-border mobility and universities adopting
hybrid and flexible models.
3.2.1 Top 10 Host Countries for International Students: A Two-Decade Analysis
International student mobility has undergone significant transformation with shifts in the global
higher education landscape influencing where students choose to study. Host countries play
a crucial role in this dynamic shaped by factors such as quality of education, immigration
policies, cultural openness, affordability and employment opportunities. Traditional education
destinations have faced growing competition from emerging players that have strategically
positioned themselves as attractive alternatives. As students increasingly weigh long-term
prospects alongside academic and research quality, the global map of top host countries
continues to evolve, reflecting broader political, economic and social trends.
1
Migration Data Portal. (2022). Internationally mobile students. https://www.migrationdataportal.org/international-
data?i=stud_in_&t=2022 37
International Student Mobility
Table 3.2: Top 10 Host Countries for International Students (2004-2024)
Year 200420142024
Rank Country
No. of
Students
Country
No of
Students
Country
No. of
Students
1USA 5,72,509 USA 9,74,926 USA 11,26,690
2 UK 3,00,050 UK 4,93,570 Canada 8,42,760
3 Germany 2,46,136 China 3,77,054 UK 7,58,855
4 France 2,45,298 Germany 3,01,350 Australia 4,37,485
5 Australia 1,51,798 France 2,98,902 France 4,12,100
6 Japan 1,17,302 Australia 2,69,752 Germany 3,67,578
7 China 1,10,844 Canada 2,68,659 Russia 3,21,845
8 Russia 75,786 Japan 1,39,185 South Korea 2,08,962
9 Canada 66,576 Netherlands 90,389 China 2,00,892
10South Africa49,979 New Zealand 46,659 Spain 1,49,279
Source: Gosende, R. & Gürüz, K. (2007); Project Atlas 2014, 2024
2
Note: The data reflects stock figures over the specified time period.
Figure 3.2 depicts the leading host countries for international students over two decades
with USA, Canada and UK emerging as the top three destinations in 2024. Other significant
destinations include Australia, France, Germany and China, each attracting a globally mobile
student population. The USA has consistently remained the top destination with international
student numbers rising from 5.73 lakhs in 2004 to 9.75 lakhs in 2014 and reaching 11.27 lakhs
in 2024. This sustained lead underscores the enduring appeal of American higher education,
driven by globally ranked HEIs with quality education, diverse programmes, research funding,
knowledge creation and innovation, career prospects and work permits. By preparing students
for the global workforce and supporting long-term national economic development, USA has
enhanced its national reputation and competitiveness.
The UK showed steady growth, with student numbers increasing from 3 lakhs in 2004 to 4.94 lakhs
in 2014 and rising further to 7.59 lakhs in 2024. This reflects continued efforts to internationalise
higher education through short programmes and language benefits, as well as policy shifts like
easy visa process and introduction of graduate route visas. Canada, which was not among the top
five in 2004, made remarkable gains to host 2.69 lakh students in 2014 and 8.43 lakhs by 2024.
This rapid growth of about 1,266% over 20 years can be attributed to several factors, including
Canada’s recent International Education Strategy (2019–2024), which focuses on diversifying
source countries, supporting Canadian students studying abroad, and building sustainable global
partnerships, aligning with the country’s broader commitment to equity and global citizenship.
Though their relative rankings declined, Germany and France showed consistent yet slower
growth, hosting over 3.68 and 4.12 lakh students respectively by 2024. Australia demonstrated
significant expansion, growing from 1.52 lakh students in 2004 to 4.37 lakh in 2024, bolstered
by targeted recruitment, work rights, PR pathways and regional partnerships. China, a top host
in 2014, experienced a relative decline by 2024, while new entrants such as South Korea and
Spain reflect evolving student preferences for studying abroad.
2
Institute of International Education. (2022). Project Atlas: Explore Global Data. https://www.iie.org/research-initiatives/
project-atlas/explore-global-data/ 38Internationalisation of Higher Education in India
Figure 3.2: Top 7 Host Countries for International Students (2004-2024)
3.2.2 Source Countries of International Students: Leading Places of Origin for Top
5 Host Countries
The patterns of international student mobility are also deeply influenced by the source countries
from which students originate. Host countries often receive students from specific regions based
on historical ties, language, bilateral agreements and migration networks. While countries like
China and India have traditionally been major sources due to their large youth populations,
shifts in economic development, domestic education capacity and geopolitical factors have led
to diversification in student origins.
Table 3.3: Top 5 Source Countries for Top 5 Host Countries (2014-2024)
Year20142024
Rank
Top Host
Country
Top 5
Source
Countries
No. of
Students
from Top
5 Source
Countries
% of Total
International
Students
from Top
5 Source
Countries
Top Host
Country
Top 5 Source
Countries
No. of
Students
from Top
5 Source
Countries
% of
International
Total Students
from Top
5 Source
Countries
1 USA
China,
India,
South
Korea,
Saudi
Arabia,
Canada
5,27,448 54.1 USA
India, China,
South Korea,
Canada,
Taiwan
7,04,304 62.5
2 UK
China,
USA, India,
Nigeria,
Germany
1,78,610 36.1 Canada
India, China,
Nigeria,
Philippines,
France
5,53,220 65.6 39
International Student Mobility
3 China
South
Korea,
USA,
Thailand,
Russia,
Japan
1,40,681 37.3 UK
India, China,
Nigeria,
Pakistan, USA
4,57,030 60.2
4 Germany
Turkey,
China,
Russia,
Austria,
Italy
99,431 32.9 Australia
China, India,
Nepal,
Vietnam,
Pakistan
3,00,951 68.7
5 France
Morocco,
China,
Algeria,
Tunisia,
Italy
1,07,201 35.8 France
Morocco,
Algeria,
China, Italy,
Senegal
1,38,193 33.5
Source: Project Atlas 2014, 2024
3
Note: The data reflects stock figures over the specified time period.
As depicted in Table 3.3, the decade from 2014 to 2024 reflects a diversification in the landscape of
international student mobility across major host countries with respect to their source countries.
In 2014, USA led as the top host country, with China, India, South Korea, Saudi Arabia and Canada
accounting for 54.1% of its international students. By 2024, the USA remained the largest host,
but with a change in source countries. India overtook China as the leading sender, alongside
South Korea, Canada and Taiwan, raising the share of the top five countries to 62.5%.
The UK, which earlier drew its largest cohorts from China, USA, India, Nigeria and Germany, was
overtaken by Canada as the second-largest destination by 2024. Canada’s international student
intake grew substantially, with India, China, Nigeria, Philippines and France forming 65.6% of its
students. Meanwhile, China is out of the list of top 5 host countries. The UK rose to the third
place in 2024, primarily hosting students from India, China, Nigeria, Pakistan and USA, accounting
for 60.2% of its total.
Australia emerged as the fourth major host, attracting students from China, India, Nepal, Vietnam,
and Pakistan, who together made up 68.7% of its international cohort. France remained in the
top five across both years, but the profile of its student inflows shifted slightly, with Morocco,
Algeria, China, Italy and Senegal making up 33.5% of its total in 2024. The trend reflects the
rising dominance of India and China as key source countries and an increasing concentration
of international enrolments coming from a narrower group of sending nations.
3.2.3 International Students as a Percentage of Total Higher Education Enrolment: Leading
Countries and India
International student enrolment as a percentage of total higher education enrolment is a key
indicator of a country’s global engagement in the academic sector. It reflects how attractive a
nation’s higher education system is to students from around the world. A higher proportion of
international students brings numerous benefits, including enhanced cultural diversity, enriched
classroom learning, robust research collaboration and significant economic contributions.
3
Institute of International Education. (2022). Project Atlas: Explore Global Data. https://www.iie.org/research-initiatives/
project-atlas/explore-global-data/ 40Internationalisation of Higher Education in India
Table 3.4: International Students as a Percentage of Total Higher Education Enrolment (2014-2024)
Year20142024
Rank Country% of StudentsCountry% of Students
1 UK22 Canada39
2 Australia21 Australia31
3 Ireland16 UK27
4 Canada14 Netherlands16
5 Netherlands13 France, Finland & Hungary14
6 Denmark12.5 Germany13
7 France12 New Zealand12
8 Germany11 Denmark & Sweden11
9 New Zealand10.5 Spain & Poland9
10 Norway10 South Korea7
India0.12 India (2022)0.10
Source: Project Atlas 2014, 2024
4
; India’s data from AISHE 2014-15, 2021-22
5
Figure 3.3: International Students as a Percentage of Total Higher Education Enrollment (2014-2024)
Figure 3.3 indicates that Canada witnessed a dramatic rise in international students as a
percentage of total higher education enrolment from 14% to 39% between 2014 and 2024, making
it the top-ranking country in this category in 2024. This surge reflects Canada’s deliberate efforts
to attract global talent through supportive immigration policies and globally ranked institutions.
Australia demonstrated significant growth from 21% to 31% over the same period, remaining a
4
Institute of International Education. (2022). Project Atlas: Explore Global Data. https://www.iie.org/research-initiatives/
project-atlas/explore-global-data/
5
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 41
International Student Mobility
preferred destination due to its strong academic offerings, student support systems and strategic
positioning in the Asia-Pacific region.
While the UK continues to benefit from its historic academic reputation and globally recognized
universities, recent shifts in visa policies and competition from other English-speaking countries
has moderated its growth from 22% in 2014 to 27% in 2024. The Netherlands witnessed a
smaller but steady increase, from 13% to 16%, aided by the growing availability of English-
taught programmes and concerted internationalisation strategies. Similarly, France and Germany
experienced modest increases from 12% to 14% and from 11% to 13% respectively, particularly
due to affordable tuition fees and research opportunities. In contrast, New Zealand’s share grew
marginally from 10.5% to 12%, while Denmark’s declined from 12.5% to 11%, indicating a loss of
momentum in attracting international students.
India, however, remains an outlier with a negligible percentage of international students and a
decrease from 0.12% in 2014 to 0.10% in 2022. Despite its ambitions to become a global higher
education destination, India’s share of international students remains minimal due to challenges
such as limited branding, communication and outreach of its higher education system abroad,
infrastructure gaps and regulatory barriers that hinder international mobility. This trend underscores
the urgent need for reforms to strengthen India’s global visibility and institutional capacity.
3.3 INTERNATIONAL STUDENT MOBILITY: INDIAN OVERVIEW
In recent decades, India has aimed to position itself as a preferred destination for learners
worldwide with its expanding academic infrastructure, growing emphasis on quality, commitment
to affordability, and policy enablers. At the same time, it continues to be a significant contributor
to outbound student flows.
3.3.1 Inbound Mobility of Students to India: A Two-Decade Analysis
India’s inbound student mobility has undergone significant changes over the past two decades,
marked by three broad phases: a gradual build-up in the early 2000s, a sharp rise between 2012
and 2019 and a period of mild fluctuation post-2020. Figure 3.4 displays the inbound mobility
trajectory from 2000-01 to 2021-22 revealing a steady expansion in India’s higher education
footprint and progression in attracting international students.
Table 3.5: Inbound Mobility of Students to India (2000–2022)
Academic Year
No. of International
Students Studying in
India
No. of Students Enrolled in
Higher Education (in crores)
International Students as a
% of Total Higher Education
Enrolment in India
6
2000-01 6,8960.840.08
2004-05 13,2671.04 0.12
2008-09 21,7782.160.10
2012-13 34,7743.02 0.11
2013-14 39,5173.230.12
2014-15 42,2933.420.12
2015-16 45,4243.460.13
6
Calculation: Percentage = (x ÷ y) × 100, where x = number of international student enrolments in a given year, and y = total
number of students enrolled in higher education in that year 42Internationalisation of Higher Education in India
Academic Year
No. of International
Students Studying in
India
No. of Students Enrolled in
Higher Education (in crores)
International Students as a
% of Total Higher Education
Enrolment in India
6
2016-17 47,5753.570.13
2017-18 46,1443.660.12
2018-19 47,4273.740.12
2019-20 49,3483.850.12
2020-21 48,0354.130.11
2021-22 46,8784.330.10
Source: Yeravdekar, V. R. (2016)
7
; UGC Annual Report 2000-01, 2004-05
8
; Statistics of Technical and
Higher Education 2008-09
9
; AISHE Report 2012-13 to 2021–22
10
Note: The data reflects stock figures over the specified time period.
0
20,000
40,000
60,000
2000-20012004-20052008-20092014-20152021-2022
Number of foreign students
Academic Year
Figure 3.4: Inbound Mobility of Students to India (2000–2022)
Table 3.5 indicates that India hosted just 6,896 international students in 2000–01. This number
noted modest but consistent growth in the early years of the 21st century, reaching 21,778 by
2008–09. The momentum picked up more clearly from 2012–13 onwards, with enrolment jumping
to 34,774 students and then steadily increasing year-on-year. Between 2012 and 2019, India
experienced a 42% increase of inbound international students peaking at 49,348 in 2019-20. This
growth phase can be attributed to a mix of pull factors, including affordable tuition, a wide range
7
Yeravdekar, V. R. (n.d.). Inbound international student mobility in India: Path to achievable success [Discussion Paper No.
2]. Forum for Indian Development Cooperation (FIDC). https://fidc.ris.org.in/sites/fidc.ris.org.in/files/Publication/FIDC_DP2.
8
University Grants Commission. (2005). UGC annual report 2004–2005. Annual Report 2004-2005_D12794.pdf
9
Ministry of Education, Government of India. (2009). Statistics of technical and higher education 2008–2009. https://www.
education.gov.in/sites/upload_files/mhrd/files/statistics-new/StatHTE_2008-09.pdf Ministry of Education, Government of
India. (2009). Statistics of technical and higher education 2008–2009. https://www.education.gov.in/sites/upload_files/
mhrd/files/statistics-new/StatHTE_2008-09.pdf
10
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 43
International Student Mobility
of English-medium programmes, government-led scholarship schemes and quality of education
at leading Indian HEIs. India’s long standing educational and cultural ties with South Asia and
parts of Africa also contributed to sustained flows.
The period 2020-22 witnessed stagnation and mild decline due to the global COVID-19 pandemic’s
impact on student mobility. Numbers dipped to 48,035 in 2020-21 and 46,878 in 2021-22, a
reversal from the pre-pandemic high. This disruption coincided not only with international travel
restrictions but also with domestic changes like declining preference for engineering courses,
which historically attracted many international students.
Figure 3.5: International Students as a Percentage of Total Higher Education Enrolment in India (2000-2022)
The inbound mobility of international students to India has historically remained a small fraction
of total higher education enrolment. Figure 3.5 depicts international students as a percentage of
total higher education enrolment in India from 2000-01 to 2021-22, showing a generally stable
but modest trend with a slight decline in the latter years. In 2000-01, international students
constituted only 0.08% of total enrolments. The early 2000s recorded modest percentages, with
a rise to 0.12% by 2004-05, reflecting nascent internationalisation efforts and limited global
appeal of Indian HEIs at the time.
By the mid-2010s, there was a gradual rise in the proportion of international students. From 0.11%
in 2012-13, the share grew to a peak of 0.13% in 2016-17. This period corresponds with increased
efforts by Indian institutions and policymakers to attract international students, improvements
in institutional quality and expanding bilateral educational ties. Between 2017-18 and 2019-20,
the percentage of international students hovered around 0.12%, indicating gradual growth in
international student numbers aligned with an expanding overall higher education sector.
However, from 2020-21 onwards, there is a noticeable dip in the share of international students,
falling to 0.11% in 2020-21 and further to 0.10% in 2021-22, reflecting the impact of the COVID-19
pandemic which disrupted international travel, created uncertainty in cross-border mobility and
affected global student flows. While the total number of students in India’s higher education
system continued to grow during these years, the international student population did not keep
pace, leading to a reduced proportion.
3.3.1.1 Top 10 Source Countries of International Students in India: A Decadal Analysis
Over the past decade, India has witnessed evolving patterns in the inflow of international
students, reflecting broader geopolitical, economic and educational shifts. This section presents 44Internationalisation of Higher Education in India
a decadal analysis of the top source countries sending students to India, offering insights into
regional trends and emerging partnerships. Understanding these dynamics is crucial for shaping
future internationalisation strategies.
Table 3.6: Top 10 Source Countries of International Students in India (2012-13 to 2021-22)
Year2012–20132017-182021–2022
RankCountry No of StudentsCountry No of Students Country No of Students
1 Nepal 7,167 Nepal 11,521 Nepal 13,126
2 Bhutan 2,468 Afghanistan4,378 Afghanistan3,151
3 Afghanistan2,330 Sudan 2,220 USA 2,893
4 Iran 2,109 Bhutan 1,999 Bangladesh2,606
5 Malaysia 1,874 Nigeria 1,866 UAE 2,287
6 Iraq 1,747 Bangladesh1,566 Bhutan 1,562
7 Sudan 1,649 Iran 1,558 Nigeria 1,387
8 Rwanda 1,027 Yemen 1,471 Tanzania 1,264
9 Sri Lanka 1,001 USA 1,418 Zimbabwe 1,058
10 USA 852 Sri Lanka 1,248 Sudan 982
Source: AISHE Report 2012-13, 2017-18 & 2021-2022
11
Note: The data reflects stock figures over the specified time period.
Figure 3.6: Top 10 Source Countries of International Students in India (2021-22)
Table 3.6 illustrates the changing profile of international students in India over the decade from
2012-13 to 2021-22. Nepal has consistently been the leading source country, with student numbers
11
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 45
International Student Mobility
increasing steadily from 7,167 in 2012-13 to 13,126 in 2021-22. This reflects strong historical, cultural
and educational ties, geographical proximity and favourable bilateral arrangements between the
two countries. Afghanistan also featured prominently throughout the period, rising from 2,330
in 2012-13 to 4,378 in 2017-18 but witnessed a decline to 3,151 in 2021-22 influenced by domestic
instability and evolving migration dynamics.
Countries such as the UAE, Nigeria, Zimbabwe, and Tanzania entered the top 10 list by 2021-22,
indicating broader outreach and India’s increasing appeal as a higher education destination.
Conversely, some countries that were once among the top contributors such as Iran, Iraq, Malaysia,
Rwanda and Sri Lanka no longer appear in the latest rankings, suggesting shifts in geopolitical
contexts and student preferences. Despite some fluctuation, nations like the USA, Bhutan, and
Sudan maintained a presence throughout the decade, reflecting enduring educational linkages.
The marginal increase in share suggests a steady if not accelerated growth, potentially through
exchange programmes, research collaborations or niche interests.
A significant observation is that many of India’s top source countries like Afghanistan, Sudan,
Nigeria and Yemen have experienced prolonged political or economic instability. While India
has served as an important higher education haven for students from conflict-affected regions,
a more balanced strategy would involve expanding its internationalisation efforts toward stable
and emerging economies across Southeast, Central and West Asia, Anglophone Africa, Europe
and Oceania. This would strengthen India’s global academic reputation and reduce volatility in
enrolment trends.
3.3.1.2 Inbound International Student Trends: State-wise Overview
The State-wise distribution of international students in India between 2012 and 2022 reveals
regional variations in international student concentration, with certain States emerging as
consistent leaders in attracting inbound mobility. These patterns point to the influence of factors
such as institutional capacity, regional connectivity and targeted State-level policies.
Table 3.7: Top 10 States with International Student Enrolment in India (2012–13 to 2021–22)
Year2012-132017-182021-22
RankState
No of
Students
State No of Students State
No of
Students
1 Karnataka 13,182 Karnataka 11,947 Karnataka 5,954
2 Tamil Nadu 4,323 Maharashtra 4,297 Punjab 5,847
3 Maharashtra3,841 UP 4,371 Maharashtra 4,818
4 Telangana 2,700 Punjab 3,719 UP 4,231
5 UP 1,829 Tamil Nadu 3,532 Tamil Nadu 3,866
6 Delhi 1,803 Telangana 2,802 Gujarat 3,422
7 Punjab 1,397 Delhi 2,165 AP 3,106
8 West Bengal790 AP 2,087 Delhi 2,727
9 AP 679 Haryana 2,012 Odisha 2,320
10Gujarat 555 Gujarat 1,682 Haryana 1,689
Source: AISHE Report 2012-13, 2017-18, 2021-22
12
Note: The data reflects stock figures over the specified time period for UG, PG, M.Phil, PhD, Diploma & PG Diploma
courses.
12
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 46Internationalisation of Higher Education in India
Figure 3.7: Transition in International Student Enrolment Across Top 10 Indian States (2012-13 to 2021-22)
Note: Bracketed figures refer to 2012–13; unbracketed to 2021–22.
Table 3.7 displays data on international student enrolment in Indian States from 2012-13 to
2021-22 highlighting important trends in international student preferences and institutional
outreach in India. One of the most striking observations is the significant decline in overall
international enrolment numbers in States that were previously major hubs. For instance,
Karnataka experienced about 55% decrease from 13,182 students in 2012–13 to 5,954 in 2021-22.
This may be attributed to increased competition and a plateau in institutional capacity to attract
international students. Similarly, Tamil Nadu’s enrolment declined from 4,323 to 3,866 over the
same period, suggesting a need for renewed internationalisation efforts.
In contrast, some States witnessed a sharp rise in international student numbers, indicating
emerging hubs for international education. Punjab experienced a 300% increase from 1,397
students in 2012-13 to 5,847 in 2021-22 with enhanced outreach and better alignment of courses
with international demand. Uttar Pradesh, Andhra Pradesh and Gujarat also recorded strong
growth in enrolments, reflecting a wider dispersion of international students across India.
Traditional destinations like Delhi and Maharashtra have a relatively stable overall presence.
States like Odisha and Haryana notably emerged as new and important destinations by 2021-
22, pointing to the growing role of State-level higher education policies and institutional
development in attracting international students. Despite the presence of top HEIs in Kolkata and 47
International Student Mobility
Hyderabad, West Bengal and Telangana have dropped out of the top 10 States for international
student enrolment between 2012-13 and 2021-22, indicating shifting regional dynamics.
3.3.1.3 Inbound International Student Trends: Analysis by Level & Stream
An analysis of international student preferences by academic levels and streams offers valuable
insights into how global learners are navigating choices in higher education, showing both
continuity and transformation in enrolment patterns. Emerging shifts in stream preferences could
be understood by examining enrolment patterns across levels such as PhD, M.Phil. Undergraduate
and Postgraduate, Diploma and PG Diploma, Certificate and Integrated in disciplines such as
engineering, business, health sciences, social sciences and humanities amongst others.
Figure 3.8: Enrolment of International Students across Levels (2012-13 to 2021-22)
Source: AISHE Report (2012-13, 2021-22)
Figure 3.8 shows international student enrolments across levels such as PhD, M.Phil., Undergraduate
and Postgraduate, Diploma and PG Diploma, Certificate and Integrated courses in the years 2012-
13 and 2021-22. It is observed that the undergraduate programmes have attracted the highest
number of international students over the past decade. According to AISHE Report 2021-22, there
are 13 programmes with 1,000+ enrolment of which the highest number of students are enrolled
in Bachelor of Technology (11,461), followed by Bachelor of Business Administration (3,346) and
Bachelor of Science (3,289) programmes.
Table 3.8 Inbound Students to India: By Stream (2012-13 to 2021-22)
YearB.TechBBAB.Sc.B.E.PhDB.PharmB.ComB.A.MBA BCAMBBSOthers
2012-132,7331,6681,8491,5918322,6252,1572,6231,0562,0102,28913,341
2013-144,1322,1202,2041,8649172,5832,3182,2441,0202,2162,73411,209
2014-154,4782,8032,6231,8811,1422,6832,5983,4501,2702,2272,35714,362
2015-165,9413,2282,9132,3321,1392,7622,7763,1131,4452,4782,16415,124
2016-176,8184,1923,1522,4531,4822,5262,6912,7581,4392,2621,85315,335
2017-187,61035,893,0022,4901,4932,6291,99226,591,3302,6671,71913,886
2018-198,8613,3543,3202,5761,5602,4981,7342,2261,5741,8731,42914,098
2019-209,5033,2903,9642,5961,6142,4511,9282,2951,7071,820177913,620
2020-2111,2453,3143,4392,5411,4442,0212,6051,8172,0991,91894412,661
2021-2211,4613,3463,2892,9782,0121,9541,9351,7981,7171,51784012,840
Source: AISHE Report 2012-13 to 2021-2022
13
Note: The data reflects stock figures over the specified time period.
13
AISHE Report (2013-14 to 2021-22). https://aishe.gov.in/aishe-final-report/ 48Internationalisation of Higher Education in India
Table 3.8 displays notable shifts in the academic preferences (by stream) of international students
coming to India between 2012-13 and 2021-22. Programmes like B.Tech, B. Pharma, B.A. and MBBS
were the most popular in 2012-13, with B.Tech enrolments rising over 4x from 2,733 in 2012–13 to
11,461 in 2021–22. This strong performance reflects India’s reputation for cost-effective, English-
medium technical education. The sharp growth of B.Tech suggests a broader market preference
for specific institutions or formats of engineering education.
Business and Management programmes such as BBA and MBA experienced steady and moderate
growth. BBA enrolments grew from 1,668 to 3,346 and MBA numbers rose from 1,056 to 1,717 over
the decade, reflecting growing interest in industry-oriented and globally transferable managerial
skills. Science and humanities disciplines such as B.Sc. and B.A. maintained consistent appeal,
though their numbers fluctuated year to year. Interestingly, MBBS enrolments declined from
2,289 in 2012–13 to just 840 in 2021–22 due to regulatory hurdles and rising competition from
other destination countries.
The data also highlights a gradual rise in interest in applied and vocational disciplines such as
B.Pharm., BCA, and PhD programmes. While absolute numbers in these streams remain modest,
their stability suggests a broadening of India’s appeal beyond traditional STEM fields. Additionally,
the large and fluctuating ‘Others’ category ranging from 11,209 to over 15,000 students across the
years points to a growing number of students opting for diploma, certificate or non-conventional
courses. This evolving trend indicates that while Engineering remains a cornerstone of India’s
inbound education market, international students are increasingly drawn to a more diverse array
of academic opportunities aligned with global employment trends.
3.3.2 Outbound Mobility of Students from India: A Decadal Analysis
The outbound mobility of Indian students has shown a sharp and sustained upward trend over
the past decade, reflecting India’s transformation into the world’s largest source of international
students. This analysis seeks to understand the dynamics behind this surge in outbound mobility,
including shifts in destination countries and emerging patterns such as preference for specific
programmes, institutions and geographies.
Table 3.9: Outbound Mobility of Students from India (2016-2024)
Academic Year No of Outbound Students % Change (YoY) in Outbound Mobility
14
2016 6,84,823-
2017 8,06,32617.74
2018 6,20,156-23.08
2019 6,75,5418.93
2020 6,85,0971.41
2021 11,58,70269.09
2022 9,07,404-21.72
2023 13,18,95545.35
2024 13,35,8781.28
Source: Ministry of External Affairs
15
; data.gov.in
16
Note: The data reflects stock figures over the specified time period.
14
Calculation: Percentage change in Outbound Mobility = [(n1 - n2) ÷ n2] × 100 where n1 = no of outbound students in present
year and n2 = no of outbound students in previous year
15
Ministry of External Affairs. (2024, August 1). Parliament question response RS-1194. https://www.mea.gov.in/Images/CPV/
RS-1194-01-08-2024-en.pdf
16
Ministry of External Affairs, Bureau of Immigration. (n.d.). Data.gov.in. https://www.data.gov.in/search?title=abroad&type=
resources&sortby=_score 49
International Student Mobility
Figure 3.9: Outbound Mobility of Students from India (2016-2024)
Table 3.9 provides year-wise data of the number of Indian students pursuing education abroad
from 2016 to 2024, along with the corresponding percentage change (YoY) in outbound mobility.
In 2016, 6,84,823 Indian students went abroad. This number increased significantly in 2017 to
8,06,326, marking a 17.74% rise. However, 2018 recorded a sharp decline to 6,20,156 students, a
23.08% decrease from 2017. The count recovered modestly in 2019 to 6,75,541 students, up by
8.93% and edged up again in 2020 to 6,85,097, a marginal rise of 1.41%. The most dramatic shift
came in 2021, with a jump to 11,58,702 students, translating to a 69.09% surge likely driven by
post-pandemic reopening. However, 2022 experienced a significant dip to 9,07,404. This was
followed by a strong recovery in 2023, which recorded 13,18,955 outbound students, an increase of
45.35%. In 2024, the number increased to 13,35,878, suggesting a potential plateau or stabilization
after years of volatility. The outbound student mobility from India recorded a compounded
annual growth rate (CAGR) of 8.84% between 2016 and 2024.
17
3.3.2.1 Outbound International Student Trends: Top 10 Study Destinations of Indian students
There has been a significant transformation in the landscape of international higher education
for Indian students over the past decade. With globalization and increasing aspirations for
quality higher education, the number of Indian students pursuing studies abroad has surged. A
comparison of data from 2014 and 2024 illustrates a dramatic shift not just in volume but also
in preferred study destinations.
Table 3.10: Top 10 Study Destinations of Indian Students (2016-2024)
Year201620202024
Rank Host Country
No. of Indian
Students
Host Country
No. of Indian
Students
Host Country
No. of Indian
Students
1USA 4,23,863 Canada 1,79,480 Canada 4,27,000
2Canada 94,240 USA 1,67,582 USA3,37,630
3Australia 78,103 Australia 1,15,137 UK1,85,000
4UK 16,559 UK 90,300 Australia 1,22,202
5Ukraine 10,963 Germany 35,147 Germany 42,997
6Germany 10,820 Ukraine 18,429 UAE25,000
7Philippines8,500 Russia 14,370 Russia 24,940
17
Calculation of CAGR: Percentage change in Outbound Mobility = (E/B)^(1/N)-1 where E = ending year value, B = beginning
year value and N = no of years 50Internationalisation of Higher Education in India
Year201620202024
Rank Host Country
No. of Indian
Students
Host Country
No. of Indian
Students
Host Country
No. of Indian
Students
8Russia 6,903 Philippines 13,227 Kyrgyzstan 16,500
9France 3,291 Georgia 5,992 Georgia 16,093
10Georgia 3,000 Italy 4,634 Philippines 9,665
Source: Ministry of External Affairs
18
; data.gov.in
19
Note: The data reflects stock figures over the specified time period.
0
1,00,000
2,00,000
3,00,000
4,00,000
5,00,000
Canada USAUK Australia Germany
Country
201620202024
Figure 3.10: Top 5 Study Destinations of Indian students (2016-2024)
Table 3.10 presents data on the top study destinations for Indian students from 2016 to 2024
revealing trends that reflect changing geopolitical dynamics, immigration policies and students’
evolving priorities regarding affordability, post-study work opportunities and quality of education.
USA consistently remained a top destination, leading with 4.24 lakh Indian students in 2016, 1.68
lakh in 2020 and 3.38 lakh in 2024. Canada showed a remarkable increase of 350% in popularity,
climbing from 94,240 students in 2016 to top position in both 2020 and 2024, hosting 1.79 lakh
and 4.27 lakh students respectively. Australia held third place in both 2016 with 78,103 students
and 2020 with 1.15 lakh students, but slipped to fourth despite a modest increase to 1.22 lakh
students in 2024. The UK witnessed a dramatic rise in Indian student numbers, growing from just
16,559 in 2016 to 90,300 in 2020 and further to 1.85 lakh by 2024. This significant upward trajectory
indicates renewed interest possibly due to changes in visa policies and the introduction of post-
study work opportunities. Germany has also experienced consistent growth with 10,820 students
in 2016 to 35,147 students in 2020, reaching 42,997 by 2024.
Beyond the top five destinations, other countries such as UAE, Russia, Georgia, Philippines,
Ukraine and Kyrgyzstan have consistently featured among the top choices for Indian students,
though at significantly lower volumes. These trends suggest a diversification in the choice of
study destinations among Indian students, with a growing preference for countries offering
affordable education, particularly in medicine and technical fields. While these countries do
not yet rival the major Anglophone destinations in scale, they are increasingly catering to niche
demands and specific academic interests.
UAE presents an interesting case, overtaking Canada in 2021 to be at the top with 3.25 lakh
students. However, the number decreased to 25,000 in 2024, indicating that its attractiveness
may have been temporary and more linked to pandemic-era travel restrictions and regional
preferences than to long-term academic factors.
18
Ministry of External Affairs. (2024, August 1). Parliament question response RS-1194. https://www.mea.gov.in/Images/CPV/
RS-1194-01-08-2024-en.pdf
19
Ministry of External Affairs, Bureau of Immigration. (n.d.). Data.gov.in. https://www.data.gov.in search?title=abroad&type=
resources&sortby=_score 51
International Student Mobility
3.3.2.2 Outbound Indian Student Trends: State-wise Overview
India has long been a major source of international students, with lakhs of students seeking higher
education opportunities abroad. A state-wise analysis of outbound student mobility offers valuable
insights into regional trends, priorities and socio-economic factors driving international education.
Table 3.11: Top 10 Source States of Indian Students Going Abroad (2016–2020)
Year201620182020
RankState
No of
Students
State
No of
Students
State
No of
students
1 AP 46,818 AP 62,771 AP35,614
2 Maharashtra 45,560 Punjab 60,331 Punjab 33,412
3 Punjab 36,743 Maharashtra 58,850 Maharashtra 29,079
4 Tamil Nadu 27,518 Gujarat 41,413 Gujarat 23,156
5 Delhi 27,016 Tamil Nadu 38,983 Delhi 18,482
6 Gujarat 24,775 Delhi 35,844 Tamil Nadu 15,564
7 Chandigarh 18,916 Karnataka 26,918 Kerala 15,277
8 Kerala 18,428 Kerala 26,456 Chandigarh 13,988
9 Karnataka 17,719 Chandigarh 26,211 Karnataka 13,699
10UP 13,776 UP 20,246 UP8,618
Source: Ministry of External Affairs
20
Note: The data reflects flow figures over the specified time period as per students’ place of issuance of passport.
Figure 3.11: Transition in Top 10 Source States for Indian Students Going Abroad (2016-2020)
Note: Bracketed figures refer to 2016; unbracketed to 2020.
20
Ministry of External Affairs. (n.d.). Lu4709_01 [PDF document]. https://www.mea.gov.in/Images/arebic/lu4709_01.pdf 52Internationalisation of Higher Education in India
Table 3.11 presents a State-wise analysis of the top ten Indian States sending students abroad
during the years 2016, 2018 and 2020. Andhra Pradesh (AP) consistently emerged as the leading
source of outbound students across all three years. The number of students from the State rose
from 46,818 in 2016 to 62,771 in 2018, before declining sharply to 35,614 in 2020 likely due to the
onset of the pandemic. Punjab followed a similar trajectory, moving from third position in 2016
to second in 2018 and maintaining that position in 2020, though its student numbers dropped
from 60,331 in 2018 to 33,412 in 2020. Maharashtra, which was the second-largest contributor in
2016, slipped to third in subsequent years, with its numbers decreasing from 45,560 in 2016 to
29,079 in 2020. Gujarat showed upward mobility, climbing from sixth place in 2016 to fourth in
2018 and 2020. Tamil Nadu and Delhi also remained significant contributors. Southern States
such as Karnataka and Kerala featured consistently in the top ten. Uttar Pradesh (UP), while
present in all three years, consistently had the lowest numbers among the top ten States and
experienced a significant decline from 13,776 students in 2016 to just 8,618 in 2020.
The data reflects both regional concentrations in outbound student numbers dominated by
southern and western States and a general decline across all States in 2020, highlighting the
disruptive impact of the global pandemic on international student mobility.
3.3.2.3 Outbound Indian Student Trends: Analysis by Stream (2020-21)
An analysis of outbound international student trends by academic stream reveals how students
from India are making strategic decisions about their global higher education journeys. Tracking
enrolment patterns across disciplines such as Engineering, Business, Health Sciences, Social
Sciences and the Humanities between 2018 and 2022 highlights both persistent preferences and
evolving aspirations. These trends offer insights into how Indian students respond to global
academic opportunities, labour market signals and shifting geopolitical contexts.
Figure 3.12: Outbound Students from India: By Stream (2021-22)
Source: Oxford International Digital Institute,2021
21
Figure 3.12 depicts the trend in outbound Indian student enrolment by field of study in 2020-21.
It reveals a strong preference for STEM and career-oriented disciplines. Engineering (16.4%), and
Math & Computer Science (15.7%) together account for over one-third of students, reflecting
India’s strong interest in technical education and the global demand for IT and engineering
professionals. Business & Management (12.6%) is also a major draw, given the popularity of
MBAs and related programmes as pathways to international careers. In contrast, fields like Social
Sciences (6.6%), Fine & Applied Arts (4.4%), and Communication & Journalism (1.8%) remain less
pursued. Health professions (2.8%) also attract a relatively small share, likely due to high costs,
stringent licensing requirements, and sufficient domestic options.
21
Oxford International Digital Institute. (n.d.). Indian students abroad. https://oidigitalinstitute.com/news/indian-students-
abroad/ 53
International Student Mobility
3.3.3 International Student Mobility: Overall Trend Analysis of India
India’s international student mobility trends between 2016 and 2022 reveal an increasingly
outward-bound trajectory, with outbound student numbers significantly outpacing inbound
flows. This pattern underscores India’s growing footprint in global higher education markets
while also indicating challenges in attracting international students domestically. Table 3.12
provides insights into annual trends, net outflows and fluctuations in the balance of mobility,
reflecting both global disruptions and domestic policy responses.
Table 3.12: International Student Mobility of India (2016-2022)
Year Inbound (i) Outbound (o) i:o Ratio
22
Net Outflow
23
2016 45,424 6,84,823 1:15 6,39,399
2017 47,575 8,06,326 1:17 7,58,751
2018 46,144 6,20,156 1:13 5,74,012
2019 47,427 6,75,541 1:14 6,28,114
2020 49,348 6,85,097 1:14 6,35,749
2021 48,035 11,58,702 1:24 11,10,667
2022 46,878 9,07,404 1:19 8,60,526
Source: AISHE Report 2016-17 to 2021-22; Ministry of External Affairs
Note: The data reflects stock figures over the specified time period.
Figure 3.13: International Student Mobility of India (2016-2022)
Figure 3.13 depicts India’s international student mobility from 2016 to 2022, revealing a clear
divergence between inbound and outbound trends. The number of international students coming
into India remained relatively stable from 45,424 in 2016 to 46,878 in 2022, indicating a stagnant
growth trajectory in attracting international students. In contrast, the number of Indian students
going abroad for higher education displayed significant variation and overall growth from 6.84
lakh in 2016 to 11.58 lakh in 2021. The trend indicates a strong and increasing demand among
Indian students for international higher education opportunities.
22
Calculation: Inbound to Outbound Ratio = i ÷ o, where i = inbound mobility of students to India, and o = outbound mobility
of students from India in a given year
23
Calculation: Net Outflow (n) = o-i, where i = inbound mobility of students to India, and o = outbound mobility of students
from India in a given year 54Internationalisation of Higher Education in India
The imbalance between inbound and outbound mobility is clearly reflected in the i:o ratio. In 2016,
for every international student coming to India, 15 Indian students went abroad. This imbalance
intensified over time, peaking at a ratio of 1:24 in 2021. Although the ratio slightly narrowed
to 1:19 in 2022, it still underlines a significant outflow of students with minimal corresponding
inflow. The persistent skew in the ratio points to challenges in India’s ability to retain and
attract international talent. The net outflow of students i.e. difference between outbound and
inbound mobility mirrors the trends in the i:o ratio. It increased from approximately 6.39 lakh
in 2016 to over 11.10 lakh in 2021, before declining to 8.60 lakh in 2022.
3.3.4 Addressing the Disparity in Student Mobility Ratio in India
The net outflow of students i.e., the difference between inbound and outbound mobility mirrors
the trends in the inbound to outbound ratio (i:o) ratio. This sustained high net outflow and
i:o ratio over the past decade, highlights a major gap in India’s internationalisation strategy,
particularly in making its higher education system attractive to international students.
Inflow of international students is a prerequisite for becoming a global knowledge hub, yielding
substantial economic and cross-cultural benefits. However, an objective analysis of global data reveals
a stark gap between India’s aspirations and its current standing. To bridge this gap and provide
a data-driven roadmap, two distinct forecasting models have been developed to project inbound
international student enrolment for the short-term (2030), medium-term (2035), and long-term (2047).
Firstly, the Global Benchmarking Approach which is based on the Aspirational Growth Model using
the Compound Annual Growth Rate (CAGR) lens. Secondly, the Internationalisation Intensity Approach
which is based on the Strategic Intensity Model using the internalisation intensity lens.
i. Global Benchmarking Approach
The first approach utilises the Compound Annual Growth Rate (CAGR), a standard methodology
in economic forecasting and public policy that smoothens periodic volatility to reveal a steady
underlying growth trend. Its application is well-established in the international education sector;
for instance, the education intelligence unit HolonIQ employed a CAGR to forecast the doubling
of the global market to over 8 million students by 2030.
24
This approach provides a quantitative,
path-dependent “corridor of possibility” for future enrolment.
This Report applies the CAGR lens in two distinct ways to define this corridor:
zA Conservative Lower Bound: By projecting India’s own historical CAGR of 7.71% in attracting
international students, a conservative “business-as-usual” forecast is established. This
represents a realistic baseline achievable if past momentum is maintained.
zAn Aspirational Upper Bound: To define an aspirational yet achievable target, the framework
benchmarks against the historical CAGR of Canada (13.53%) from a period when its international
student population was at a comparable absolute level to India’s today. Canada’s subsequent
success, driven by a deliberate national strategy, offers an empirically validated model of
the growth velocity possible when a nation commits to a coordinated, whole-of-government
approach to internationalisation.
The projected range for international student enrolment under this model assuming lower bounds
as a continuation of India’s historical CAGR of 7.71% and the upper bound as the benchmark
13.53%, is as follows:
YearLower Bound TargetUpper Bound Target
203084,9071,29,397
20351,23,0772,44,073
20473,00,01311,19,314
24
Refer to https://www.holoniq.com/notes/196b-international-education-market-set-to-reach-433b-by-2030-7-4-cagr. Date
accessed: 19 October 2025. 55
International Student Mobility
This approach is motivated using global benchmarking standards whereas the next approach is
more proactive and policy-driven.
ii. Internationalisation Intensity Approach
Complementing the growth-rate projections, the second approach sets policy targets based
on internalisation intensity as a percentage of India’s total higher education enrolment. This
shifts the strategic focus from “how fast can we grow?” to “where do we want to stand on the
world stage?” and utilizes the concept of “internationalisation intensity”—the percentage of
international students within the total higher education population. This metric is a globally
recognised standard, used by organisations like the OECD,
25
to measure a nation’s integration
into the global education landscape and the competitiveness of its higher education system.
The approach is proactive and designed to align with the NEP goal of achieving a 50% GER by
2035, based on the youth population estimates (18-23 years) from the UN Population Prospects
2024 Report. The key assumption here is that the GER target is achieved in a linear and phased
manner.
26
The proposed intensity targets and the corresponding number of international students are
given below:
Year Internationalisation Intensity Target International Students
20300.25%1,55,514
20350.50%3,59,254
20471.0%7,89,037
To align with global standards, a phased increase in India’s internationalisation intensity is
proposed. The targets are to elevate the current rate of 0.1% to 0.25% by 2030, 0.50% by 2035,
and ultimately 1.0% by 2047. These objectives are conservative when compared to international
standards, yet achieving 1% intensity in a system of India’s scale would translate into over 8
lakh international students, firmly establishing the nation as a leading global destination for
higher education. Currently, the average intensity of the top 10 host countries is 17.9%, whereas
that of other Asian nations such as South Korea and Japan are 7% and 4% respectively.
The two approaches provide a clear, data-backed range of targets for elevating India’s global
academic standing. Achieving these targets aiming for at least 1,50,000 international students
in Indian HEIs by 2030 and scaling to 8,00,000 internationalisation students in Indian HEIs by
2047 is desirable and will require a dedicated and coordinated implementation strategy.
3.3.4.1 India’s Flagship Inbound Mobility Initiative: Study in India
The Study in India (SII) programme launched in 2018 by the Ministry of Education is an initiative
to strengthen India’s inbound student mobility and make India a global study destination. SII
positions Indian HEIs as attractive alternatives to traditional study-abroad destinations, particularly
for students from the Global South. It aligns with NEP 2020’s vision of internationalising Indian
higher education with the goal of projecting India as an accessible, diverse and affordable
global education hub.
Core Objectives:
zIncreasing international student enrolment, with ambitious milestones of 2,00,000 students
by 2023 and 5,00,000 by 2047.
zUtilising surplus capacity in Indian HEIs by reserving 10-15% supernumerary seats for foreign
students in participating HEIs without displacing domestic candidates.
zEnhancing India’s global academic brand by promoting the country’s educational heritage,
25
Refer to https://www.oecd.org/en/data/indicators/international-student-mobility.html
26
This translates into a GER of 42% in 2030 and the aspirational GER of 60% in 2047. 56Internationalisation of Higher Education in India
cultural vibrancy, and expanding higher education ecosystem.
zImproving global competitiveness by internationalising Indian campuses and facilitating
cross-border academic exchange.
zSimplifying admissions and support through a centralised digital portal, application tracking,
scholarship access and visa guidance.
Strategic Mechanisms:
zCentralised Online Platform: Designed as a one-stop solution, this portal offers institution
listings, course directories, scholarship information, application processes, and visa guidance.
zAcademic Quality Standards: Institutions onboarded to the portal must be NAAC-accredited
or ranked in the NIRF, ensuring a baseline of academic credibility.
zInstitutional Incentives: Participating HEIs are encouraged to allocate supernumerary seats
and receive performance-based recognition for enrolling international students.
zScholarship Framework: The programme offers tiered fee waivers 100%, 50%, and 25% based
on merit, tied to institutional ranking and disciplinary strength.
zMarketing and Branding Campaigns: India has hosted education fairs and launched digital
campaigns across Africa, Southeast Asia, and Central Asia, in collaboration with Indian
embassies and select EdTech partners.
zStudent Support Infrastructure: Pre-arrival orientation, helpline services, and limited post-
arrival support have been introduced to assist international students in navigating Indian
institutions and society.
Despite its strong policy backing and strategic initiatives, SII has not achieved its enrolment
goals. With just over 46,000 international students currently in India, it is far short of the
identified target of 2,00,000 inbound students by 2023, the initiative presents an instructive case
of how good intentions need to be supported by systemic readiness and strategic execution.
3.3.4.2 Barriers to Inbound Mobility of Students
Drawing on the survey insights and policy analyses, several structural and systemic barriers
continue to hinder India’s ability to attract and retain international students:
zInfrastructure and Ecosystem Gaps: International students expect globally benchmarked
campus facilities, housing, safety measures and support services. Fewer than 15% of Indian
HEIs meet these expectations. Even basic needs such as visa support, grievance redressal,
and access to banking remain underdeveloped.
zVisa and Regulatory Bottlenecks: Complex visa procedures, coupled with average processing
time, act as significant deterrents to prospective international students. Students face
documentation issues, unresponsive embassies and unclear guidance. The lack of a fast-
track academic visa category undermines India’s appeal.
zInsufficient Student Support Ecosystems: Fewer than 10% of surveyed HEIs provide
comprehensive pre-arrival guidance, cultural orientation, or dedicated international student
support services.
zCurricular Inflexibility: Rigid academic structures, a lack of interdisciplinary offerings, and
limited modular or credit-based programmes hinder academic alignment with global trends.
zScholarships and Deliver Gaps: Although scholarships are advertised, students reported
unclear eligibility criteria, non-transparent selection, and delays in receiving fee waivers.
zWeak Global Visibility and Outreach: Inadequate branding, limited participation in global
education fairs and underutilised alumni networks have left Indian HEIs underrepresented
in the international education landscape.
zWeak Strategic and Diplomatic Alignment: In contrast to global initiatives by countries like 57
International Student Mobility
Australia (New Colombo Plan), or the UK (Erasmus Model), India has not integrated SII into
broader foreign policy, trade negotiations, or regional development strategies.
zLimited Stakeholder Collaboration: Public-private partnerships especially in areas such as
international promotion, visa logistics, student onboarding, and infrastructure development
– remain underutilised. India has yet to fully leverage the experience of private actors that
have led successful campaigns in other contexts.
Hence critical reform in domains such as infrastructure development, curriculum innovation,
industry partnerships and research expansion that are linked to short, medium and long-term
implementation strategies is vital to increase Inbound Mobility to higher levels.
3.4 CONCLUSION
The global overview of international student mobility shows a 214% increase in the number of
mobile students over the last 25 years. The patterns explored in this chapter reflect the evolving
aspirations of students, strategic priorities of nations and growing interdependence of the global
higher education system.
The internationalisation of higher education has witnessed substantial changes globally and
within India over the last two decades. For India, the inbound mobility remains modest while
the outbound mobility has surged with India being the world’s leading source country for
international students. However, the combined trend analysis reveals a consistent imbalance
between inbound and outbound mobility, highlighting the need for a more balanced and strategic
internationalisation approach at the systemic and institutional levels. 58Internationalisation of Higher Education in India
GLOBAL ACADEMIC MOBILITY AND
TALENT ATTRACTION
Chapter
4 59
Global Academic Mobility and Talent Attraction
4.1 ACADEMIC MOBILITY: OVERVIEW
International academic mobility encompasses the movement of students, researchers and
faculty across borders in pursuit of educational, research and professional opportunities. It is a
cornerstone of global higher education, fostering cross-cultural exchange, enhancing knowledge
transfer, and encouraging collaborative research. Global student and faculty mobility not only
raises academic standards but also facilitates the sharing of best practices and nurtures global 60Internationalisation of Higher Education in India
citizens who are equipped to address complex, transnational challenges. In the 21st century,
academic mobility is driven by globalisation, internationalisation strategies at systemic and
institutional levels, and demand for globally relevant skills. Students, researchers and faculty
participation in academic mobility programmes and research exchanges are now recognized as
critical pathways for academic excellence and innovation.
India, with its rich history as a centre of learning, has traditionally attracted scholars and
welcomed intellectuals, philosophers and students from regions as far as Central, West and East
Asia. Notable scholars who traveled to India include, Xuanzang (Hiuen Tsang), Chinese Buddhist
monk and scholar who studied and taught at Nalanda University in the 7th century, Faxian,
Chinese pilgrim of the 5th century, who visited Indian centres of learning for scriptural studies,
and Al-Biruni, renowned Persian scholar and polymath, who traveled extensively in India in the
11th century, studying science, culture and religions.
In the modern era, India continues to serve as an important destination for academic and
research collaboration. NEP 2020 marked a significant shift in India’s approach to international
academic mobility by encouraging systemic and institutional collaborations for student and
faculty exchanges. It initiated enabling mechanisms such as the National Credit Framework (NCrF)
and the Academic Bank of Credit (ABC) to facilitate seamless credit transfers and permitting dual,
twinning and joint degree programmes between HEIs and FHEIs. Building on this momentum,
the UGC has issued the Recognition and Grant of Equivalence to Qualifications obtained from
Foreign Educational Institutions Regulations, 2025. This streamlines the process of granting
equivalence to foreign degrees, diplomas and certificates which in turn supports inward mobility
and strengthens India’s position as a global academic destination.
Figure 4.1: Role of International Academic Mobility
4.2 KEY APPROACHES TO ACADEMIC MOBILITY
Academic mobility encompassing student, researcher and faculty movement across international
borders is driven by key enablers that ensure their smooth transition across institutions,
disciplines, and borders.
Table 4.1: Key Approaches to Academic Mobility
Pillar Main FunctionExample
Memorandum of
Understanding (MoU)
Cooperation in the field of higher
education
India has signed MoUs for Higher
Education with 54 countries (Annexure 1)
Mutual Recognition
of Qualifications
(MRQ)
Academic qualification equivalence
and acceptance of educational and
vocational credentials
Bilateral: India-UK MRQ
Migration & Mobility
Partnership (MMPA)
Two-way student and professional
mobility; mostly bilateral
arrangements
Bilateral: India-Australia MMPA
Uniform Credit
Frameworks
Creditisation of learning across
academic, vocational, and skill sectors
National Level: National Credit
Framework (NCrF) 61
Global Academic Mobility and Talent Attraction
Pillar Main FunctionExample
Credit Transfer
Mechanisms
Standardised transfer of academic
credits at global level
National Level: Choice Based Credit
System (CBCS)
International Level: European Credit
Transfer and Accumulation System (ECTS)
Credit Transfer
Mechanisms
Standardized transfer of academic
credits at global level
National Level: Choice Based Credit
System (CBCS)
International Level: European Credit
Transfer and Accumulation System (ECTS)
Joint, Twinning
and Dual Degree
Arrangements
Cross-institutional transfer, dual/
joint/twinning degree structures
MoUs at institutional level
4.3 ACADEMIC MOBILITY: GLOBAL MODELS
Academic mobility has evolved into a multi-layered global phenomenon shaped by diverse
models that reflect national and international educational priorities. This section outlines
the major academic models that have emerged across North America, Europe and the Asia-
Pacific and highlights the diversity of approaches to international academic mobility and their
role in advancing educational, cultural and diplomatic objectives. In North America, initiatives
have largely focused on strengthening bilateral exchanges and fostering mutual understanding
through people-to-people connections. Europe has developed highly structured and regionally
coordinated frameworks that facilitate credit recognition, institutional partnerships and cross-
border student flows. The Asia-Pacific has advanced collaborative schemes that emphasise
regional integration, capacity-building and intercultural learning opportunities.
Figure 4.2: Global Academic Mobility Models
4.3.1 North American Models
i. Fulbright Programme
Established in 1946, it is a prominent international academic exchange initiative supported by
the US Government to promote mutual understanding and foster peaceful, friendly relations
between the US and other countries. It operates in partnership with 160+ nations and has
binational Fulbright Commissions with 49 countries. These are jointly funded by the US and host
governments and manage essential functions such as setting priorities, selecting participants,
working with local institutions, supporting US scholars abroad, engaging alumni, fundraising and
offering public information on study opportunities. 62Internationalisation of Higher Education in India
Beneficiaries:
Students, Scholars, Educators, Professionals (US and Non-US Citizens) and HEIs
Key Features:
zAdministered by the Bureau of Educational and Cultural Affairs (ECA), US Department of State.
zFunded primarily by the US Congress, with additional support from foreign governments,
host institutions, corporations and foundations.
Impact and Outcome:
zThe Programme awards ~9,000 grants annually. ~2,000 US students, 4,000 foreign students,
over 800 US scholars, and 900 visiting scholars receive awards, in addition to several hundred
teachers and professionals.
1
zMore than 4,00,000 individuals from 160+ countries have benefited from the programme
since its inception.
1
zPromotes cross-cultural exchange, academic collaboration, and international understanding.
zContributes to global diplomacy by building long-term professional and personal networks
across borders.
ii. 100,000 Strong Initiative
The 100,000 Strong Initiative was launched in 2009 by President Barack Obama citing the strategic
importance of the US-China relationship. It was a national effort designed to increase the number
and diversify the composition of American students studying in China. It was later transitioned
into an independent, non-profit organisation external to the State Department.
In 2011, the President launched the 100,000 Strong in the Americas, an initiative to increase
international study and exchange of students in Latin America and the Caribbean (LAC) region.
The US Department of State implemented it through partner ships with foreign governments,
universities and colleges and with the private sector.
The 100,000 Strong in the Americas Innovation Fund is a public-private collaboration between the US
Department of State, US Embassies, Partners of the Americas, corporations and foundations working
together to stimulate new higher education partnerships between the US and Western Hemisphere.
Beneficiaries:
Students and HEIs
Key Features:
zFocused on increasing both the number and diversity of US students studying abroad.
zEstablished to support and sustain partnerships among education-related institutions.
zFoundation funding mainly from the private sector, complemented by limited government
backing.
zFunctioned as a network switcher, linking diverse organisations involved in study abroad
programmes.
Impact and Outcome:
zThe initiative surpassed the goal of sending 100,000 American students in 2013. The effort
has since evolved into the US-China Strong Foundation, focusing on deeper engagement.
2
zThe initiative also expanded to incorporate Mandarin language learning, with the goal of
1
Fulbright Programme.(2025, September).https://www.fulbrightprogram.org/
2
Institute of International Education. (2013). U.S. students in China: Meeting the goals of the 100,000 Strong Initiative. A pilot
study on U.S. student participation in education abroad activities in China. 63
Global Academic Mobility and Talent Attraction
having one million Americans learning Mandarin by 2020.
3
zThe Americas initiative created 100,000 new exchange opportunities for students between
the US and LAC region, building institutional capacity and public-private partnerships for
educational innovation.
4
zA total of 321 Innovation Fund grants have been awarded to teams of 585 HEIs from 26
countries and in 49 U.S. states as of 2025.
4
4.3.2 European Models
i. Erasmus Model (Erasmus+)
As a successor to the previous Erasmus Model 1987, the Erasmus+ Programme was launched
in 2014. It is the European Union’s flagship academic mobility initiative supporting education,
training, youth and sports in Europe. Managed by the European Commission, Erasmus+
consolidates multiple schemes to create an integrated approach to academic mobility and
cooperation. Erasmus+’s current funding period runs from 2021-2027, following its first funding
period from 2014-2020. It places a strong focus on social inclusion, green and digital transitions
and promoting young people’s participation in democratic life with an estimated budget of €26.2
billion (~INR 2.7 lakh crore).
5
Beneficiaries:
Students, Trainees, Teaching and Training Staff, Adult Learners, Sports Staff, Volunteers and
Youth Workers
Key Features:
zA standardised credit transfer system (ECTS) that ensures academic recognition.
zIntegrated funding mechanism covering travel and living expenses.
zEstablished partnerships between more than 5,000 institutions.
zDigital infrastructure for seamless administration.
zQuality assurance frameworks and monitoring systems.
Impact and Outcomes:
zErasmus+ is a lasting EU success story, with nearly 40 years of impact on the personal and
professional growth of over 16 million people.
6
zErasmus+ supported 1.3 million opportunities abroad in 2023.
6
zAccording to the European Commission, 80% of Erasmus+ graduates find employment within
three months of graduation, with nearly half securing jobs with their host companies.
zAdditionally, the programme fosters a sense of European identity and social cohesion, with
90% of participants reporting improved collaboration skills and a more positive view of the EU.
7
ii. The Nordic Agreement on Higher Education
The Nordic Agreement on Higher Education, specifically the agreement on access to higher
education, was established in 1996 to enable seamless academic mobility across Denmark,
3
The PIE News.(2016, June). US–China 100,000 strong foundation rebrands. https://thepienews.com/us-china-100000-strong-
foundation-rebrands/#:~:text=The%20foundation%20was%20established%20as,Natalie%20Marsh
4
100,000 Strong Initiative.(2025, September).https://www.100kstrongamericas.org/about/
5
Erasmus+.(2025,September).https://erasmus-plus.ec.europa.eu/about-erasmus/what-is-erasmus
6
Erasmus+.(2025,September).https://erasmus-plus.ec.europa.eu/news/erasmus-supported-13-million-opportunities-abroad-
in-2023
7
Erasmus+ Montenegro. (2019, July 17).Getting a job much faster with the “EU degree”. https://eras.webexperts.me/getting-
a-job-much-faster-with-the-eu-degree/?lang=en 64Internationalisation of Higher Education in India
Finland, Iceland, Norway and Sweden. The agreement guarantees that applicants from any Nordic
country can apply for admission to higher education institutions in another Nordic country on
the same terms as domestic applicants. It also secures the right to credit transfer between
institutions across Nordic countries, ensuring parity with local students. Furthermore, it allows
individuals to seek admission based on prior education obtained in any Nordic country.
8
Beneficiaries:
Students
Key Features:
zAutomatic recognition of qualifications between Nordic countries.
zShared funding mechanisms.
zIntegrated student services and housing support.
zJoint degree programmes and research initiatives.
Impact and Outcome:
zIn the academic year 2019-20, more than 10,000 Nordic students chose to obtain their full
education in another nordic country.
9
zHarmonized systems for the recognition of academic credentials, ensuring a seamless
academic journey for students across the region.
zA significant proportion of research papers produced in the Nordics are co-authored cross-
border, fueling innovation and contributing to high university rankings.
4.3.3 Asia-Pacific Models
i. University Mobility in Asia and the Pacific (UMAP):
UMAP was founded in 1991 to promote academic mobility among HEIs in the Asia-Pacific region
across 25 Asia-Pacific member countries. Initiated by the Australian Vice-Chancellors’ Committee,
its first conference was held in Hong Kong in April 1991, followed by another in Australia in
September 1991. UMAP is a consortium of HEIs and partners, collaborating to increase opportunities
for student and staff exchange through a variety of short and long-term in-person and virtual
exchange programmes, as well as Collaborative Online International Learning (COIL) experiences.
Beneficiaries:
Students, Academic and Administrative Staff and HEIs
Key Features:
zA credit transfer scheme similar to ECTS, tailored for Asia-Pacific institutions.
zMultilateral agreements that reduce bureaucratic barriers to mobility.
zSupport for virtual exchange and blended learning modalities.
zCultural integration initiatives to ease transition and build community.
Impact and Outcomes:
zEach university sends and receives 2 students per semester under the semester programme
A; with 250+ universities, ~1,000 students are exchanged annually.
10
zSemester programme B and short-term programme C add further students beyond the
multilateral exchange count; benefiting over 1,00,000 students cumulatively since its inception.
8
Nordic Cooperation. (2025, September). Nordic education agreements and programmes. https://www.norden.org/en/info-
norden/nordic-education-agreements-and-programmes-0
9
Nordic Statistics. (2021, December 10). Mobility in the Nordic region III – Studying abroad. https://www.nordicstatistics.org/
news/mobility-in-the-nordic-region-iii-studying-abroad/
10
University Mobility in Asia and the Pacific. (2025, September). Programs.https://umap.org/programs/ 65
Global Academic Mobility and Talent Attraction
zIncreased opportunities for students to study abroad, fostering cultural competence and
global perspectives.
zEstablished UCTS, credit transfer system enabling wide academic recognition and facilitating
easier mobility.
ii. Collective Action for Mobility Programme of University Students in Asia (CAMPUS Asia):
Launched in 2010 at the 3rd Korea-Japan-China Summit in South Korea, CAMPUS Asia is a cross-
border student and staff mobility programme among Korea, Japan and China. The programme
aims to strengthen networks among HEIs in Asia and promotes student exchanges through joint
and double degree programmes and collaborative research to strengthen higher education ties
across Asia.
Beneficiaries:
Students, Faculty and HEIs
Key Features:
zTrilateral Collaboration jointly operated by universities in Japan, China and South Korea, with
some programmes expanding to Southeast Asia.
zDual/Degree and Joint Programmes with credit transfer arrangements across partner
institutions.
zCurriculum Integration by innovative, collaboratively-developed courses that address regional
social issues, diversity and the UN SDGs.
zEmphasis on language training, sociocultural understanding, and hybrid (online and campus-
based) modules.
zInternship and collaborative opportunities with governments, businesses, and local
communities enhance real-world understanding.
Impact and Outcomes:
zBy 2022, about 6,625 students had participated in the programme, with 500 students from
the three countries obtaining dual or multiple degrees.
11
zEnhanced students experience living and learning in neighbouring countries every year,
creating regional academic networks.
zDeepened institutional partnerships and collaborations, joint research and curriculum
innovation among Asia’s leading universities.
zGlobal Competence due to language proficiency, broader cultural awareness, and practical
experience, boosting employability and leadership potential across Asia.
iii. New Colombo Plan (NCP):
NCP is an Australian Government initiative that provides opportunities for Australian undergraduate
students to develop their Indo-Pacific capability and Asia literacy through immersive, structured
learning and internships in 40 Indo-Pacific countries. It is structured with three programmes -
NCP Scholarships Programme, Semester Programme, and the Mobility Programme.
Beneficiaries:
Students and HEIs
Key Features:
zSupports Australian undergraduate students for study, internships, and language training in
up to 40 Indo-Pacific countries.
11
University World News. (2022, January 21). New CAMPUS Asia initiative extends to ASEAN countries.https://www.
universityworldnews.com/post.php?story=20220121090616128#:~:text=CAMPUS%20Asia%20or%20Collective%20
Action,agreed%20as%20early%20as%202020 66Internationalisation of Higher Education in India
zOffers both short-term mobility grants and long-term, prestigious scholarships (up to 19
months), including academic study, work placements, and mentorships.
zUniversities partner with host institutions, businesses, and communities to deliver a wide
range of academic and professional opportunities.
zStrong post-programme engagement through an active NCP alumni community fosters
ongoing intercultural and professional connections.
Impact and Outcomes:
zOver 10,000 Australian students participate in NCP programmes annually; around 120 receive
major scholarships each year.
12
zSince its inception, NCP has supported over 55,000 Australian undergraduate students
through study, internships and language training.
13
zNCP Mobility Programme alone offered over 4,000 student grants to 40 Australian universities
for 30 projects in the Indo-Pacific.
z219 Australian undergraduate students from 33 universities across Australia have been offered
NCP scholarships for 2025.
14
4.4 FUNDING MECHANISMS AND SCHOLARSHIPS
Globally, countries and regional blocs have developed targeted funding mechanisms and
scholarship based on geopolitical interests, regional integration goals and academic priorities.
These serve as strategic tools for soft power, academic diplomacy and global talent acquisition.
Table 4.2 highlights examples of countries that have used international scholarships as a key
pillar of their academic models for facilitating faculty and student mobility in higher education,
presenting key programmes and approaches that have demonstrated success globally.
In addition to scholarships, support services and opportunities for academic mobility are designed
to help students, researchers and faculty gain valuable international experiences by providing
guidance on opportunities, scholarship information, application assistance, preparatory events,
pre-departure counseling, advisory services, centralized information platforms, intercultural and
language preparation and mentoring during the stay abroad. This also includes post study work
opportunities like visa extensions and residence permits that make academic mobility accessible,
inclusive and successful.
12
Australian Government Department of Foreign Affairs and Trade. (2025, September). Australia Awards Scholarships.https://
www.dfat.gov.au/people-to-people/australia-awards/australia-awards-scholarships
13
Wong, P. (2025, July 30). New Colombo Plan reforms to build Australia’s Asia capability. https://www.foreignminister.gov.au/
minister/penny-wong/media-release/new-colombo-plan-reforms-build-australias-asia-capability
14
Australian Government Department of Foreign Affairs and Trade. (2025, January). https://www.dfat.gov.au/people-people/
new-colombo-plan/news/record-number-new-colombo-plan-awardees-develop-indo-pacific-capabilities-and-asia-literacy 67
Global Academic Mobility and Talent Attraction
Table 4.2: International Funding Comparison
Region Country Scholarship Funded By
Funding Details
(Monthly/Annual)
Types
No. of
Beneficiaries
(Annual)
North
America
Canada Vanier Canada
Graduate
Scholarships
15
Government of
Canada
CAD 50,000/year
(~INR 32 lakhs/
year)
Doctoral ~166
USA Fulbright
Scholarships
16
ECA, US
Department
of State
and Partner
Governments
USD 25,000-
50,000/year
(~INR 22 lakhs-
44 lakhs/year);
varies by region
and type
Graduate,
Postgraduate,
Doctoral,
Teaching and
Training
~9,000
EuropeEU
Countries
Erasmus+
Scholarships
17
European
Commission, EU
Budget
€850-€1,000/
month
(~INR88,500-
1,00,000/month)
for graduates
€1,400/month
(~INR1,46,500/
month) for
postgraduate and
doctoral students
Graduate,
Postgraduate,
Doctoral,
Teaching and
Training
~13,00,000
GermanyDAAD (German
Academic
Exchange
Service)
Scholarships
18
German Federal
Government
Ministries and
the EU
€900-1000/month
(~INR 95,000-1
lakh/month) for
postgraduates
€1,200-1,300/
month (INR
1.25-1.36 lakhs/
month) for
doctoral students
Graduate,
Postgraduate,
Doctoral,
Research
Grants, Short-
term study
visits
~1,40,000
UK Chevening
Scholarships
19
UK Government£1,200-1,400/
month (~INR 1.4-
1.6 lakhs/month);
varies by type
Postgraduates,
Mid-career
professionals
~1,500
15
Canadian Institutes of Health Research. (2020, September). Vanier Canada Graduate Scholarships Program Evaluation
Report. https://cihr-irsc.gc.ca/e/documents/vanier_evaluation_report_2020-en.pdf
16
U.S. Department of State. (2022). Fulbright Foreign Scholarship Board Annual Report 2022 - https://www.state.gov/wp-
content/uploads/2025/05/FFSB-Annual-Report-2022.pdf
17
European Commission. (2024, November 26). Erasmus+ supported 1,3 million opportunities abroad in 2023 - https://
erasmus-plus.ec.europa.eu/node/5356
18
German Academic Exchange Service. (2025, May 19). Annual Report 2024 - German Academic Exchange Service - https://
www.daad.de/en/the-daad/communication-publications/press/press_releases/annual-report-2024/
19
Chevening. (2024, February). Chevening Impact Report 2022-2023. https://www.chevening.org/wp-content/uploads/2024/02/
Chevening-Impact-Report-2022-2023.pdf 68Internationalisation of Higher Education in India
Region Country Scholarship Funded By
Funding Details
(Monthly/Annual)
Types
No. of
Beneficiaries
(Annual)
Asia-
Pacific
AustraliaNCP
Scholarships
20
Australian
Government
AUD 30,000/year
(~INR 18 lakhs/
year)
Undergraduates~220
China China
Scholarship
Council (CSC)
Scholarships
21
Government of
China
CNY 30,000-
100,000/year
(~INR 3.6-12
lakhs/year);
varies by type
Graduate,
Postgraduate,
Doctoral
~60,000
Japan MEXT
Scholarships
22
Japanese
Government
¥143,000-145,000/
month (~INR
85,000-86,500/
month); varies by
type
Graduate,
Postgraduate,
Doctoral,
Research
Students
~4,500+
Source: Respective government and scholarship websites, and other publicly available sources; accessed September 2025
4.5 GLOBAL PRACTICES IN ACADEMIC MOBILITY AND RESEARCH
EXCHANGE
Researcher and faculty mobility supports temporary academic placements, fellowships and
researcher exchanges which are distinct from permanent immigration. These are exchange-
oriented (short-to-medium term) or long-term talent migration strategies (longer periods).
Effective faculty mobility models share three common features: competitive funding, research
infrastructure support and institutional integration pathways. Four country specific examples
across North America, Europe and Asia have been provided here, each of which is funded by
their respective government.
4.5.1 Canada: Research Chairs Programme
Canada’s Research Chairs Programme incorporates international mobility through the following:
zTiered, competitive fellowships that attract global researchers.
zLong-term, renewable contracts that align with national research goals.
zOpportunities for collaboration with Canadian universities, labs, and industries.
The programme provides approximately CAD 300 million (~INR 1,960 crores) in annual funding
to support research excellence in Canadian post-secondary institutions. Additionally, the Canada
150 Research Chairs Programme has invested CAD 117.6 million (~INR 770 crores) in one-time
funding to attract international researchers.
23
The programme distinguishes between Tier 1 and
Tier 2 Chairs, allowing both senior and early-career scholars to engage in high-impact research
while supporting cross-border institutional partnerships.
20
Department of Foreign Affairs and Trade. (2025). 2026 NCP Scholarship Program Guidelines. https://www.dfat.gov.au/sites/
default/files/2026-ncp-scholarship-program-guidelines.pdf
21
Georgetown University Center for Security and Emerging Technology. (2020). The China Scholarship Council: An Overview.
https://cset.georgetown.edu/wp-content/uploads/China-Scholarship-Council-Overview.pdf
22
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2024, March 27). Japanese Government (MEXT)
Scholarship for Research Students 2025. https://www.mext.go.jp/content/20240327-mxt_kotokoku02-000034995-02.pdf
23
Canada Research Chairs. (2013, November 14).Government of Canada invests in research excellence at Canadian universities.
https://www.chairs-chaires.gc.ca/media-medias/releases-communiques/2013/november-novembre-eng.aspx 69
Global Academic Mobility and Talent Attraction
4.5.2 European Union: Marie Skłodowska-Curie Actions (MSCA)
The MSCA is one of the EU’s most established mobility frameworks:
zProvides cross-border and intersectoral mobility grants for researchers.
zEmphasises industry secondments, career development, and network-building.
zFacilitates mobility across EU member states and beyond, with structured support for both
early-stage and experienced researchers.
MSCA also funds global partnerships through consortia, doctoral networks, and co-funding
mechanisms, making it highly scalable and adaptable across disciplines. Its flexible structure has
made it a model for fostering academic cooperation and research excellence through mobility.
4.5.3 Germany: Research Cluster-Based Mobility
Germany offers targeted mobility schemes embedded within its research clusters and centres
of excellence. These include:
zSubstantial funding for visiting scholars and research collaborators.
zInternational recruitment packages that support short- and medium-term mobility.
zIntegration support such as housing assistance, onboarding, and access to labs and technical
staff.
These schemes are often aligned with Germany’s Excellence Strategy and German Research
Foundation (DFG) supported research centres, facilitating academic mobility through structured,
merit-based collaboration. This model enables German institutions to host global researchers
while maintaining research continuity and excellence.
4.5.4 Singapore: NRF Fellowship
The NRF Fellowship is a prestigious scheme that enables early-career international researchers
to conduct independent research in Singapore:
zOpen to researchers of all nationalities across scientific disciplines.
zOffers up to SGD 3.25 million (~INR 21.93 crores) in research funding over a period of 5 years.
24
zIncludes mentorship, access to top facilities, and industry engagement opportunities.
zFellows must take up a full-time position at a local host institution, ensuring institutional
integration.
The fellowship fosters both academic excellence and commercialisation, linking research
outcomes to national innovation goals. This model effectively supports high-quality academic
mobility while reinforcing Singapore’s strategic R&D priorities.
4.6 ACADEMIC MOBILITY: INDIAN OVERVIEW
India does not have a single, unified national mobility programme. Most initiatives are
decentralized, bilateral, or institution-driven, rather than pan-Indian and multilateral. India’s
approach to student and faculty mobility has evolved rapidly in recent years and is being shaped
by a combination of policy-driven guidelines, bilateral programmes, institutional partnerships
and targeted schemes.
At the systemic level, India’s approach to student and faculty mobility is guided primarily by
the NEP 2020, which prioritizes internationalisation by encouraging Indian HEIs to collaborate
24
National University of Singapore.(2025).NRF Fellowship Information Sheet. https://nus.edu.sg/research/docs/default-
source/nrf-rf/nrf-fellowship-information-sheet-(class-of-2025).pdf 70Internationalisation of Higher Education in India
globally, facilitate student and faculty exchanges, and streamline processes for international
student enrollment and credit transfer. The Ministry of Education, Ministry of External Affairs
and UGC operationalize these goals through regulations, frameworks and actively pursuing MoUs,
MRQs and MMPAs with other countries to foster academic collaboration and mobility. The Study
in India programme is one such initiative.
At the institutional level, Indian HEIs are increasingly embedding student and faculty mobility
into their operations. This includes joint, dual, and twinning programmes, semester exchanges,
faculty exchange and short-term faculty transfers often funded through institutional or bilateral
agreements. Collaborative research projects and joint publications are becoming more common,
and some HEIs are leveraging technology for virtual mobility and transnational education.
There is significant potential for India to consolidate and streamline its mobility initiatives under a
coherent national framework or mobility programme. This would require coordinated policymaking,
increased investment from both public and private sectors and clearer pathways for student and
faculty participation. Such a move could enhance India’s global academic footprint and better
align its higher education goals with broader diplomatic and developmental objectives.
4.7 FUNDING MECHANISMS FOR ACADEMIC MOBILITY IN INDIA
India’s approach to fostering international academic mobility is supported by a mix of
government schemes, targeted programmes, and scholarships, designed both for Indian students
going abroad and for attracting foreign students to India. This section details mechanisms
that enhance global academic mobility, increasing India’s visibility, and connectivity in the
international education landscape.
4.7.1 Government Schemes and Programmes
This section outlines the major Indian Government funding schemes and programmes available
for student and faculty mobility. The focus is on sustainable, scalable frameworks that enhance
academic exchange while addressing common challenges.
i. Global Initiative for Academic Networks (GIAN):
GIAN was launched in 2015 to enhance the quality of higher education in India by leveraging
international expertise from renowned global institutions. Over the last decade, a wide range
of courses, workshops and lectures have been organised across multiple disciplines, including
science, technology, and humanities.
Key Features:
zThe Central Government allocated INR 126 crore towards supporting foreign faculty at the
time of its inception. These funds cover travel expenses and honorarias for teaching.
zEach foreign faculty member receives USD 8,000 (~INR 7 lakh) for a week-long course and
USD 12,000 (~INR 10.6 lakh) for a two-week course.
25
zAround 41.4% of visiting academicians were from the US, followed by experts from the UK,
Germany, Canada, France, Italy, Nordic countries, China, Japan, Taiwan, ASEAN countries,
among others.
zIn Phase I-III of the scheme, 2,163 courses were approved, 1848 were completed with
participation from 72,000+ students taught by 1,654+ foreign faculty. Phase IV has received
779 proposals till date.
26
25
Porecha, M. (2023, December 3). After COVID break, Centre approves fourth phase roll-out of GIAN scheme. The Hindu.
https://www.thehindu.com/news/national/after-covid-break-centre-approves-fourth-phase-roll-out-of-gian-scheme/
article67599029.ece
26
Global Initiative of Academic Networks. GIAN. https://gian.iith.ac.in/ 71
Global Academic Mobility and Talent Attraction
ii. Visiting Advanced Joint Research (VAJRA):
The VAJRA Scheme, launched in 2017 is a dedicated programme exclusively for overseas scientists
and academicians with emphasis on Non-resident Indians (NRIs) and Persons of Indian Origin
(PIOs)/ Overseas Citizen of India (OCIs) to work as adjunct/visiting faculty for a specific period
of time in Indian Public funded academic and research institutions.
Key Features:
zThe faculty undertakes research in national S&T priority areas requiring capacity building
and engage in collaborative research in public funded institutions.
zThe faculty residency period in India is for a minimum period of 1 month and a maximum
of 3 months a year.
zA lump-sum amount of USD 15,000 (~INR 13.30 lakh) is paid in the first month of residency and
USD 10,000 (~INR 8.8 lakh) per month in the other two months to cover travel and honorarium.
27
iii. Scheme for Promotion of Academic and Research Collaboration (SPARC):
SPARC is a flagship programme of the Ministry of Education launched in 2018. It encourages
academic mobility between top Indian HEIs (Top 100 overall NIRF ranking) with leading FHEIs
ranked within the top 800 of QS World University Rankings from 28 selected nations (USA, UK,
Germany, Australia, Austria, Denmark, France, Canada, Italy, China, Hong Kong, Japan, Singapore,
Russia, Israel, Switzerland, Sweden, Netherlands, South Africa, South Korea, Norway, Portugal,
New Zealand, Taiwan, Belgium, Spain, Brazil, and Finland).
Key Features:
z12 themes have been identified for collaborative funding under SPARC: i) Advanced Materials;
ii) Rare-earth & Critical Minerals; iii) Energy, Sustainability and Climate Change; iv) Agri & Food
Technologies; v) Semiconductors; vi) Advanced Computing (Supercomputing, AI, Quantum
Computing); Healthcare & MedTech; vii) Space and Defence; viii) Next-Gen Communications;
ix) Disaster Management & Resilient Infrastructure; x) Blue Economy; xi) Smart Cities &
Mobility; and xii) Manufacturing & Industry 4.0.
zA budget outlay of INR 418 crores has been dedicated to the project from 2021-2026.
iv. Dr. Ambedkar Scheme of Interest Subsidy on Educational Loan for Overseas Studies for
OBCs & EBCs
Launched in 2001, it is a Central Sector Scheme for interest subsidy on educational loans for
overseas studies for Other Backward Classes (OBCs) and Economically Backward Classes (EBCs).
The objective is to provide them with better opportunities for higher education abroad and
enhance their employability.
Key Features:
zThe interest payable by the students availing the education loans of the Indian Banks’
Association (IBA) for the period of moratorium (i.e. course period, plus one year or six months
after getting a job, whichever is earlier) is borne by the Government of India.
zFor a student, the eligible loan component is the actual loan taken subject to a maximum
of INR 20 lakhs for the purpose of an interest subsidy claim.
zBetween 2020 and 2023, 15,000 beneficiaries received a total of INR 95 crores across all
States and UTs.
28
4.7.2 Scholarships and Fellowships
India has taken active steps to expand its scholarship offerings for outbound mobility (Indian
27
VAJRA (Visiting Advanced Joint Research) Faculty. https://www.vajra-india.in/index.php/about-vajra
28
Ministry of Social Justice & Empowerment. (2024, February 7). Dr. Ambedkar Scheme of Interest Subsidy on Educational
Loans. PIB. https://www.pib.gov.in/PressReleasePage.aspx?PRID=2003439 72Internationalisation of Higher Education in India
students and faculty going abroad) and inbound mobility (foreign students and scholars
coming to India), through bilateral and multilateral partnerships, as well as new government-
led initiatives. However, the scale and coherence of these programmes remain limited when
compared to global success stories. This section outlines India’s key inbound and outbound
scholarship strategies, identifying strengths and areas for improvement.
4.7.2.1 Inbound Scholarship and Fellowships
India offers a range of scholarship programmes and fellowships to attract international
students, researchers and faculty focusing on strengthening cultural ties, regional cooperation
and academic exchange. These initiatives are particularly targeted at students from developing
countries in Africa, South Asia and Southeast Asia, with some programmes extending globally.
Table 4.3 outlines key schemes and their focus areas:
Table 4.3 : Inbound International Scholarships and Fellowships
S No
Name of the
Scholarship
Year of
Estab-
lishment
Target Region
/ Countries
Focus Area Key Features
1
ICCR
Scholarships
29
1950
Africa, ASEAN,
SAARC, Middle
East
Cultural and
Academic
Exchange
3,000 scholarships offered
through 21 schemes to foreign
students from 180+ countries.
Out of these, 6 schemes are
funded by ICCR, while the
remaining are funded by the
Ministry of External Affairs and
the Ministry of Ayush.
2
Commonwealth
Scholarship
Scheme
30
1959
Commonwealth
countries
Postgraduate
Education
700 students awarded for
bilateral cultural exchange and
academic collaboration.
3
Indian Technical
and Economic
Cooperation
(ITEC
Programme
31
1964
161+ countries
including
Africa, Asia,
Latin America,
East Europe,
Pacific region,
including some
island countries
Capacity
building for
professionals
12,000+ scholarships offered
each year with capacity
building activities through
personnel training in fields
like banking, IT, science, and
personnel management.
4
SAARC
Scholarships
32
1987
SAARC
countries
Regional
academic
cooperation
Support for regional integration
via higher education.
5
Mekong-Ganga
Cooperation
Scholarships
33
2000
Cambodia,
Laos, Myanmar,
Thailand,
Vietnam
Regional
collaboration
Scholarships for Master's
studies at Indian universities.
29
Indian Council for Cultural Relations. (2025, January 10). ICCR Scholarship Schemes. https://www.iccr.gov.in/scholarship
30
Commonwealth Scholarship Commission. (2024, December). Commonwealth Master’s & PhD Scholarships. https://cscuk.
fcdo.gov.uk/scholarships
31
Ministry of External Affairs, India. (2025). ITEC Programme - https://www.mea.gov.in/itec
32
SAARC Secretariat. (2023, November). SAARC Scholarship Scheme - http://www.saarc-sec.org/scholarships
33
Ministry of External Affairs, India. (2022, July). Mekong-Ganga Cooperation Programme - https://www.mea.gov.in/megexpo 73
Global Academic Mobility and Talent Attraction
S No
Name of the
Scholarship
Year of
Estab-
lishment
Target Region
/ Countries
Focus Area Key Features
6COMPEX
34
2001 Nepal
Undergraduate
education
For Nepalese students to
pursue Undergraduate courses
(Engineering, Agriculture,
Nursing and Pharmacy) in
Indian HEIs.
7
AYUSH
Scholarships
35
2005 Global
Traditional
Indian
medicine
(AYUSH)
Awards various scholarship
amounts to support studies in
Ayurveda, Yoga, Unani, Siddha
& Homeopathy.
8
Scholarship
Programme
for Diaspora
Children
(SPDC)
36
2006-07India
Undergraduate
education
150 scholarships awarded to
students from 66 countries
who fall under the categories
of PIOs (Persons of Indian
Origin) and NRIs (Non-Resident
Indians) to help them pursue
undergraduate courses in
Indian universities.
9
ASEAN-India
Research
Training
Fellowship
(AI-RTF)
37
2008
ASEAN
countries
Research
50 Fellowships to support
young researchers from ASEAN
countries to conduct research
at Indian institutions.
10
Africa
Scholarship
Scheme
(now, India-
Africa Maitri
Scholarship
Scheme)
38
2009
African
countries
Higher
Education &
Research
1,068 fully-funded scholarships
for UG/PG/PhD.
11
ASEAN
Scholarships
39
2014
ASEAN
countries
Postgraduate
Education
20 scholarships per year for
ASEAN students to pursue
Master's programmes at
Nalanda University.
12
ASEAN
Fellowships
40
2019
ASEAN
countries
Higher
Education &
Research
Awards 1,000 ASEAN students
to pursue PhD in IITs.
34
University Grants Commission, India. (2024). COMPEX for Nepalese Students. https://www.ugc.ac.in/compex
35
Ministry of Ayush, India. (2025, February). AYUSH Scholarship Guidelines. https://www.ayush.gov.in/scholarship
36
Ministry of External Affairs, India. (2023). SPDC Scheme - https://www.mea.gov.in/spdc
37
ASEAN-India Centre. (2024, May). AI-RTF Fellowship - https://aic.mea.gov.in/airt-fellowship
38
Ministry of External Affairs, India. (2025, March). India-Africa Maitri Scholarship - https://www.mea.gov.in/maitri-scholarship
39
Nalanda University. (2025, June). ASEAN Scholarships - https://nalandauniv.edu.in/asean-scholarship
40
Ministry of Education, India. (2024, December). ASEAN-IIT PhD Fellowship Scheme. https://www.education.gov.in/asean-iit-
fellowship 74Internationalisation of Higher Education in India
Despite these efforts, structural and institutional barriers, operational and resource constraints,
differences in curricula and credit systems, insufficient support for foreign languages, weak
industry-academia linkages, lack of outreach and promotional efforts continue to limit the scope
and success of inbound mobility of students to India. By addressing challenges and fostering
inclusive policies, India and its HEIs can maximize the benefits of mobility for individuals,
institutions and society as a whole.
4.7.2.2 Outbound Scholarship and Fellowships
The Government of India supports a range of outbound scholarship schemes through both
government-funded and bilateral/multilateral initiatives. These scholarships aim to support
postgraduate education, collaborative research, and faculty development abroad. Most of these
are offered by the Ministry of Social Justice & Empowerment, Ministry of Science & Technology
and various other Ministries.
Apart from these, the Scholarship Division, Department of Higher Education, Ministry of Education
(MoE) coordinates scholarships provided by foreign countries to Indian students. The Ministry
either nominates candidates for scholarships as requested by the foreign government/institution
or disseminates information about the scholarships offered by them. The final selection of the
nominated candidates rests with the donor country or institution.
Table 4.4 : Outbound International Scholarships where MoE invites Applications
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target Group Field
Scholarship
Amount
1
New
Zealand
1959
Common-
wealth
Scholar-
ship
41
Postgraduate
and PhD
students
STEM, Health,
Innovation and
Entrepreneurship,
Security and
Governance
Tuition fee along
with various
allowances.
2UK 1959
Common-
wealth Mas-
ter’s Schol-
arship
42
Postgraduate
students
STEM, Health,
Innovation and
Entrepreneurship,
Security and
Governance
Monthly stipend
is £1,347 (~INR
1.56 lakhs), but it
increases to £1,652
(~INR 1.92 lakhs)
for universities
in the London
metropolitan area.
3Thailand 2005
Chulaborn
Graduate
Institute
43
Postgraduate
students
Environmental
Toxicology,
Biological
Sciences and
Chemical Biology
Tuition Fee,
accommodation,
airfare, visa fees,
and provide a
monthly stipend.
41
New Zealand Scholarships. (2025). Commonwealth Scholarship. https://www.nzscholarships.govt.nz/scholarships/
commonwealth-scholarship/
42
Commonwealth Scholarship Commission. (2024). Commonwealth Master’s Scholarships. https://cscuk.fcdo.gov.uk/
scholarships/commonwealth-masters-scholarships/
43
Chulabhorn Graduate Institute. (2025). Scholarships and Financial Support. https://www.cgi.ac.th/admissions/scholarship/ 75
Global Academic Mobility and Talent Attraction
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target Group Field
Scholarship
Amount
4Slovenia 2015
Slovenian
Government
Scholar-
ship
44
Undergraduate
and
Postgraduate
students
Medicine,
Engineering,
Natural Sciences,
Humanities and
Political Sciences
Monthly allowance
of €1,000 (~INR 1
lakh)
5Brunei 2017-2018
Brunei
Darussalam
Scholar-
ship
45
Diploma,
Undergraduate,
Postgraduate
students
STEM, Arts,
Business, Health
Full tuition fee
alongwith various
allowances.
Table 4.5: Outbound International Scholarships where MoE disseminates Information
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target GroupField
Scholarship
Amount
1
Czech
Republic
1950
Czech
Republic
Scholar-
ships
46
Graduate and
Postgraduate
students
Natural sciences,
Engineerin,
Technolog, and
Social sciences
Tuition Fee CZK
12,000 (~INR
50,000) per month
for graduate
students.
CZK 13,000 (~INR
54,000) per month
for postgraduate
students.
Accommodation
and Food at a
discounted rate.
No visa application
fee.
2Japan 1954
Japanese
Government
(MEXT)
47
Undergraduate,
Postgraduate
and PhD
students
Social Sciences
and Humanities,
Natural
Sciences, STEM,
Geology and
Geoinformatics
Airfare, tuition fee
and allowances
Yen 1,17,000 (~INR
69,000) per month.
44
Government of Slovenia, Ministry of Education. (2024). Slovenian Government Scholarship. https://www.gov.si/en/topics/
scholarships/slovenian-government-scholarship/
45
Brunei Ministry of Education. (2025). Brunei Darussalam Scholarship. http://www.moe.gov.bn/SitePages/
BruneiDarussalamScholarship.aspx
46
Ministry of Education, Youth and Sports of the Czech Republic. (2024). Czech Republic Scholarships. https://www.msmt.cz/
areas-of-work/international-cooperation/czech-scholarship-service
47
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2025, March 27). Japanese Government (MEXT)
Scholarship for Research Students. https://www.mext.go.jp/content/20240327-mxt_kotokoku02-000034995-02.pdf 76Internationalisation of Higher Education in India
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target GroupField
Scholarship
Amount
3 Israel 2004
Israel Gov-
ernment
Scholar-
ship
48
Postgraduate
and Fellowship
students
STEM, Humanities
& Social Sciences
Tuition fee,
monthly allowance
USD 750 (~INR
65,000), and basic
health insurance
4 South Korea2010
Global Ko-
rea Scholar-
ship (GKS)
49
Graduate
Students
Engineering,
Humanities and
Social Sciences,
Arts and Physical
Education,
Natural Science
Airfare, tuition
fee & stipend of
KRW 900,000 (~INR
56,000)
5 Italy 2015
Italian
Government
Scholar-
ship
50
Postgraduate
and PhD
students
STEM, Arts, Music,
Dance, Italian
Language and
Culture Course.
Tuition fee, Health
Insurance, &
monthly allowance
€900 (~INR 91,000).
6 UK 2018
British
Council
Scholarships
for Women
in STEM
51
Women
Postgraduate
students
STEM
Full tuition fees,
Living stipend,
Travel costs,
Visa and health
coverage fees.
Table 4.6: Outbound International Scholarships and Fellowships Funded by Government of India
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target
Group
Field Scholarship Amount
1
National
Overseas
Scholarship
(NOS)
52
2014-15MoSJE
SC, ST,
OBC,
minorities,
women
in STEM,
first-gen
learners
Global
z20 scholarships awarded to PG
and PhD. (SC:17 & PVTGs: 3)
zTuition fee, annual Maintenance
allowance of USD 15,400 (~INR
13 lakh), Contingency Charges of
USD 1,532 (~INR 1.3 lakh), Poll
Tax, Visa Fee, Medical Insurance,
Cost of Air journey, Incidental
Journey expenses.
48
Council for Higher Education, Israel. (2023). International Scholarships and Fellowships. https://che.org.il/en/scholarships/
49
National Institute for International Education (NIIED). (2025). Global Korea Scholarship. https://www.studyinkorea.go.kr/en/
sub/gks/allnew_invite.do
50
Italian Ministry of Foreign Affairs and International Cooperation. (2025). Invest Your Talent in Italy & Italian Government
Scholarships - https://studyinitaly.esteri.it/en/home_borse
51
British Council. (2024). Scholarships for Women in STEM Programme. https://www.britishcouncil.org/study-work-create/
opportunity/scholarships/women-stem
52
Ministry of Social Justice and Empowerment. (2024, August). National Overseas Scholarship Scheme Guidelines - https://
socialjustice.gov.in/national-overseas-scholarship 77
Global Academic Mobility and Talent Attraction
S No
Country
offering the
Scholarship
Year of
Estab-
lishment
Name of
the
Scholarship
Target
Group
Field Scholarship Amount
2
Overseas
Visiting
Doctoral
Fellowship
53
2018 DST
Indian
applicants
who are
fresh
PhD (not
earlier
than
preceding
2 years)
Global
zTo undertake research training
in frontier areas of Science and
Engineering
zMonthly fellowship is equivalent
to INR 1.7 lakh, one-time
Contingency/Preparatory
allowances of INR 60,000 to
cover visa fees, airport transfer
charges, medical insurance, etc.
Table 4.7: Outbound International Scholarships and Fellowships Bilaterally Funded
S No
Name
of the
Initiative
Year of
estab-
lishment
Funded
By
Target
Group
Target
Country
Key Features
1
UK-India
Education
Research
Initiative
54
2006
Bilateral
(India
and UK)
Researchers,
faculty
UK
zFor collaborative research and
innovation.
zMaximum of £200,000 (~INR 2.3
crore) over the duration of the
project.
2
Fulbright-
Nehru
Fellowships
55
2008
Bilateral
(India
and
USA)
Postgrad-
uates,
scholars,
mid-career
profession-
als
USA
zAcademic exchange, research,
leadership training fellowship.
zProvides J-1 visa support, round-
trip economy class air travel from
a fellow’s home city to the host
institution in the USA, funding for
tuition and fees, living and related
costs, and accident and sickness
coverage per USA.
3
Indo-US
Science &
Technology
Forum
56
2009
Bilateral
(India
and
USA)
Students,
scientists,
faculty
USA
zFor joint R&D, innovation
programmes annually.
zBudget of ~ $2-3 million (~INR
17.5-26.28 crores) per year.
4
Raman-
Charpak
Fellowship
57
2013
Bilateral
(India
and
France)
PhD stu-
dents in
science and
technology
France
zFor joint research and mobility.
zFor an Indian Fellow Fellowship
Support of €1,500 (~INR 1.5 lakh)
per month for daily expenses, local
travel, accommodation charges
plus Social Security charges.
53
Department of Science & Technology. (2025). Overseas Visiting Doctoral Fellowship Programme. https://dst.gov.in/overseas-
visiting-doctoral-fellowship
54
UK–India Education and Research Initiative. (2025). Overview. https://ukieri.org/about/
55
U.S.–India Educational Foundation. (2025). Fulbright–Nehru Fellowships - https://www.usief.org.in/Fulbright-Nehru-Fellowships.
aspx
56
Indo–US Science and Technology Forum. (2025). Programmes - https://www.iusstf.org/programmes
57
Indo–French Centre for the Promotion of Advanced Research. (2024). Raman–Charpak Fellowship. https://www.ifcpar-
francindia.org/raman-charpak 78Internationalisation of Higher Education in India
S No
Name
of the
Initiative
Year of
estab-
lishment
Funded
By
Target
Group
Target
Country
Key Features
5
Newton-
Bhabha
Fund
58
2014
Bilateral
(India
and UK)
Researchers,
scientists
UK
zFor joint research, training, policy
engagement.
z£735 million fund (~INR 8,528
crores) for 7 years for different
courses
6
Indo-US
Fellowship
for Women
in STEMM
(Science,
Technology,
Engineering,
Mathematics
and
Medicine)
59
2024
Bilateral
(DST,
India
and
IUSSTF,
USA)
Women
Scientists,
Engineers
and Tech-
nologists
USA
zTo undertake international
collaborative research in US HEIs.
zMonthly stipend of USD 3,000
(~INR 2.6 lakh). Additionally, airfare
up to USD 2,500 (~INR 2.2 lakh),
health insurance up to USD 1,000
(~INR 88,000), contingency funds
up to USD 750 (~INR 66,000), and
conference allowances up to USD
1,000 (~INR 88,000).
Table 4.8: Outbound International Scholarships and Fellowships Multilaterally Funded
S No
Name of the
Initiativs
Year of
Estab-
lishment
Funded By
Target
Group
Target CountryPurpose
1
Commonwealth
Scholarship
1959
Multilateral
(Commonwealth
of Nations)
Indian
citizens
UK (via
Commonwealth)
Postgraduate
and doctoral
studies
2
Marie
Skłodowska-
Curie Actions
1996
Multilateral
(European
Commission)
Early-stage
researchers
EU
Research
training
and career
development
3Erasmus+ 2014
Multilateral
(European
Commission)
Students,
faculty
EU
Academic
mobility, credit
transfer, capacity
building
India’s outbound scholarship efforts, while expanding, remain fragmented across multiple
ministries and agencies and often lack the scale seen in leading international models. This
fragmentation can result in inefficiencies in outreach, application processes, and long-term
planning. In contrast, leading host countries for international students have adopted unified, well-
funded approaches for funding international students. Programmes like Fulbright, Commonwealth
and Erasmus+ demonstrate how academic mobility is embedded within broader strategies for
global engagement and soft power projection.
4.8 GLOBAL TALENT ATTRACTION PROGRAMMES
Faculty mobility programmes are often framed as short-term academic exchanges or research
collaborations. Moving beyond temporary relocation and reintegrating diaspora scholars into
58
British Council. (2024). Newton–Bhabha Fund - https://www.britishcouncil.org/education/he-science/newton-bhabha
59
Department of Science & Technology and IUSSTF. (2025). Call for Proposals – Women in STEMM Fellowship - https://www.
dst.gov.in/indous-women-stemm-fellowship 79
Global Academic Mobility and Talent Attraction
domestic academic ecosystems, countries have institutionalised long-term return programmes
building sustained capacity for teaching, research and leadership. The Global Talent Attraction
Programmes attract, recruit and retain high-potential individuals with advanced degrees to fill
critical capability gaps, strengthen sovereign research capacity, and accelerate innovation across
sectors of national interest in a country. Two programmes in Asia that have been in operation
for more than 15 years have been elaborated below.
4.8.1 Global Best Practices for Talent Attraction
In a knowledge-driven global economy and increasingly multipolar world, governments are
focused on recruiting top scientists and technologists not just to boost their economies but as
part of their broader national agendas. The EU launched its ‘Choose Europe for Science’ initiative
in 2025, which offers a €500 million (~INR 5,000 crores) package for 2025-2027 to make Europe
a magnet for researchers. The UK Government launched the Department for Science, Innovation
and Technology Programme (Global Talent Fund) in 2025 allocating £54 million (~INR 620 crores)
to move 10 research teams to their country.
60
4.8.1.1 China: Thousand Talents Programme (TTP)
i. Background and Rationale
Launched in 2008, TTP was a flagship initiative of China, designed to attract top global talent
in science, technology, and innovation. The programme aimed to address China’s brain drain
by incentivising the return of overseas Chinese scholars and recruiting foreign experts, thereby
accelerating the country’s transition into a knowledge-driven economy. It was part of a broader
national innovation strategy aligned with policies such as Made in China 2025 and the Innovation-
Driven Development Strategy. Similarly, China’s Youth Thousand Talents Programme (YTT) targets
faculty under 40 and has recruited PhDs from globally top 100 STEM programmes.
61
ii. Programme Design and Implementation
The TTP offered significant financial and professional incentives to researchers, entrepreneurs,
and technologists, including:
zRemuneration: For full-time appointments, the programme offers signing bonuses between
¥3–5 million (~INR 72 lakh-3.6-6 crores), research grants of ¥3–5 million (~INR 3.6-6 crores),
tax-free salaries ranging from ¥600,000–¥1million (~INR 75 lakhs-1.2 crores) annually
zBonuses: One-time relocation bonuses of up to ¥1 million (~INR 1.2 crores)
zProfessional Opportunities: Access to advanced research facilities, leadership roles in
projects, and opportunities to establish new research centres.
zPersonal Support: Assistance with housing, schooling for children, and streamlined
administrative processes.
iii. Target Group and Areas:
zLong-term experts, recruited for full-time academic or research roles; short-term or part-time
roles, including sabbaticals or joint appointments.
zYouth programmes, targeting early-career researchers under 40.
The TTP primarily targeted sectors deemed critical to national interest and global competitiveness,
60
European Commission. (2025, July). Choose Europe: Advance your research career in the EU. https://commission.europa.eu/
topics/research-and-innovation/choose-europe_en
UK Research and Innovation. (2025, June 23). UK launches scheme to attract world-class researchers. https://www.ukri.org/
news/uk-launches-scheme-to-attract-world-class-researchers/
61
Shi, D., Liu, W., & Wang, Y. (2023, September 22). Evaluating the success of China’s “Young Thousand Talents” STEM
recruitment program. Stanford Center on China’s Economy and Institutions. https://sccei.fsi.stanford.edu/china-briefs/
evaluating-success-chinas-young-thousand-talents-stem-recruitment-program 80Internationalisation of Higher Education in India
including, AI and big data, quantum information science, aerospace and advanced manufacturing,
biotechnology and medical innovation, green energy technologies, and cybersecurity and
military-civil fusion (MCF) domains.
iv. Success and Impact of the TTP
The TTP has significantly contributed to China’s scientific and technological advancement:
zTalent Acquisition: Attracted over 7,000 high-level experts globally in the first decade.
zResearch Output: Participants in the Young Thousand Talents (YTT) programme demonstrated
increased productivity, particularly in resource-intensive fields like chemistry, life sciences,
and engineering.
62
zInstitutional Development: Enhanced the global rankings of Chinese universities and
established cutting-edge research centres in key technological areas.
zInnovation Clusters: Supported the growth of national innovation hubs, such as Zhongguancun
Technology Hub, Beijing and the Suzhou Industrial Park, Jiangsu.
v. Reform and Rebranding
The Chinese Government restructured the TTP post-2018:
zDecentralization: Transitioned from a centralized programme to localized initiatives managed
by universities and provincial governments.
zRebranding: Introduced new programmes like the “High-End Foreign Experts Programme”
and institutional talent plans.
zContinued Focus: Maintained the core objective of attracting global talent to bolster China’s
innovation ecosystem.
4.8.1.2 South Korea: Talent Attraction Programmes
i. Background and Rationale
South Korea has long recognised the critical role of human capital in sustaining its transformation
from a manufacturing-led to a knowledge-based economy. To counteract the outmigration of
Korean scientists and researchers in the 1980s and 1990s, the South Korean government launched
a series of programmes aimed at attracting homegrown talent back to the country.
One of the most notable efforts was the “Brain Return 500 Project”, launched in 1994 under the
Ministry of Science and Technology (now MSIT). This was followed by complementary initiatives
such as the KOFST Returnee Programme, supported by the Korean Federation of Science and
Technology Societies (KOFST) and the National Research Foundation of Korea (NRF).
These programmes aimed to reverse brain drain, strengthen national R&D capacity, and position
South Korea as a global hub for innovation, especially in sectors like biotechnology, ICT,
nanotechnology, and green energy.
ii. Programme Design and Implementation
a. Brain Return 500 (1994–2002)
Goal: Bring back 500 elite Korean researchers from abroad.
Target Group: Korean nationals with PhDs and postdoctoral experience abroad, especially in the
U.S., Europe, and Japan.
Benefits:
zInitial Research Grants: ~$100,000–$300,000 (~INR 87 lakh-2.6 crore) for lab setup and
equipment.
62
Snyder, A. (2023, January 10). China’s talent program increased young scientists’ productivity, study says. Axios. https://www.
axios.com/2023/01/10/china-funding-young-scientists-productivity 81
Global Academic Mobility and Talent Attraction
zInstitutional Placement: Priority hiring in national universities, government labs, and strategic
R&D centres.
zRelocation Assistance: Housing and family integration support (including schooling and
spousal employment services).
The programme surpassed its goal and significantly bolstered faculty strength at Korea’s
top institutions, including Korea Advanced Institute of Science & Technology (KAIST), Pohang
University of Science and Technology (POSTECH), and Seoul National University (SNU).
b. Korean Federation of Science and Technology Societies (KOFST) Returnee Programme (Ongoing)
Support Provided:
zSalary subsidies and competitive fellowships for returnees
zFunding for joint research with domestic scientists
zMentorship and networking support to ease re-integration
zLinks with industry partners for technology transfer or entrepreneurship.
iii. National Research Foundation (NRF) Returnee Tracks (Ongoing)
zResearch Professor Tracks for postdoctoral returnees.
zMid-career fellowships for scientists joining from top global labs.
zSpecific quotas set aside for overseas Koreans in flagship R&D projects (especially under
Korea’s “Third S&T Basic Plan”).
These programmes have been particularly effective in enhancing capacity in Semiconductors
and ICT, Biotechnology and Biomedical Engineering, Nuclear and Renewable Energy, Artificial
Intelligence and Robotics, and Space and Defense Technologies. They align with national priorities
under the Korean New Deal, K-Research Infrastructure, and Innovation Growth Engine Initiatives.
iv. Success and Impact
zReversal of Brain Drain: Over 1,200 high-level researchers returned through Brain Return 500
and affiliated programmes by the early 2000s.
zFaculty Excellence: Returnees now form a significant portion of tenured faculty at institutions
like KAIST, SNU, and Yonsei University.
zR&D Boost: South Korea’s GERD (Gross Expenditure on R&D) as a % of GDP rose from 1.87%
in 1995 to over 4.8% by 2022 — one of the highest globally.
zGlobal Rankings: South Korean universities and labs rose in international citation indexes,
aided by returnee-led publications and patents.
zIndustrial Linkages: Many returnees transitioned into leadership roles in Samsung, LG,
Hyundai, and state-funded think tanks.
4.8.2 Strategies for India to Attract Global Talent
India must plan to scale its existing programmes to include long-term or permanent supernumerary
positions in India. The following lessons can be drawn from global talent attraction programmes:
i. Scale and Targeting: China and Korea both identified strategic disciplines and clear numerical
targets (e.g., 500 scientists), enabling focused recruitment efforts accordingly.
ii. Integration, not Transaction: Both countries embedded returnees into faculty positions,
research leadership, and national labs, rather than viewing them as short-term visitors.
iii. Strong Government-University Partnership: National ministries coordinated closely with elite
universities and R&D centres, ensuring institutional readiness.
iv. Incentive Structures: Programmes included relocation grants, lab funding, family support,
and clear tenure pathways, often missing in Indian schemes. 82Internationalisation of Higher Education in India
v. Long-Term Vision: These were not standalone fellowships but part of broader innovation and
education strategies (e.g., Made in China 2025, Korea’s S&T Plans).
India should deepen its investment in research and development, fortify its higher education
institutions, and create expansive opportunities for entrepreneurship and innovation. This
includes establishing globally benchmarked universities, instituting competitive research funding,
and fostering collaborative ecosystems with international academic and industry partners. It
should also create fast-track academic re-entry pathways for Indian PhDs and postdocs abroad,
establish return-based mobility tracks, and enable dual appointments or joint faculty roles
between Indian and foreign HEIs to attract Indian diaspora.
63
4.8.3 Indian Initiatives for Diaspora Talent Attraction
India has launched faculty mobility and diaspora-focused initiatives such as the GIAN, VAJRA, and
various fellowships mentioned in Table 4.9 to attract global Indian talent to national institutions.
However, these programmes are yet to achieve the scale, visibility and institutional integration
seen in the global best practices.
Table 4.9: Fellowship Offered To Indian Orgin Scientists By Government Of India
S No
Name of
the Schol-
arship
Year of
Estab-
lishment
Offered
By
Target
Countries
Key
Features
Key Features
1
Ramanujan
Fellowship
64
2005-06DST Global UK
zFor Indian scientists and engineers
from outside India to take up
scientific research positions in
India.
zIt provides a monthly amount
of INR 1,35,000 (including HRA).
Additionally, fellows receive an
annual research grant of INR 7
lakh and INR 60,000 as overhead
charges to the host institute.
2
Department
of Bio-
technology
(DBT) Energy
Biosciences
Overseas
Fellowships
65
2006-07DBT Global USA
zFor young scientists of Indian
origin working overseas to pursue,
complement and enhance the
quality of R&D in energy related
biosciences in Indian HEIs.
zIt provides INR 75, 000 per month
and a contingent grant of INR 5 lakhs
/year, international and domestic
travel, hiring of manpower.
zIndian host institutions can
consider giving additional benefits
as applicable to regular faculty.
63
The Daily Star. (2025, February 20). How to build a conducive environment for innovation and research. Future Forged:
Youth at the Helm. https://www.thedailystar.net/supplements/anniversary-supplement-2025/future-forged-youth-the-
helm/news/how-build-conducive-environment-innovation-and-research-3827956
64
Department of Science & Technology. (2025). Ramanujan Fellowship Guidelines. https://dst.gov.in/ramanujan-fellowship
65
Department of Biotechnology. (2024). Energy Biosciences Overseas Fellowships. https://dbtindia.gov.in/energy-biosciences-
overseas-fellowships 83
Global Academic Mobility and Talent Attraction
S No
Name of
the Schol-
arship
Year of
Estab-
lishment
Offered
By
Target
Countries
Key
Features
Key Features
3
Ramalin-
gaswami
Re-entry
Fellowship
66
2006-07DBT Global USA
zFor Indian scientists working
abroad in biotechnology and life
sciences to return to India and
pursue research careers.
zThe Fellow will receive a grant
of INR 1,35,000 per month,
research support grant of
INR 13,00,000 per annum for
purchase of consumables, minor
equipment, domestic travel,
engaging project staff and other
contingent expenditure to be
incurred in connection with the
implementation of the project.
zThe Host institute will receive
INR 50,000 per annum towards
institutional overhead under the
project.
4
VAIshwik
BHArtiya
Vaigyanik
(VAIBHAV)
Fellowship
67
2023 DST Global France
zAwards outstanding scientists and
technologists of Indian origin (NRI/
OCI/PIO) to engage in research
activities with Indian HEIs.
zIt offers a stipend of INR 4,00,000
per month for a minimum of
1 month and a maximum of 2
months per year, with a total
fellowship duration not exceeding
3 years.
The Scientists/ Technologists of Indian Origin (STIO) in Indian research Laboratory is a provision
to appoint Scientists and Technologists of Indian Origin (STIO) on a contractual basis at Council
of Scientific and Industrial Research (CSIR) laboratories to nurture a research field in their area
of expertise. The Senior Research Associateship (SRA) Scientist’s Pool Scheme is primarily meant
to provide temporary placement to highly qualified Indian scientists, engineers, technologists,
and medical personnel returning from abroad, who are not holding any employment in India.
Both are led by the Ministry of Science & Technology. DBT under the Ministry of Science and
Technology, in collaboration with the Wellcome Trust supports a three-tier fellowship programme
on biomedical research at post-doctoral level.
4.8.4 Challenges faced by Diaspora Talent in India
Since 2011, over 16 lakh individuals have renounced Indian citizenship, highlighting concerns
over talent outflow.
68
In 2024 alone, 13 lakh students pursued higher education abroad, largely
driven by the availability of superior research and academic infrastructure. A 2023 study found
66
Department of Biotechnology. (2025). Ramalingaswami Re-entry Fellowship. https://dbtindia.gov.in/ramalingaswami-re-
entry-fellowship
67
Department of Science & Technology. (2025). VAIBHAV Fellowship Scheme. https://dst.gov.in/vaibhav-fellowship
68
The Hindu. (2023, February 14). https://www.thehindu.com/news/national/over-16-lakh-people-renounced-indian-
citizenship-since-2011-says-government-data/article66489409.ece 84Internationalisation of Higher Education in India
that 36% of the top 1,000 and 62% of the top 100 JEE scorers had emigrated.
69
This sustained
migration of high-performing individuals poses a challenge to India’s global competitiveness in
critical sectors. For resolving this, some of the key challenges that need to be resolved include:
zEconomic Incentives and Work-Life Balance: Many professionals migrate in pursuit of
significantly higher salaries and improved working conditions. In India, low wages, inadequate
facilities, and intense competition often drive skilled individuals to seek better work-life
balance abroad.
zLimited Academic and Research Infrastructure: Despite ongoing improvements, Indian
institutions lag behind global standards in research and innovation. As a result, professionals
in academia and R&D often relocate to countries offering better infrastructure and
opportunities.
zGovernance and Institutional Challenges: Political instability and bureaucratic inefficiencies
hinder professional growth. Concerns related to quality of life also influence decisions to
emigrate.
zRestricted Career Advancement and Recognition: Limited prospects for career progression and
insufficient recognition in certain sectors discourage talent retention. In contrast, countries
that prioritise meritocracy and professional development attract Indian professionals.
4.9 CONCLUSION
The landscape of academic mobility is rapidly evolving in response to technological advancements,
environmental imperatives, and the need for more inclusive and adaptable models. Emerging
trends are shaping the next generation of academic mobility programmes, providing a foundation
for more flexible internationalisation practices. Embedding equity, diversity and inclusion goals
into these programmes is also essential to expand access and foster global collaboration. India
should proactively design and implement mobility programmes that facilitate the inbound
movement of students and faculty and attract global talent to its HEIs.
One-third of the tech workforce spearheading innovation in Silicon Valley comprises Indians,
with nearly 40% of the region’s CEOs or founders having roots in South Asia, particularly India.
70
This diaspora represents an unparalleled intellectual and entrepreneurial resource that can be
mobilized to mentor, invest in and directly contribute to building India’s knowledge economy.
To realize the vision of Viksit Bharat@2047 and meet the ambitious goals set out in NEP 2020,
India must strategically reposition itself as a global magnet for talent with robust Global Talent
Attraction Programmes that not only retain high-potential Indian professionals but also attract
leading minds from across the world.
Kumar, S., & Bhatacharjee, S. (2025, July). The exodus of talent: Understanding brain drain from India. University News,
Association of Indian Universities (AIU).
70
Goyal, P. (2024, September 17). Piyush Goyal proposes indigenous Silicon Valley to promote startup ecosystem. The
Economic Times. https://economictimes.indiatimes.com/tech/technology/piyush-goyal-proposes-indigenous-silicon-
valley-to-promote-startup-ecosystem/articleshow/113414607.cms 85
Chapter
INTERNATIONAL ACADEMIC
COLLABORATIONS
Chapter
5 86Internationalisation of Higher Education in India
5.1 OVERVIEW
In an increasingly interconnected world, academic collaborations between Indian and foreign HEIs
have emerged as a key pillar for achieving India’s vision of creating world-ready talent. Twinning,
joint degree, and dual degree programmes offer structured pathways for students to access
global educational experiences while also strengthening academic and research capacity of
Indian HEIs. Compared to branch campuses, hybrid joint campuses, and global centres, they offer
cost and time advantages as they do not require physical infrastructure, demand significantly
lower investment, and provide flexibility to operate on either a short-term or long-term basis.
These models can help reshape curricula and pedagogy, and realise institutional aspirations of
meeting global standards and practices. This introduction of academic collaborations is being
supported at the systemic, institutional and student levels as elaborated below.
i. Vision of NEP 2020 and UGC Regulations
NEP 2020 provides a transformative framework that encourages Indian HEIs to become globally
engaged institutions. It underscores the need to equip students with the competencies necessary
to succeed in a dynamic global workforce. For achieving this, it explicitly supports the idea of
student exchanges, international research partnerships, and mutual recognition of qualifications.
It advocates for the facilitation of international students studying in India, as well as Indian
students accessing learning opportunities abroad. It encourages Leading Public and Private HEIs
to develop mutually beneficial MoUs with reputed foreign institutions, to promote a vibrant
exchange of ideas, faculty, and academic programmes.
To operationalise the goals outlined in the NEP 2020, UGC has issued the Academic Collaboration
between Indian and Foreign Higher Educational Institutions to offer Twinning, Joint Degree, and
Dual Degree Programmes Regulations, 2022. These guidelines enable:
zSeamless academic partnerships between Indian and foreign HEIs. 87
International Academic Collaborations
zFlexibility in course delivery, credit recognition, and dual certification.
zFrameworks for quality assurance and institutional autonomy in designing collaborative
programmes.
To establish a framework for recognizing and granting equivalence to qualifications obtained
from foreign educational institutions at both school and higher education levels, UGC has
also issued the Recognition and Grant of Equivalence to Qualifications obtained from Foreign
Educational Institutions Regulations, 2025.
1
These guidelines enable smooth academic mobility
and ensure foreign qualifications are evaluated fairly and consistently.
ii. Institutional Aspirations for Academic Collaboration
Based on insights gathered from stakeholder consultations held as a part of this study, the
following motivations emerged from Indian HEIs to invest in academic collaborations:
zGlobal Rankings and Visibility: International collaborations can improve global rankings
by boosting indicators such as international student and faculty ratios, and collaborative
research output.
zCurriculum Internationalisation: Exposure to global academic practices enables Indian HEis
to redesign curricula that meet international benchmarks.
zDiverse Perspectives: A multicultural classroom can enrich the learning environment, promote
critical thinking and global citizenship among students.
zAlumni Networks: Returning international students often form alumni chapters that enhance
India’s soft power and global presence.
zRevenue Diversification: International students contribute to internal revenue through higher
tuition fees. Diversifying student cohorts can reduce financial dependence on domestic sources.
iii. Student Demand for International Exposure
Twinning, joint, and dual degree programmes reflect a paradigm shift in the role of Indian HEIs
from preparing students primarily for national roles to equipping them for a global future along
with the capability to research and contribute to global challenges. For these initiatives to succeed,
Indian HEIs must adopt a strategic approach in identifying compatible foreign partners, designing
relevant curricula, and building institutional capacity to manage such programmes effectively.
Figure 5.1: Survey Responses on Perception of HEI on the Impact of Internationalisation on Learning Outcomes and
Employability of Graduates
1
University Grants Commission (Recognition and Grant of Equivalence to Qualifications Obtained From Foreign Educational
Institutions) Regulations, 2025 Retrieved from https://equivalence.ugc.ac.in/uploads/regulation.pdf 88Internationalisation of Higher Education in India
The following motivating factors for students to search for avenues of learning beyond their
national boundaries have emerged from the survey responses:
zEnhanced Employability: Exposure to international pedagogies and work environments can
boost students’ readiness for global careers.
zAccess to Global Knowledge Systems: Students can benefit from cross-border faculty
expertise, interdisciplinary learning, and state-of-the-art facilities.
zSocial Capital: International degrees and multicultural experiences can add to students’
social capital and open doors to global opportunities.
zCost Efficiency: Twinning models allow students to complete part of their studies in India,
thereby significantly reducing the tuition and living costs associated with a foreign degree.
zResearch Exposure: Dual and joint degree programmes often include research collaboration,
enabling students to publish and co-author with global faculty.
5.2 FACTORS INFLUENCING SELECTION OF HEIs BY INTERNATIONAL
STUDENTS
International students consider a range of academic, financial, and cultural factors when selecting
a foreign university that aligns with their goals and circumstances.
Academic programmes are often more attractive to international students as they involve lesser
time and financial commitments. Affordability and scholarships play a crucial role, since high
tuition fees can be a major deterrent.
2,3
The availability of financial aid and scholarships such as
Fulbright, DAAD, or Commonwealth scholarships can therefore significantly enhance international
enrolment. Students are also guided by the discipline and specialisation offered, often opting
for international HEIs to pursue degrees in highly competitive fields that are underrepresented
in their home countries, such as medicine or data science. Post-study work opportunities are
another key consideration, with countries offering clear post-study pathways (e.g., UK and
Australia) proving especially attractive to students seeking international careers.
4,5
The language of instruction also shapes student preferences, as the availability of English-
medium programmes, increases accessibility and global appeal. Institutional reputation and
rankings remain a major influence on perceptions of quality, while recognition and entry criteria,
including ease of credit transfer and degree recognition, determine eligibility for further studies
such as Master’s or PhD programmes. Finally, campus inclusion and integration, supported by
formal and informal student support mechanisms and a high quality of campus life, are essential
for fostering an inclusive and enriching academic experience.
5.3 TWINNING, JOINT DEGREE AND DUAL DEGREE PROGRAMMES IN
INDIA: AN OVERVIEW
UGC (Academic Collaboration between Indian and Foreign Higher Educational Institutions to offer
Twinning, Joint Degree and Dual Degree Programmes) Regulations, 2022,
6
offer a roadmap for
2
Times Higher Education. (n.d.). Scholarships for African students to study abroad. Retrieved from https://www.
timeshighereducation.com/student/advice/scholarships-african-students-study-abroad
3
Ndofirepi, E., Farinloye, T., & Mogaji, E. (2020). Marketing mix in a heterogeneous higher education market: A case of Africa.
Retrieved from https://core.ac.uk/download/266983021.pdf
4
British Council. (n.d.). Graduate route: After your studies. Retrieved from https://study-uk.britishcouncil.org/after-your-
studies/graduate-route
5
World Education Services. (2017, October). Career expectations, experiences, and outcomes of U.S.-educated international
students: What we learned. Retrieved from https://wenr.wes.org/2017/10/career-expectations-experiences-and-outcomes-
of-u-s-educated-international-students-what-we-learned
6
University Grants Commission. (n.d.). UGC regulations to offer twinning, joint degree, and dual degree programmes.
Retrieved from https://www.ugc.gov.in/pdfnews/4555806_UGC-Acad-Collab-Regulations.pdf 89
International Academic Collaborations
Twinning, Joint Degree and Dual Degree Programmes in India. The Degree awarded under these
Regulations shall be equivalent to any corresponding degree with no further requirement of
seeking equivalence from any authority. The degree shall have all benefits, rights and privileges
as obtained in the case of a degree ordinarily awarded by an Indian HEI. The programmes offered
under these Regulations shall not be allowed in online and ODL mode.
5.3.1 Eligibility of Indian and Foreign HEIs for the Programmes:
zIndian HEIs must be accredited by NAAC with a minimum score of 3.01/4, or be in the top
1000 of Times Higher Education or QS World University Rankings, or top 100 in NIRF university
rankings at the time of application.
zForeign partner institutions must be in the top 1000 of Times Higher Education or QS World
University Rankings.
5.3.2 Key Features of the Programmes:
Based on the UGC Regulations, following are the key features of Twinning, Joint Degree and Dual
Degree Programmes in India:
5.3.2.1 Twinning Programme
A Twinning Programme is a collaborative arrangement where students enrolled in an Indian HEI
undertake their programme partly in India and partly in a Foreign HEI (FHEI). Twinning offers
flexibility and cost-effectiveness by allowing students to start in India and finish abroad, gaining
international exposure without the full financial burden of studying overseas.
i. Degree Award: The degree is awarded solely by the Indian HEI, even though students complete
part of their studies in the FHEI.
ii. Credits: Credits earned at the FHEI shall count towards the final degree, but must not exceed
30% of the total programme credits and must be acquired through the conventional mode
i.e., face-to-face interaction in a regular classroom environment, although supplementary
online instruction is allowed.
iii. Fee Structure: The fee for the full duration of the programme, including courses delivered by
the FHEI, must be publicly disclosed at the time of admission and should remain reasonable
and affordable to ensure equitable access to quality higher education.
iv. Regulatory Compliance: Degrees awarded must conform to Section 22(3) of the UGC Act, 1956,
and meet all academic and procedural norms of the relevant statutory authorities authorized
to confer degrees. The right of conferring or granting degrees shall be exercised only by a
University established or incorporated by or under a Central Act, a Provincial Act or a State
Act or an institution deemed to be a University under section 3 or an institution specially
empowered by an Act of Parliament to confer or grant degrees.
v. Curriculum Overlap: Credits earned from the FHEI must not be based on overlapping content
already offered by the Indian HEI, ensuring academic distinction between modules.
vi. Transcript: Each participating HEI must issue transcripts for their respective course
components, with remarks indicating modules completed at the partner institution.
vii. Exit Option: Participating HEIs must define clear exit options for students unable to complete
the Twinning Programme, specifying how the earned credits will be considered in future
academic pathways.
5.3.2.2 Joint Degree Programme
In a Joint Degree Programme, the curriculum is jointly developed and delivered by an Indian
HEI and a FHEI, and upon successful completion, a single joint degree certificate is awarded
by both HEIs. Joint degrees offer a comprehensive academic experience combining faculty and 90Internationalisation of Higher Education in India
infrastructure from both HEIs. Students benefit from international perspectives, diverse academic
environments, and cross-border collaboration, enriching their global employability.
i. Degree Award: The degree is jointly conferred by both the Indian HEI and the FHEI through
a single certificate upon completion of all academic requirements.
ii. Credits: Students must earn a minimum of 30% of total credits from each HEI, and all credits
must be earned through conventional mode (classroom-based, face-to-face interaction).
Courses must not have overlapping content, and evaluation must be conducted only by the
HEI where the student has registered for that course.
iii. Fee Structure: The complete fee structure, including components related to the FHEI, must
be announced at the time of admission and should be reasonably structured to ensure
affordability and access.
iv. Regulatory Compliance: The Joint Degree Programme must comply with Section 22(3) of
the UGC Act, 1956, including the prescribed nomenclature, duration, eligibility norms, and
standards for degree programmes.
v. Doctoral Degree: For joint doctoral programmes, the student must have supervisors from
both HEIs, spend at least one semester at each HEI, and submit a single thesis based on a
jointly developed framework.
vi. Transcript: Each HEI must issue a transcript for their respective courses, with a remark
indicating that the student has taken certain modules at the partner HEI.
5.3.2.3 Dual Degree Programme
The Dual Degree Programme is a jointly designed programme in the same discipline or subject
area and level, where the Indian HEI and FHEI independently confer their respective degrees
to students after completion of each institution’s degree requirements. Dual degrees enable
students to gain two internationally recognized qualifications in a shorter timeframe than
pursuing them independently, boosting their skillset, cross-cultural exposure, and global career
prospects.
i. Degree Award: Both the HEIs award their own separate degrees simultaneously, and this
cannot be confused with two degrees in unrelated disciplines or levels pursued at the same
time.
ii. Credits: Students must earn at least 30% of the total credits from the Indian HEI, and all
credits must be acquired in the conventional mode (face-to-face classroom instruction).
Credits earned at one HEI will be considered toward degree requirements of both HEIs,
provided there is no curricular overlap, and students are evaluated once per course by the
HEI delivering it.
iii. Fee Structure: The total programme fees, including the FHEI components, must be declared
upfront during admission and should remain equitable and affordable for broader accessibility.
iv. Regulatory Compliance: Degrees awarded must comply with Section 22(3) of the UGC Act,
1956, and fulfil the degree requirements of both participating HEIs, in accordance with the
applicable academic regulations.
v. Admission Requirements: Students must meet the eligibility criteria of both HEIs and are
required to apply and gain admission separately to both HEIs.
vi. Doctoral Degree: In a dual doctoral programme, the student must be supervised by faculty
from both HEIs, complete at least one semester of residence at each, and submit a unified
thesis under a jointly agreed framework.
vii. Transcript: Each of the HEIs must issue a transcript for its respective courses, with a remark
indicating that the student has taken certain modules at the partner HEI. 91
International Academic Collaborations
5.3.3 Comparison between Twinning, Joint Degree and Dual Degree Programmes
Table 5.1: Comparison between Twinning, Joint Degree and Dual Degree Programmes
S.No. Aspect
Twinning
Programme
Joint Degree Programme Dual Degree Programme
1Definition
Study split
between Indian
HEI and FHEI
Jointly designed
curriculum with one
joint certificate
Jointly designed same-
discipline programme with 2
degrees
2
Degree
Awarded By
Indian HEI only
Indian HEI and FHEI
(joint single certificate)
Indian HEI and FHEI (separate
degrees)
3
Credit
Requirements
Max 30% credits
from FHEI
Min 30% from each HEI Min 30% from Indian HEI
4
Mode of
Learning
Conventional mode
only
Conventional mode
only
Conventional mode only
5Evaluation
As per HEI offering
the course
One exam per course,
by offering HEI
One exam per course, by
offering HEI
6Transcript
Separate
transcripts with
module remarks
Separate transcripts
with module remarks
Separate transcripts with
module remarks
7
Admission
Requirement
Admission to
Indian HEI only
Typically coordinated/
adapted
Separate admission to both
HEIs
8
Doctoral
Requirement
Not specified
1 semester in each,
joint supervisors, 1
thesis
1 semester in each, joint
supervisors, 1 thesis
9Fee DisclosureAt admission At admission At admission
10Fee Autonomy
Institutional
autonomy with
fairness
Institutional autonomy
with fairness
Institutional autonomy with
fairness
11Major Benefit
Cost-effective,
allows students to
start in India and
finish abroad with
global exposure
Combines academic
strength of both HEIs,
offers international
faculty and academic
diversity
Two full qualifications in less
time, international exposure,
improved global employability
5.4 JOINT DEGREE PROGRAMMES: COMPREHENSIVE ANALYSIS
Joint degree programmes are the most complex to implement compared to twinning and dual
degree programmes due to their requirement for academic, administrative, and legal integration
between partnering institutions. Unlike dual degrees, which allows students to pursue two
separate degrees from each institution independently, joint degrees necessitate the creation of
a single, co-designed curriculum that must be jointly delivered, assessed, and accredited. This
involves harmonizing academic calendars, grading systems, credit equivalence, and regulatory
compliance across national and institutional boundaries, often entailing time-consuming
negotiations and legal agreements.
Additionally, the issuance of a single diploma with logos and official seals from multiple
universities adds another layer of regulatory complexity. In contrast, twinning programmes are 92Internationalisation of Higher Education in India
relatively simpler, as they primarily involve credit transfer from one institution to another without
the need for a unified credential or full curriculum integration. Hence the following section
highlights certain factors that are essential to keep in mind while formulating a joint degree.
5.4.1 Stages for Development of a Joint Degree Programme
Based on extensive stakeholder consultations, the following stages have emerged:
Figure 5.2: Process Flow for Developing Joint Degree Programmes
Stage 1: Letter of Intent (LoI): A non-binding declaration expressing mutual interest in developing
a joint programme, outlining the initial proposal and implementation timeline.
Stage 2: Curriculum Design: Partners align on academic structure, credit system, and learning
outcomes, forming the basis of the formal MoU.
Stage 3: Quality Assurance: Academic standards, accreditation, and global benchmarks are
ensured across all institutions involved.
Stage 4: Memorandum of Understanding (MoU) / Memorandum of Agreement (MoA): A binding
agreement detailing roles, responsibilities, academic framework, governance, finances, degree
structure, IP rights, and dispute resolution.
Stage 5: Student Support and Logistics: Covers travel, accommodation, visas, and cultural
orientation to ensure a smooth transition and integration for students.
5.4.2 Key Enablers for Effective Joint Degree Implementation
i. Develop clear and standardised articulation agreements
zThe formal agreements with partner HEIs should mention the equivalence of credits. Credits
earned at one HEI should be transferable to another either ‘as is’ or with an agreed formula.
zEuropean Credit Transfer and Accumulation System (ECTS) and US Credit Transfer are well-
established frameworks to standardise credit values and avoid discrepancies in credit hour
conversions.
ii. Create detailed course catalogues
zCatalogues that clearly define course descriptions, learning outcomes, and how they align
with the joint degree’s objectives.
zProvide access to course syllabi that describe the content, teaching methods, and assessment
standards, allowing each HEI to evaluate alignment with their academic requirements.
iii. Implement centralized credit transfer systems
zTracking and managing credit transfers in real-time can be established via digital platforms. 93
International Academic Collaborations
Automation can expedite the evaluation and approval of transferred credits, reducing
administrative burdens.
zMaintain a shared database of courses pre-approved for transfer across institutions to avoid
repetitive evaluations of standard courses.
iv. Streamline communication between institutions
zEstablish cross-institutional advisory teams comprising faculty members and administrators
who regularly address and resolve course equivalency and transfer credit issues. Open
communication channels ensure all partners stay informed about changes in curricula or
policies.
zCoaching by the student affairs/ foreign office must ensure students are given accurate,
timely guidance on which courses to take for optimal credit transfer.
v. Flexible credit transfer policies
zDevelop flexible credit transfer policies that reflect the unique nature of joint programmes,
especially in cases of internships, study abroad experiences, or non-traditional learning
pathways (e.g., online courses).
zAllow credit for prior learning or professional experiences relevant to the joint programme
and ensure these can be transferred efficiently between the participating HEIs.
vi. Clarify admission and transfer deadlines
zEnsure that credit transfer and course registration deadlines are clearly defined and
communicated in advance to avoid delays in the transfer process, especially when students
move between HEIs during different terms.
zAlign academic calendars across HEIs in the joint programme or offer flexible options for
students to begin or complete their coursework at different times.
vii. Transparency and student support
zProvide transparent and consistent guidelines for students regarding credit transfer processes,
eligibility, and possible restrictions on credit acceptance.
zOffer dedicated support staff who are well-versed in the nuances of joint programmes and
credit transfers to help students navigate the system efficiently.
viii. Monitor and assess credit transfer effectiveness
zRegularly evaluate the transfer process by collecting feedback from students, faculty, and
administrative staff to identify potential challenges or inefficiencies.
zContinuously update articulation agreements and course equivalencies based on evolving
academic standards, programme changes, and participant feedback.
ix. Encourage more cross-institutional recognition of assessment practices
zAlign the assessment methods (such as grading rubrics, examination formats, etc.) across
participating HEIs so that students’ achievements are assessed in a way that allows them
to be easily transferable between HEIs without ambiguities.
zEducate end-users on these differences, including implementing various conversion tools or
equivalency charts that help translate grades between HEIs where differences exist.
x. Encourage cultural and institutional integration
zEncourage cultural and academic integration activities between HEIs, such as joint seminars,
student forums, and collaborative projects that enhance students’ ability to engage with
different educational and cultural contexts.
zJointly engage academic counselling to help students navigate the cultural and institutional
obstacles that might impact their educational progression and credit recognition. 94Internationalisation of Higher Education in India
5.5 ADVANTAGES OF INTERNATIONAL ACADEMIC COLLABORATIONS
Several Leading Indian HEIs recognise the significant opportunities that internationalisation
presents. Figure 5.3 indicates that according to the survey conducted, 51% of universities report
that their collaborative academic programmes have been successful and effective. This success
is further evidenced by increased participation, with 26% of universities seeing an increase in
the number of students participating in exchange programmes and 15% noting more faculty
engagement in international exchange programmes, indicating a positive trajectory for academic
collaborations and global mobility within the Indian higher education system.
Figure 5.3: Survey Response on Positive Impacts of Internationalisation as articulated by Indian Universities
Note: Since the respondents could choose more than one objective, the percentages do not cumulatively add to 100.
Internationalisation of higher education need not rely solely on capital-intensive models like
International Branch Campuses (IBCs) or offshore campuses. Collaborative academic models such
as twinning, joint, and dual degree programmes offer an agile, cost-effective, and academically
enriching alternative. These models enable HEIs to harness the benefits of international
partnerships without the significant financial, operational, and regulatory burdens associated
with establishing a physical presence abroad.
By leveraging joint academic collaborations, HEIs can partner with multiple FHEIs simultaneously,
each bringing domain-specific expertise. This flexibility allows Indian HEIs to offer diverse,
globally aligned curricula and reach broader student markets. Listed below are the advantages
of International Academic Collaborations:
zMulti-Institutional Collaboration: Unlike IBCs that tie an institution to one geographic location
or partner HEI, joint and dual degree models allow simultaneous collaboration with multiple
globally reputed HEIs, each excelling in different disciplines.
zWider Student Reach: These models attract students from a wider geographic pool, both domestic
and international, especially those seeking globally recognised degrees at a fraction of the cost.
zCost-Efficient Internationalisation: They eliminate the need for physical campuses abroad,
reducing financial, legal, and operational risks while achieving similar internationalisation
goals.
zStrengthened Academic Collaboration: These programmes enable collaborative teaching,
shared research, and exchange visits with top-tier universities enhancing curriculum quality
and global exposure.
zImproved Student Performance: Exposure to diverse academic environments and cultures
improves student adaptability, global competencies, and employment outcomes. 95
International Academic Collaborations
zBuilt-In Internationalisation Credentials: The presence of collaborative degrees itself signals a
strong commitment to internationalisation, a core criterion in global rankings like QS and THE.
zEnhanced Research Productivity: These partnerships often lead to joint research projects
and co-authored publications in high-impact journals, improving citation scores and research
visibility.
zExpanded Global Visibility: Co-branded degrees with prestigious FHEIs increase the home
university’s visibility and enable further academic collaborations worldwide.
zIncreased Institutional Attractiveness: By offering globally oriented programmes, HEIs can
attract top-performing students and faculty, enhancing competitiveness and academic
quality.
zScalable and Adaptable Model: Unlike fixed-location campuses, collaborative models can be
scaled, adapted, or diversified based on emerging academic trends or partner availability.
5.6 CHALLENGES THAT HINDER INTERNATIONAL ACADEMIC
COLLABORATIONS IN INDIA
Competition in this space is fierce, with most reputed FHEIs investing significant funds
and resources towards it. For this reason, Leading HEIs desirous of international academic
collaborations need to make substantial investments to appeal to a global audience. However,
they face multiple roadblocks, which emerged during the extensive stakeholder consultations.
These have been elaborated below:
zRegulatory Complexity: Navigating domestic and international regulations, accreditation
norms, and recognition frameworks can be time-consuming and administratively burdensome.
zAcademic Alignment: Harmonising curricula, credit systems, grading structures, and learning
outcomes across HEIs with different academic traditions is challenging.
zQuality Assurance and Compliance: Maintaining consistent academic standards across HEIs
and ensuring mutual recognition of degrees requires robust quality assurance mechanisms.
zCoordination Delays: Institutional bureaucracies, differing academic calendars, and slow
decision-making processes can delay programme design and implementation.
zLimited Institutional Capacity: Many HEIs lack the administrative and academic infrastructure
(e.g., dedicated international offices, experienced staff) needed to manage complex
international collaborations.
zFunding Constraints: While less capital-intensive than IBCs, academic collaborations still
require financial resources for faculty mobility, joint governance, programme development,
and student support.
zFaculty Resistance: Faculty may be reluctant to adopt co-teaching models, modify curricula,
or engage in joint supervision due to increased workload or lack of incentives.
zStudent Mobility Challenges: Visa restrictions, cost of living abroad, and cultural adjustment
issues may hinder Indian students participation in international components.
zSustainability and Continuity: Ensuring long-term commitment from both partners and
updating agreements in line with evolving academic and regulatory standards can be difficult.
zRecognition and Credit Transfer Issues: Problems in the recognition of credits or degrees
by local regulatory bodies or future employers can undermine the credibility of such
programmes.
zMarketing: Overseas outreach and awareness-building machinery for FHEIs has been active
for decades. A Branding, Communication, and Outreach (BCO) strategy is required for the
same. 96Internationalisation of Higher Education in India
zInfrastructure: HEIs need to upgrade to ‘international quality’ infrastructure including
classrooms, auditoriums, student dorms, dining facilities, recreation and library/workspaces
(Figure 5.4).
Overall, HEI leadership has to make a concerted effort to plan a growth strategy that includes
the internationalisation of its programmes as a critical and necessary component.
5.7 MOTIVATING FACTORS FOR SHORT-TERM PROGRAMMES
Many Indian HEIs tend to prefer short-term, flexible forms of international collaboration over
relatively longer-term arrangements like twinning/joint/dual degrees Short-term initiatives do
not require intensive institutional collaborations with respect to degree award, modes of learning,
admission requirement and other regulatory hurdles. They are relatively easier to execute,
offer immediate visibility, and help build a global academic reputation without high resource
investment. These collaborations also attract international students and researchers, contributing
to long-term benefits like enhanced global rankings, increased funding, and opportunities for
future long-term partnership.
According to the survey findings, Indian HEIs prefer short-term programmes such as research
collaborations, student and faculty exchange and study abroad initiatives, due to their flexibility
and regulatory ease along with high return in terms of international mobility, cross-cultural
exposure, and institutional branding as compared to long-term models like joint or dual degree
programmes.
Figure 5.4: Survey Response on Primary Partnership Objectives of Indian HEIs
As depicted in Figure 5.5, research collaborations (53.70%) and student/faculty exchanges (41.36%
and 33.95%) account for the majority of formal MoUs. Joint and dual degree programmes account
for only 10% and 17% respectively. 97
International Academic Collaborations
Figure 5.5: Survey Response on Formal Agreements/MoUs between Indian and Foreign HEIs in the last 3 years
5.8 TYPES OF SHORT-TERM PROGRAMMES
5.8.1 Student-focused Programmes
The following is a list of types of short-term programmes for students:
zStudent Exchange Programmes: Students spend a semester or academic year at a partner
HEI abroad, gaining international exposure. These are credit-transfer based and promote
cultural exchange and academic enrichment.
zStudy Abroad Programmes: Indian students undertake part of their education at a foreign
university, usually outside formal degree structures. It boosts international experience
without requiring curriculum harmonisation.
zShort-term Training or Capacity-Building Workshops: Focused workshops, summer schools,
or skill-building programmes are hosted with partner HEIs. They are easy to implement and
enhance institutional and student capacity.
5.8.2 Faculty and Researcher-focused Programmes
The following are some specific initiatives undertaken to support faculty and researchers through
short-term programme by Indian HEIs according to this study’s survey:
Table 5.2: Initiatives to Support Faculty in Internationalising Curricula by the Indian HEIs
Category Examples of Initiatives
% of HEIs
Undertaking
Conferences and
Workshops
Participation and organisation of international conferences,
career fairs, research seminars, and workshops.
28 98Internationalisation of Higher Education in India
Category Examples of Initiatives
% of HEIs
Undertaking
Collaborative
Research
Joint publications, research projects, collaborative teaching, and
jointly funded mobility programmes.
22
Faculty Exchange
Programmes
Visiting international universities, advisory roles, teaching
assignments, and exchange programmes.
20
Faculty
Development
Programmes (FDP)
Biannual FDP, domain-specific FDP, enrichment programmes,
subject lectures, and faculty workshops.
18
Global Exposure
Opportunities
Teaching abroad, visits to foreign universities, immersion
programmes, networking events, and participation in
international bodies (e.g., NAFSA, EAIE, APAIE).
15
International MoUs
Signing of agreements with FHEIs, academic linkages, and
partnerships for mobility and research.
14
Online and Remote
Initiatives
Online meetings, webinars, COIL (Collaborative Online
International Learning), and virtual collaborations.
10
Curriculum Design
Syllabus mapping with global standards, integrating global
challenges, collaborative course design, and curriculum review
by international faculty.
10
Training
Programmes
Training on internationalisation best practices, pedagogy, and
cultural exposure.
8
5.9 WAY FORWARD
The Top 100 NIRF-ranked universities and all INIs may be actively encouraged to pursue IACs
through a balanced mix of both short-term and long-term initiatives. Emphasis may be placed on
collaborative efforts with shared objectives, which not only strengthen institutional partnerships
but also cultivate a sense of global academic community.
Priority may be given to building long-term, sustainable partnerships with FHEIs. Such collaborations
can significantly enhance the academic reputation, global visibility, and international appeal
of Indian HEIs by offering high-quality programmes aligned with global standards. Over time,
this approach will contribute to the emergence of globally competitive, world-class universities
within India. 99
Chapter
INTERNATIONAL RESEARCH
COLLABORATIONS
Chapter
6 100Internationalisation of Higher Education in India
6.1 OVERVIEW
India’s Gross Expenditure on Research and Development (GERD) has remained steady in the
range of 0.6-0.7% of GDP for nearly a decade. However, in absolute terms the GERD has been
consistently increasing over the years and has more than doubled from Rs. 60,196.75 crore in
2010–11 to Rs. 127,380.96 crore in 2020–21. GERD is mainly driven by the Government sector
comprising Central Government (43.7%), State Governments (6.7%), Higher Education (8.8%) and
Public Sector Industry (4.4%) with Private Sector Industry contributing 36.4% (2020–21). India
stands in contrast with several developed and emerging economies with around 50% investment
in GERD being made by the Central and State Governments. Moreover, the investment of Higher
Education in GERD in India is low as compared to several countries (Figure 6.1). In most developed
and emerging economies, the investment by the private sector in GERD is generally more than
50%. In China, Japan, South Korea and the USA it is more than 70%.
1
Despite a low GERD, India
accounted for about 4.48% of the world’s total citations in the year 2019.
2
Figure 6.1: Participation of Government, Business Enterprises and Higher Education Sector in GERD of various countries in 2020
Source: DST, Research & Development Statistics at a Glance 2022-23
1
DST, Research & Development Statistics at a Glance 2022-23 (March 2023) https://dst.gov.in/sites/default/files/Updated%20
RD%20Statistics%20at%20a%20Glance%202022-23.pdf
2
Indian Science Reports, (accessed in October, 2025) https://www.indianscience.net/citation.php#:~:text=Similarly%2C%20
India’s%20contribution%20in%20top,countries%20during%202010%20and%202019. 101
International Research Collaborations
Research and Development is significant for driving innovation, enhancing quality and strengthening
the global standing of Indian HEIs. By fostering a robust research and innovation ecosystem, HEIs
can better address socio-economic challenges, fuel economic progress and enrich the academic
experience for both faculty and students. In this context, International Research Collaborations (IRCs)
are pivotal for making Indian higher education more resilient, globally competitive, and impactful. By
connecting Indian researchers with global peers, these collaborations help bring diverse perspectives,
increase access to resources and funding, and raise the international profile of Indian research
outputs. This exposure not only strengthens academic excellence but also prepares students and
faculty for participation in a highly interconnected global research community. Positioning IRCs as
essential to Indian higher education offers a path to making research more robust and internationally
relevant. Strengthening support and infrastructure for international research collaborations can
effectively boost India’s research output and citation metrics.
IRCs are made clear through citation metrics by comparing India with global benchmarks (Table
6.1). Papers authored solely within India receive an average of 7.95 citations per paper, while
those with international collaborators average 18.65 citations, more than double the impact.
Furthermore, 89% of internationally co-authored Indian papers are cited at least once, compared
to 76.75% for domestic-only papers. The share of high-impact papers (≥10 citations) also rises
sharply from 15% for domestic publications to 30% for internationally collaborative ones. In
contrast, global leaders like Switzerland achieve 24.3 citations per paper, with 92% of papers
cited and 45% falling into the high-impact category. These numbers underscore that international
collaboration is not merely additive but multiplicative; it accelerates the visibility, credibility,
and policy relevance of research.
Table 6.1: Citation Impact Comparison
Metric
Indian Papers
(Domestic)
Indian Papers
(International)
Global Benchmark
(Switzerland)
Avg. Citations/Paper
3
7.9518.6524.3
% Papers Cited
2
76.75%89%92%
High-Impact Papers (≥10 cites)
2
15%30%45%
Switzerland is used here as a global benchmark as it consistently maintains a high impact
indicator of 128, which is 28 points above the world average (100) and ranks third globally.
4
Data shows that of India’s total publications, IITs contribute 15.86%, Central Universities account
for 10.12%, while all State Universities collectively contribute 14.7%. This highlights the need to
strengthen research capacity in Central and State Universities. While centrally funded institutions
tend to be quality-centric, SPUs have traditionally been access-centric, serving vast regional
populations. To enhance their contribution to national research output without compromising
their role in widening access, a three-pronged strategy may be pursued for SPUs: granting
greater autonomy for collaboration with national and international institutions, developing
robust research ecosystems, and driving internationalisation to boost global competitiveness.
5
In this context, IRCs can play a critical role for Indian HEIs. Through strategic research partnerships,
Indian HEIs can augment their strengths for more effective research. It is to be noted that IRC in
3
2025 Elsevier B.V. All rights reserved. SciVal, RELX Group and the RE symbol are trade marks of RELX Intellectual Properties
SA, used under license - https://www.scival.com/landing
4
State Secretariat for Education, Research and Innovation. (2024). Scientific publications in Switzerland, 2008–2022: A
bibliometric analysis of scientific research in Switzerland. https://www.sbfi.admin.ch/dam/en/sd-web/q8ipJxjamhqC/
bibliometrie_sbfi_2008_2022_en.pdf
5
Research Contribution of major Centrally Funded Institution Systems of India https://arxiv.org/pdf/2208.0158 102Internationalisation of Higher Education in India
HEIs is increasingly considered as a key feature of ‘global’ universities
6,7
. Hence such collaboration
can impact global university ranking along with enhancing high impact research. It is also essential
to address some of the world’s pressing problems in health and wellness, frontier tech and cyber
security, climate change and sustainable development,
8
among many others.
6.2 CURRENT STATUS OF IRCs: A GLOBAL COMPARISON
Table 6.2: Joint Publications Comparison (2022)
9
Country/RegionTotal PublicationsInternational Collaborations (%) Key Partners
China 9,71,389 19% (1,82,305 papers) USA, UK, Australia, Germany
USA 5,99,834 40% (2,41,823 papers) China, UK, Canada, Germany
India 2,35,977 24.2% (57,227 papers) USA, UK, Germany, South Korea
UK 1,90,554 67% (1,27,771 papers) USA, Germany, China, Australia
Germany 1,75,012 56% (98,072 papers) USA, UK, France, Switzerland
Table 6.2 shows that the share of internationally collaborated research publications in India
has steadily increased, from around 20% in 2010 to 24.2% (57,227 papers) in 2022. While this
reflects growing engagement with global research networks, countries like the UK (67%), Germany
(56%), and USA (40%) have a much higher collaboration intensity. China, despite leading in total
publications (9,71,389), has a slightly lower international collaboration rate of 19%. Countries with
comparatively lesser total publications, such as the UK and Germany, outperform in collaboration
ratios. USA emerges as a central partner, consistently appearing as a key collaborator for all
major research-producing nations.
10
For India, whose key partners currently include USA, UK,
Germany, and South Korea, strategic scaling of IRCs especially in high-impact thematic areas and
with innovation-driven nations can be a powerful lever to boost not just publication quantity,
but citations, institutional visibility, and long-term academic excellence.
USA’s longstanding dominance in scientific research is rooted in its post-World War II investments
in science and innovation infrastructure, offering valuable lessons on the transformative power of
sustained research collaboration.
11
For India, systematic and targeted international collaborations
are not just a tool for increasing publication count; it is a strategic imperative for boosting
citations, global visibility, institutional reputation, and long-term academic excellence. As India
aspires toward global leadership in knowledge creation, intensifying high-quality international
partnerships will be vital.
6.3 ROLE OF IRCs IN A KNOWLEDGE ECONOMY
IRCs can have multiple impacts, especially for countries desirous of emerging as knowledge
6
Adams, J. The rise of research networks. Nature 490, 335–336 (2012). The rise of research networks | Nature
7
Simon Marginson (2022) What drives global science? The four competing narratives, Studies in Higher Education, 47:8, 1566-
1584, DOI: 10.1080/03075079.2021.1942822
8
Harvard Business School. (n.d.). Collaboration is crucial to accelerating climate solutions [Key insights]. Harvard Business
School. Retrieved from https://www.hbs.edu/environment/climate-change/Pages/key-insights.aspx?item=collaboration-
crucial-accelerating-climate-solutions
9
National Science Board, National Science Foundation. (2023). Publications output: U.S. trends and international comparisons
(NSB-2023-33). National Center for Science and Engineering Statistics - https://ncses.nsf.gov/pubs/nsb202333
10
Isfandyari‑Moghaddam, A., KarimSaberi, M., Tahmasebi‑Limoni, S., Mohammadian, S., & Naderbeigi, F. (2023). Global
scientific collaboration: A social network analysis and data mining of the co‑authorship networks. Journal of Information
Science, 49(4), 1126–1141. https://journals.sagepub.com/doi/10.1177/01655515211040655
11
Nelson, R. R. (1990). U.S. technological leadership: Where did it come from and where did it go? Research Policy, 19(2),
117–132. https://www.sciencedirect.com/science/article/abs/pii/0048733390900425?via%3Dihub 103
International Research Collaborations
economies. They can become a critical tool in quickly developing research competence.
12
Some
of the key benefits that emerged during stakeholder consultations have been listed below:
i. Addresses Larger and Complex Problems: IRCs expand the scale and complexity of research
problems that can be tackled, by pooling expertise, infrastructure, and diverse scientific
perspectives.
ii. Improves Access to World-Class Facilities: IRCs enable access to high-end research facilities
where scientists from multiple nations jointly conduct cutting-edge research with co-
authorship as the norm.The European Organisation for Nuclear Research (known as CERN),
headquartered in Geneva, Switzerland, is a notable example of collaborations across nations.
At CERN, facilities are accessible to the scientific community from across the world, with a
culture of co-authorship on publications.
iii. Boosts Research Output and Citations: Research output, measured through publications and
citations, improves significantly with international collaborations. Citations are a key indicator
of research quality and are linked to institutional rankings and reputation. Collaborative papers
reportedly have significantly higher citations.
13
Studies show international collaborations
significantly raise citation counts, especially when involving countries recognised as
innovation leaders.
14
iv. Benefits Younger Institutions: According to a 2016 study,
15
citations per paper for newer
institutions (<50 years) are lower than those for well-established institutions (>100 years).
However, international collaborations have a significant impact on relatively newer institutions,
pulling up their citations per paper by 5%.
v. Increases Visibility for Younger Researchers: Even indirect collaborative networks (e.g.,
through acknowledgements in papers) can significantly increase visibility and citation impact,
which are especially useful for early-career researchers. A study on wind energy indicates
that even a network established through acknowledgements in published articles can drive
up the citation count.
16
vi. Enhances Research Quality and Scope: IRCs increase research quality, broaden thematic
scope,and attract greater funding.
6.4 CHALLENGES HINDERING IRCs IN INDIA
Indian HEIs recognise the potential benefits of internationalisation (Figure 6.2), particularly in
securing more research grants (46% agree or strongly agree) and expanding funding and industry
connections (33% agree and strongly agree).
12
Royal Academy of Engineering. (2017). The Internet of Things: Opportunities and challenges [Report]. Retrieved from https://
raeng.org.uk/media/iotgllsc/uk-national-academies-report-final-280417.pdf
13
Dua, J., Singh, V.K. & Lathabai, H.H. Measuring and characterizing international collaboration patterns in Indian scientific
research. Scientometrics 128, 5081–5116 (2023). https://link.springer.com/article/10.1007/s11192-023-04794-3
14
Wang, J., Frietsch, R., Neuhäusler, P., & Hooi, R. (2024). International collaboration leading to high citations: Global impact
or home country effect? Journal of Informetrics, 18(4), 101565. https://www.sciencedirect.com/science/article/abs/pii/
S1751157724000786?via%3Dihub
15
Khor, K. A., & Yu, L. G. (2016). Influence of international co-authorship on the research citation impact of young universities.
Scientometrics, 107(3), 1095–1110. https://link.springer.com/article/10.1007/s11192-016-1905-6
16
Tian, S., Xu, X., & Li, P. (2021). Acknowledgement network and citation count: The moderating role of collaboration network.
Scientometrics, 126, 7837–7857. https://link.springer.com/article/10.1007/s11192-021-04090-y 104Internationalisation of Higher Education in India
Figure 6.2: Survey Responses on Financial Benefits of Internationalisation
However, as depicted in Figure 6.3, significant challenges remain as the HEIs perceive
internationalisation as resource-intensive, with 48% citing high staff training requirements, 46%
highlighting additional service expenses, and 45% are concerned about the cost of maintaining
partnerships. These insights point to a need for streamlined processes, targeted funding, and
structural support to make IRCs both viable and valuable for Indian HEIs.
Figure 6.3: Survey responses on Resource-Intensive Nature of Internationalisation
Several key challenges were shared by experts during stakeholder consultations and in responses
to the survey administered as part of this study. These include:
i. Institutional Positioning and Strategic Vision
zLack of Institutional Strategy: Many HEIs lack a defined roadmap for internationalisation
aligned with their identity and research goals.
17, 18
17
British Council. ISPF awards over £35 m funding to 36 UK institutions. Retrieved August 2025 from https://opportunities-
insight.britishcouncil.org/short-articles/news/ispf-awards-over-ps35m-funding-36-uk-institutions
18
Hoving, S. (2024, February 15). Global research collaboration strategies that support researchers: Bibliometric insights.
The Link. Springer Nature. Retrieved from https://www.springernature.com/gp/librarians/the-link/open-science-blogpost/
global-research-collaboration-strategies-bibliometric-insights/26727938 105
International Research Collaborations
zUnclear Research Focus Areas: HEIs often lack specific thematic strengths to anchor global
collaborations.
zFragmented Research Efforts: Absence of collaboration clusters or collective research
initiatives reduces negotiation power with global partners.
zMisalignment with Institutional Priorities: Teaching-centric institutions may not see value in
prioritising research-oriented internationalisation.
ii. Capacity, Skills and Infrastructure
zFaculty Capacity and Training Gaps: Faculty may lack experience in publishing internationally
or conducting collaborative research.
zLimited Infrastructure for Research Collaboration: Absence of state-of-the-art labs or digital
tools constrain participation in advanced research.
zLow Global Visibility of Research Output: Weak international publishing presence reduces
attractiveness to global collaborators.
zDelayed Internal Decision-Making: Administrative bottlenecks lead to missed time-sensitive
international opportunities.
iii. Partnerships and Processes
The following information on the Importance of Partnership with International Institutions is
based on extensive stakeholder consultations including workshop, national and international
KIIs and survey responses.
zAttractiveness to International Partners: Even though the survey findings indicate that 55%
of Indian HEIs (Figure 6.4) recognise partnership with international institutions as ‘relevant’,
they often fail to position themselves as priority institutions for international partnerships.
Figure 6.4: Importance of Partnership with International Institutions
zComplicated Regulatory and Visa Processes: Visa delays and compliance issues restrict
mobility and engagement.
zSecurity and Monitoring Capacity Gaps: Institutions are not fully equipped to monitor
international scholars post-entry, limiting approvals.
zWeak Industry–Academia Linkages: Lack of meaningful domestic partnerships reduces the
appeal of international tie-ups.
iv. Resources and Incentives
zInsufficient Funding for Collaboration: Systemic and institutional budgetary limitations make
HEIs hesitant to initiate or sustain international partnerships. 106Internationalisation of Higher Education in India
zPerceived High Cost of Internationalisation: HEIs view global engagement as resource-
intensive, impacting buy-in from administrators.
zInadequate Incentive Structures: Faculty are not adequately rewarded or recognised for
international research efforts.
zLimited Awareness of Long-Term Gains: Decision-makers may underestimate the academic,
reputational, and financial returns from internationalisation.
6.5 FOSTERING COLLABORATIVE RESEARCH: CASE STUDIES
While there is no doubt that IRCs are crucial, structural components for envisaging such
collaborations tend to be complex, particularly when considering long- term viability. This section
highlights some of the Indian and international case studies for fostering collaborative research.
6.5.1 Indo-German Centres
A vibrant set of initiatives between India and Germany articulate the depth and diversity of
research collaborations between the two countries. For example, the Indo-German Science and
Technology Centre (IGSTC) has been operating since 2010. It has emerged as a successful model
of research-focused international cooperation. Over 50 projects in many thematic areas, with
a distinct emphasis on the mobility of young faculty and researchers across the two nations,
indicate the impact of an institution such as IGSTC in promoting synergy and collaboration.
19
DAAD’s bilateral student mobility programme has been operational for several years and has
helped establish connections across Indian and German institutions in many ways.
20
Government’s
involvement on both sides has been instrumental in driving positive results.
21
6.5.2 COPREPARE: An Indo-German Research Collaboration Model
The COPREPARE project exemplifies a successful IRC that grew from bilateral academic engagement
into a broader state-level cooperative model. Focused on water, climate, geohazards, and disaster
risk reduction, the project highlights the potential of Indo-German partnerships in addressing
real-world environmental and societal challenges.
Partnering Institutions: IIT Roorkee, India and University of Potsdam, Germany
Project: COPREPARE – Collaborative Research on Water, Climate, and Disaster Management
Funding: University Grants Commission (UGC), India & German Academic Exchange Service (DAAD)
i. Key Features:
zInitial Academic Alignment: IIT Roorkee and the University of Potsdam aligned early through
shared strengths in geosciences, water systems, and disaster management, supported by a
strong foundation in research and internationalisation.
zStrategic Use of Institutional Channels: Both institutions involved their International Relations
Offices from the start, ensuring smooth administrative and departmental coordination to
sustain project momentum.
zBottom-Up Approach to Policy Engagement: The collaboration scaled from academic
departments to university leadership, with active involvement of directors and presidents
of both HEIs leading to recognition as strategic partners.
19
Indo‑German Science & Technology Centre. (n.d.). The Indo‑German Science & Technology Centre. Retrieved August 2025
from https://www.igstc.org/
20
DAAD India. (n.d.). German Academic Exchange Service (DAAD) India. Retrieved August 2025 from https://www.daad.in/en/
21
Ministry of Science & Technology, Government of India. (n.d.). Last 10 years have witnessed manifold rise in Indo‑German
collaboration, says Jitendra Singh. Retrieved August 2025 from https://dst.gov.in/last-10-years-have-witnessed-manifold-
rise-indo-german-collaboration-says-jitendra-singh 107
International Research Collaborations
zExpansion Beyond Academia: The partnership expanded to 8 universities with joint
agreements, diplomatic support from the Indian Embassy in Berlin, and consultations with
stakeholders in Uttarakhand.
zTransition to State-Level Cooperation: State-level meetings formalised wider cooperation,
backed by ongoing dialogue with policymakers to ensure long-term sustainability.
ii. Research and Academic Outcomes
The collaboration has yielded over 45 research publications in high-impact journals, along with
16 joint master’s theses and 4 jointly supervised PhDs. It facilitated 25 PhD short-term exchanges
and 33 faculty exchanges, and organised 4 Indo-German field schools in the Himalayas. Notably,
the partnership made significant contributions to disaster response research, including studies
on the Chamoli and Joshimath disasters (2021) and the Himachal floods (2023).
iii. Challenges
The collaboration faced several challenges that required careful navigation. Leadership turnover
posed a risk of discontinuity, highlighting the need for strong institutional frameworks to
ensure long-term commitment. The administrative complexity of dual degree programmes
created hesitation, as the high effort required often yielded low student volume (typically 2–3
students). Ensuring sustainability beyond funding cycles called for strategic alignment and broad
stakeholder engagement. Additionally, administrative hurdles necessitated a mix of bottom-
up and top-down coordination to secure consistent multi-level buy-in across institutions and
government bodies.
iv. Key Takeaways
zInvolvement of local industry and government stakeholders for co-investment in long-term
capacity-building.
zEstablishment of a self-sustaining model to reduce dependency on individual leadership or
temporary funding.
COPREPARE showcases how a well-planned, research-driven collaboration can scale from bilateral
academic ties to multi-institutional and governmental partnerships. By aligning academic
excellence with local relevance and administrative strategy, IIT Roorkee and the University of
Potsdam have laid a blueprint for resilient and international scientific cooperation.
6.5.3 Indo-European Collaboration Model
Collaborative research has been routinely found to increase the quality and quantity of output
in the UK.
22
Top UK universities are actively seeking international research partners. In a recent
analysis, it has been revealed that a good proportion of research in the UK involves collaboration
with international co-authors.
23
The European Collaboration Model has also grown enormously in
recent years,
24
fueled by national and EU-level policies that encourage and promote collaborations.
EU funding also enforces the participation of multiple countries in scientific proposals. These
funding opportunities span a large proportion of research in HEIs in Europe and indicate the
importance of interventions at the policy level.
A bigger scale of research collaboration, through faculty mobility and joint proposals, can be
envisaged by leveraging academic networks. For example, the Heritage Network includes 30 top
institutions across India and Europe within its framework. The goal is to promote cooperation in
22
Adams, J. (2013). The fourth age of research. Nature, 497, 557–560. https://doi.org/10.1038/497557a
23
Universities UK International. (n.d.). Power in international collaboration. Retrieved July 10, 2025, from https://www.
universitiesuk.ac.uk/universities-uk-international/insights-and-publications/uuki-blog/power-international-collaboration
24
Kwiek, M. (2021). What large‑scale publication and citation data tell us about international research collaboration in Europe:
Changing national patterns in global contexts. Studies in Higher Education, 46(12), 2629–2649. https://doi.org/10.1080/030
75079.2020.1749254 108Internationalisation of Higher Education in India
research, particularly focused on young researchers’ mobility and other grants.
25
The members have
annual meetings, which include thematic conferences and deliberations. The network works on joint
proposals and collaborations on areas of common national interest and positive impact on society.
6.5.4 Bilateral Mobility Programme of IIT Madras
The “Jointly Funded Bilateral Mobility Programme of IIT Madras” is a flagship initiative launched
in 2022. Working with its strategic partner institutions, the programme funds faculty and student
mobility, bi-directionally. The two institutions contribute equally to the funding. Built-in systems
for driving jointly guided research programmes including masters and PhDs ensure the efficacy of
funds usage, and represent a very direct way of facilitating IRC and joint publications.
26
Within a
short span, 30+ young researchers have benefitted from the programme. It now includes 12+ partner
institutions across Australia, Asia, and Europe, across myriad themes of mutual interest including
sustainability, hydrogen, climate change, quantum computing, batteries and public policy.
27, 28
6.5.5 Tamil Nadu and Western Australia: Innovation Bridge
Tamilnadu Technology (iTNT) Hub signed an Innovation Exchange Statement with Western
Australia (WA) in 2024 to foster collaborations and create opportunities for innovators and
entrepreneurs between the two states. It expands on the previous MoU signed in March 2023
between the iTNT Hub and WA Data Science Innovation Hub. This collaboration makes use of
Western Australia’s proficiency in data science, AI, and IT, as well as Tamil Nadu’s network of 570+
engineering colleges. An important milestone that catalysed this process was the establishment
of its investment and trade office in Chennai by Western Australia in 2022, becoming the first
Australian state to do so in Tamil Nadu. The partnership focuses on cross-border cooperation,
mentorship programmes, and the creation of startup and innovation bridges.
29, 30, 31
zThe effectiveness of direct state-to-state engagement was a part of the Western Australia-Tamil
Nadu innovation bridge, which was conceived and put into action in a comparatively short amount
of time. This approach by Tamil Nadu exemplified a scalable strategy for skill development and
research, using its network of engineering colleges to form innovation partnerships.
6.5.6. Other Research Collaborations
The strategic partnerships between global institutions have proven to be powerful drivers of
innovation (Table 6.3). The collaboration between MIT Media Lab and NTT DATA (Japan–USA) in
Affective Computing led to the development of AI diagnostic tools. Similarly, IITs and Stanford
University (India–USA) jointly advanced renewable energy storage resulting in next-generation
battery prototypes. The DAAD Germany’s partnership with IIT Delhi under the Industry 4.0
initiative enabled the creation of Smart Manufacturing Systems.
25
Heritage Network. (n.d.). Heritage Network. Retrieved from https://heritagenetwork.org/
26
Indian Institute of Technology Madras. (n.d.). Faculty mobility / joint faculty mobility programme. Retrieved July 10, 2025
from https://ge.iitm.ac.in/programmes/faculty-mobility/jfbmp
27
The Hindu. (2023, February 4). IIT Madras inks pact with Leeds varsity for research on sustainability. The Hindu. Retrieved
10 July 2025 from: https://www.thehindu.com/news/national/tamil-nadu/iit-madras-inks-pact-with-leeds-varsity-for-
research-on-sustainability/article68332197.ece
28
India Today. (2024, January 8). IIT Madras and Australia’s Deakin University establish joint research academy. India Today.
Retrieved 10 July 2025 from: https://www.indiatoday.in/education-today/news/story/iit-madras-and-australias-deakin-
university-establish-joint-research-academy-2486001-2024-01-08
29
Curtin University. (2023, March 23). New agreement to build innovation bridge from India to WA. https://research.curtin.edu.
au/news/new-agreement-to-build-innovation-bridge-from-india-to-wa/?type=media
30
Curtin University. (2023, March 23). New agreement to build innovation bridge from India to WA. https://www.curtin.edu.
au/news/media-release/new-agreement-to-build-innovation-bridge-from-india-to-wa/
31
Open Government Asia. (2023, March 25). Western Australia and Tamil Nadu hubs ink innovation agreement. https://archive.
opengovasia.com/2023/03/25/western-australia-and-tamil-nadu-hubs-ink-innovation-agreement/?c=in 109
International Research Collaborations
Table 6.3: Technology Collaboration Examples
Institutions Involved Country Pair Technology Focus Outcome
MIT Media Lab & NTT DATA
32
Japan-USA
Affective computing,
robotics
AI diagnosis tools
IITs & Stanford UniversityIndia-USA Renewable energy storage
Advanced battery
prototypes
DAAD Germany & IIT Delhi India-GermanyIndustry 4.0
Smart manufacturing
systems
6.6 ROADMAP FOR RESEARCH COLLABORATION BY INDIAN HEIs
The following roadmap may be utilised by Indian HEIs for identifying and collaborating with
FHEIs:
zBudget Development and Resource Mobilisation: Develop a budget for international
collaboration efforts and identify sources of funding for such an effort. The funding can
come from institutional allotment or through CSR and alumni.
zInternal Resource Mapping and Assessment: Conduct an internal assessment of areas of
strength of the university. Specific pockets of excellence that reside in the institute may be
identified. Areas of research that have local relevance and interest may be included as well.
Based on this, a list of target areas may be developed.
zBranding and Outreach: Identify the strengths of the university in the chosen target areas. It
may include publications, translational work done and profiles of faculty members involved
in such work. The achievements may be clearly quantified and articulated.
zPartner Identification: Identify top universities internationally that have matching expertise
in the areas of interest through scientometric analysis utilizing commonly available databases
and other open-source material. International offices of these universities may be reached
out.
zFacilitation of Faculty Interactions and Workshops: Facilitate faculty-level interaction that
may further lead to faculty workshops, first virtually and then physically, where in-depth
discussions may be pursued. These workshops should lead to clear roadmaps in terms of
what work will be pursued and budgetary requirements for such work.
zMonitoring and Evaluation: Monitoring and evaluation of the progress made by these
collaborations may be done on a quarterly basis.
6.7 KEY TAKEAWAYS
IRCs are of strategic importance for Indian HEIs to enhance research quality, global visibility,
and institutional competitiveness. Evidence shows that internationally co-authored papers gain
higher citations and impact, especially when tied to innovation-driven nations. Yet challenges
persist in the Indian context with reference to institutional strategy gaps, regulatory complexity,
limited funding, and faculty capacity hinder widespread adoption. Leveraging internationalisation
at home through joint research, faculty exchanges, and global networks can democratise access
to global research ecosystems and position Indian HEIs as active contributors to solving global
challenges.
32
MIT Media Lab. (2019). Technology Will Help Us Learn About Emotions for Personal Well-Being. NTT DATA Academic Collaborations.
https://www.nttdata.com/global/en/insights/technology/academic-collaborations/mit-media-lab-rosalind-picard 110Internationalisation of Higher Education in India
INTERNATIONAL BRANCH CAMPUSES
AND HIGHER EDUCATION HUBS
Chapter
7 111
International Branch Campuses and Higher Education Hubs
7.1 OVERVIEW
An International Branch Campus (IBC) is an entity that is owned, at least in part, by a foreign
higher education provider; operated in the name of the foreign provider; and offers a full
academic programme delivered substantially on-site, leading to a degree awarded by the foreign
provider.
1
Also referred to as Foreign Higher Educational Institutions (FHEIs), IBCs represent a relatively
recent development. The sector was included as a tradable service under the General Agreement
on Trade in Services (GATS) in 1995. From just 5 IBCs globally before 1970, the number rose to
82 by 2006, and 333 by 2023, reflecting a 6,000% growth in half a century.
As of March 2023, there were 333 IBCs worldwide, spread across 80 countries.
2
The USA has the
largest number of universities with IBCs, accounting for 25% of such institutions, followed by
the UK, France, and Russia, each contributing between 11% and 14%. The countries hosting the
maximum IBCs are China (14%) and UAE (9%), followed by Singapore, Malaysia, and Qatar (each
accounting for between 3% and 5%).
3
While IBCs are globally dispersed, they largely originate
from a small group of countries.
Prominent IBC branch campus models around the world vary significantly in their organisational
structures and academic objectives,
4
as outlined below.
1
Mathews, E. (2021, July). Establishing international branch campuses in India. National Institute of Educational Planning
and Administration (NIEPA).
2
C BERT (2023) https://www.google.com/url?q=https://www.cbert.org/intl-campus&sa=D&source=docs&ust=176164710534427
9&usg=AOvVaw2kJDQ8XYwv6ik-jfc1t5gj
3
Karishma, K., & Goyal, S. Y. (2023, October). Foreign universities in India: Lessons and learnings from global experiences.
Observer Research Foundation.
4
Mathews, E. (2021, July). Establishing international branch campuses in India. National Institute of Educational Planning
and Administration (NIEPA). 112Internationalisation of Higher Education in India
Table 7.1: Types of IBCs, with features and examples
S.NoType of IBC FeaturesExample
1 Self-funded
The home institution sets up
a branch campus in the host
country independent of external
support.
US-based Webster University in
The Netherlands.
5
2
External funding
from host country
governments
Partially supported by the host
country in terms of buildings,
facilities, or scholarships.
UK’s University of Nottingham in
Ningbo, China.
6
3
Support from
private companies/
organisations
Partially supported by private
companies, in terms of buildings,
facilities, or scholarships under
the host country’s specific
regulations.
Partnership between the UK-
based University of Nottingham,
and private companies like
Boustead Holdings Berhad and
YTL Corporation Berhad for the
University of Nottingham campus
in Malaysia.
7
4 Facilities lease
The branch campus functions
from leased facilities provided by
the host government or private
sector in designated zones
Dubai International Academic City,
UAE
8
5
Academic collaboration
with a local partner
The branch campus is built
within the partner’s campus in
the host country
Singapore Institute of
Management’s partnership with
the School of Management, State
University of New York, at Buffalo,
USA for its B.Sc in Business
Administration at Singapore.
9
7.2 INDIA’S APPROACH TO IBCs
India has a high potential for hosting IBCs with a positive demographic dividend, increasing
demand for quality education, and government initiatives aimed at attracting foreign universities.
IBCs can act as enablers for HEIs in India and widen the Higher Education ecosystem of India. In
2024, India recorded over 13.35 lakh outbound students, a 95% increase since 2016, highlighting
a strong preference among Indian students for globally recognised education.
Hosting IBCs within India can help address this growing demand by domestically offering
international quality education from a global university. Employability in India has seen significant
improvements over the past decade, rising from 33.95% in 2015 to 54.81% in 2025, an overall
5
Webster Leiden.(October 2025). Netherlands | Webster Leiden. https://www.webster.nl/
6
The University of Nottingham. (2017, January 20). Submission to House of Commons Foreign Affairs Committee: UK relations
with China inquiry. https://www.nottingham.ac.uk/about/government-relations/documents/response-to-uk-china-
relations-inquiry.pdf
7
Boustead Holdings Berhad. (2021, August 17). Press release – Boustead exits University of Nottingham in Malaysia (UNM)
venture. https://boustead.com.my/wp-content/uploads/2023/10/Press_release_-_BHB_UNM_17082021.pdf
8
N R Doshi & Partners. (2025, March 25). Dubai International Academic City: Business setup in DIAC. https://www.nrdoshi.
ae/dubai-international-academic-city-business-setup-in-diac/
9
University at Buffalo, School of Management. (October 28, 2025). BS in Business Administration (Singapore). https://
management.buffalo.edu/degree-programs/abroad/bs-singapore.html 113
International Branch Campuses and Higher Education Hubs
increase of 61.4%.
10
To sustain and build on this upward trajectory, integrating international
exposure into higher education is essential. International experience has been shown to enhance
job readiness and employability across both domestic and global job markets. Research indicates
that college graduates with study-abroad experience earned, on average, USD 7,000 more per
year than their peers without such exposure.
11
IBCs not only provide Indian students with greater
access and affordability but also mitigate the financial and social costs associated with overseas
mobility. As elaborated in Chapter 1, the RBI and various industry reports have highlighted the
rising trend of outward remittances for education, pointing to the broader economic and forex
implications of this imbalance as well.
In this context, hosting IBCs presents a strategic opportunity for India to internationalise its
higher education landscape, retain talent, attract global faculty and research collaborations, and
create a more inclusive and globally competitive academic ecosystem. This will further the NEP
2020 objective of internationalisation at home.
India’s approach to hosting foreign university campuses has evolved through two distinct
regulatory pathways as outlined below.
7.2.1 GIFT City - IFSC Model
The first significant step towards permitting Foreign Universities to set up IBCs in India was
undertaken through Union Budget announcement for FY 2022-23, wherein it was announced that
FUs would be permitted to offer courses in the International Financial Services Centre (IFSC)
in Gujarat International Finance Tec-City (GIFT City), Gandhinagar, Gujarat, free from domestic
regulations, except those by the IFSCA. GIFT City-IFSC is a path breaking financial sector reform
being implemented by Government of India to develop a modern, agile and globally competitive
international financial centre. Recognising the potential of higher education for augmenting the
supply of highly skilled human resources, the Government of India and the International Financial
Services Centres Authority (IFSCA) carried out a slew of policy and regulatory reforms for allowing
Foreign Universities (FUs) and Foreign Education Institutions (FEIs) to set up campuses in the GIFT
City-IFSC. Given below are 2 possible pathways for FUs and FEIs to invest in the GIFT City:
i. Standalone IBC of a Foreign University in the form of a Branch
ii. IBC of a Foreign University collaborating with an Academic Infrastructure Service Provider (AISP)
Universities opting to establish IBCs in GIFT City-IFSC can offer a range of Undergraduate, Post
Graduate Courses, Doctorate Programmes and other Executive Programmes under the permissible
subject areas as mentioned in the regulations. Further, GIFT City-IFSC offers regulatory ease with
governance under the International Financial Services Centres Authority (IFSCA), as a one stop
regulator.
12
As of December 2025, 4 FUs have formally established their presence at GIFT IFSC. In 2024,
2 Australian institutions, i.e. Deakin University and University of Wollongong , commenced
academic operations with the launch of Post Graduate courses. Thereafter, 2 Universities from
the UK, Coventry University and Queen’s University Belfast, are set to commence their academic
operations from 2026, after obtaining final registration from IFSCA.
13
10
Wheebox, CII, AICTE, AIU, and Taggd, India Skills Report 2025: https://wheebox.com/assets/pdf/ISR_Report_2025.pdf
11
IES Abroad. (10 May 2012). Research shows college grads who study with IES Abroad get jobs sooner, higher salaries. https://
www.iesabroad.org/news/research-shows-college-grads-who-study-ies-abroad-get-jobs-sooner-higher-salaries
12
International Financial Services Centres Authority (IFSCA). (n.d.). Foreign universities in GIFT City. IFSCA.
13
GIFT City. (n.d.). Foreign university permissible businesses. Retrieved July 2025 from https://giftgujarat.in/business/
ifsc?tab=permissible-businesses§ion=foreign-university 114Internationalisation of Higher Education in India
GIFT City, Gandhinagar, Gujarat
7.2.1.1 Enablers of GIFT City Educational Ecosystem
i. Academic Infrastructure Service Providers (AISPs): Currently, three AISPs are operational
in IFSC i.e. Global University Systems (GUS), GEDU Education (UK), and Education Centre
(Australia), which support FUs by managing non-academic operations such as infrastructure
setup and maintenance, student services, and marketing services.
ii. IFSC SEZ Status: GIFT City SEZ is India’s only notified International Financial Services
Centre (IFSC), which is being developed as a new age global financial centre with growing
concentration of financial and technology companies, This unique status enables strong
industry-academia integration by co-locating universities with financial institutions and
other companies, offering practical exposure.
iii. Non-Resident Status under FEMA : An IBC in GIFT IFSC is given a non-resident status under
Foreign Exchange Management Act, this unique legal dispensation allows IBCs to operate
in 15 freely convertible and notified foreign currencies including USD, GBP, Yen, Euro, etc.
iv. Dedicated Foreign University Building: A centralized academic hub equipped with classrooms,
labs, libraries, innovation centres, and student lounges designed specifically for multiple
foreign universities.
v. Single-Window Clearance Mechanism: Simplified approval and establishment process by
IFSCA for FUs, reducing bureaucratic delays.
vi. Favourable Regulatory Framework under IFSCA: Special and globally aligned education
regulations tailored for FUs streamline operations and ensure compliance.
vii. Autonomy in Programme Design: Full autonomy in curriculum design, admissions, and fee
structures.
viii. Competitive Tax regime: Being an IFSC entity, IBC’s can avail 10-year tax holiday under Sec.
80 LA of Income Tax Act 1961
7.2.1.2 Key Features
14
i. Eligibility:
zFU: It should have secured a position within Top 500 in global overall ranking and / or
subject ranking in the latest QS World Universities ranking.
14
International Financial Services Centres Authority. (2022). Setting up and operation of International Branch Campuses and
Offshore Education Centres Regulations, 2022. https://ifsca.gov.in 115
International Branch Campuses and Higher Education Hubs
zFEI: It should be a reputed Institution in its home jurisdiction.
The applicant FU or FEI is required to put in place suitable infrastructure and facilities to conduct
the courses including research programmes.
ii. Permissible Subject Areas:
Financial Management, FinTech, Science, Technology, Engineering and Mathematics have been
permitted as programmes that FUs and FEIs can deliver through their IBCs in GIFT IFSC.
iii. Course Recognition:
zAny programme conducted by a registered entity in the GIFT IFSC must be identical in all
respects with the programme conducted by the Parent Entity in its home jurisdiction and
identical degree, diploma or certificate would be conferred upon the students as the home
jurisdiction on the students.
zThe degree, diploma or certificate issued with respect to programmes conducted in the GIFT
IFSC would enjoy the same recognition and status as if they were conducted by the Parent
Entity in its home jurisdiction.
Therefore, the degree is recognised as a foreign degree and will be subject to the requirements of
the agency vested with the responsibility of academic equivalence to the qualifications awarded
by such FUs or FEIs.
iv. Financial Implication
The Parent Entity has been permitted to repatriate profit, if any, without any restriction.
7.2.1.3 Case Studies
i. Deakin University, Australia
Deakin University, a public research university headquartered in Victoria, Australia and ranked
207th in the latest QS World Universities Rankings 2026, was the first FU approved to set up a
campus in GIFT City-IFSC, India. Its first academic session began by mid-2024.
The GIFT City IBC features a hybrid faculty model, with approximately 80% of faculty members
from India and 20% from Australia. Key factors enabling Deakin’s early launch included the
availability of schools, affordable housing, hotels, and recreational facilities within GIFT City,
offering a supportive environment for international education.
While students completing their postgraduate degrees at Deakin’s India campus will not be
eligible for Australia’s post-study work visa which requires a minimum of two years of study
in Australia, the mutual recognition of degrees can still benefit those seeking international
employment. Graduates will be eligible to apply for Australian skilled migration visas, as
holding a degree from an Australian university earns additional points in the visa application
process.
Deakin’s GIFT City campus concluded its first placement in 2025 with nearly a quarter of its first
cohort of Master of Business Analytics students securing job offers from the National Australia
Bank (NAB).
ii. University of Wollongong, Australia
The University of Wollongong (UOW), a public research university headquartered in New South
Wales, Australia, and ranked 184th in the QS World Universities Rankings 2026, became the
second FU to establish a campus in GIFT City-IFSC. Building on its global experience in UAE,
Malaysia, and China, UOW welcomed its first postgraduate cohort in November 2024.
15
A 2022
India–Australia bilateral agreement on the qualification recognition laid the groundwork,
followed by UOW’s internal approvals and infrastructure planning.The campus has focused on
15
University of Wollongong. (n.d.). Study at UOW India GIFT City, India. https://www.uow.edu.au/india/study/ 116Internationalisation of Higher Education in India
postgraduate programmes such as a Master’s in FinTech and a Master’s in Computing and Data
Analytics chosen for their relevance to GIFT City’s finance and tech ecosystem.
Despite being a foreign university, UOW India actively integrates with the local education landscape.
Students benefit from global faculty exchanges, opportunities to study at other UOW campuses,
and partnerships with Indian HEIs. The campus has also facilitated cross-cultural learning
Beyond academics, UOW India has hosted masterclasses, seminars, and panel discussions ranging
from AI and FinTech to cyber resilience while collaborating with a range of industry players,
including startups, stock exchanges, and BFSI firms.
iii. Coventry University, UK
Coventry University, a public research university headquartered in the UK, with 25+ years of
experience in transnational education, has prioritised innovative models of delivery, including
branded campuses worldwide. In 2024, Coventry launched its Global Hub in New Delhi, employing
70+ staff to support recruitment, admissions, and regional partnerships. The hub also facilitated
a research collaboration and acted as a base for visiting UK academics. It marked a strategic
commitment to India to deepen research and enterprise links between both countries.
Coventry was the first UK university to announce plans to open an IBC in GIFT City, with student
enrolment expected to begin by 2026. Initial offerings include:
zBSc (Hons) in International Business Management
zBSc (Hons) in Business and Finance
Coventry’s IBC strategy is embedded within a broader global vision, with recent or upcoming
campuses in Kazakhstan, Singapore, and India, supported by a network of Global Hubs (Africa,
Brussels, China, Singapore, and India). These hubs act as regional development nodes for
business, research, and student support. The University has also formed a partnership with
L&T Technology Services to deliver engineering solutions for the automotive and manufacturing
sectors, illustrating how academic-industry collaboration is integrated into their India strategy.
In the cultural domain, their Research Centre for Creative Economies is leading a digitisation project
in collaboration with Hamilton Studios and the National Institute of Design (NID), Ahmedabad. This
initiative aims to preserve India’s post-partition heritage, supported by the Modern Endangered
Archives Programme at UCLA Library. The project includes Indian student interns and offers public
exhibitions, engaging youth in digital archiving, storytelling, and cultural preservation.
7.2.2 UGC (Setting up and Operation of Campuses of Foreign Higher Educational
Institutions in India) Regulations, 2023
Building on GIFT City’s momentum, the UGC introduced a broader framework in November 2023
to allow FHEIs to establish campuses across India. This marked a significant policy shift from
zone-specific experimentation to nationwide regulatory openness.
The FHEI may establish an IBC or may enter into a joint venture with an Indian HEI or an
Indian company. However, the FHEI is required to have its independent campus with physical,
academic and research infrastructure and facilities required to conduct its academic and research
programmes. Institutions may establish multiple campuses through separate applications.
The first Letter of Intent (LoI) under this scheme was issued to the University of Southampton,
UK, in August 2024, signalling growing interest from globally ranked institutions in India's higher
education market.
16
Since then 12 Universities listed below have signed LoIs for their campuses
in different parts of India.
16
University of Southampton. (2024, August 29). University of Southampton awarded licence to establish India 117
International Branch Campuses and Higher Education Hubs
Table 7.2: On Shore Campuses in India under UGC Regulations
S. No.On-Shore Campus/IBCLocation
Year of
Establishment
Programmes
Offered
1 University of Southampton, UK Gurugram 2025 UG, PG
2 University of Liverpool, UK Bengaluru 2026 UG, PG
3 Lancaster University, UKBengaluru 2026 UG, PG
4 University of York, UKMumbai2026 UG, PG
5 University of Western Australia, Australia Mumbai2026 UG, PG
6 University of Aberdeen, UK Mumbai2026 UG, PG
7 Illinois Institute of Technology, USAMumbai2026 UG, PG
8 IED Istituto Europeo di Design, ItalyMumbai2026 UG
9 Victoria University, Australia Noida2026 UG, PG
10 Western Sydney University, AustraliaGreater Noida 2026 UG, PG
11 La Trobe University, Australia Bengaluru 2026 UG
12 University of Bristol, UKMumbai2026 UG, PG
Source: Ministry of Education, Government of India
7.2.2.1 Key Features
17
i. Eligibility:
The FHEIs are required to fulfil any of the following criteria at the time of application:
a. It should have secured a position within the top 500 in the ‘overall’ category of global
rankings at the time of application, as decided by UGC from time to time; or
b. It should have secured a position within the top 500 in the ‘subject-wise’ category of global
rankings at the time of application or should possess outstanding expertise in a particular
area, as decided by UGC from time to time.
ii. Admission and Fee Structure:
a. Full autonomy in admission criteria, curriculum design, and fee structures.
b. Based on an evaluation process, the FHEI may provide full or partial merit-based or need-
based scholarships from funds such as endowment funds, alumni donations, tuition revenues
and other sources.
c. FHEI may give tuition fee concessions to students who are Indian citizens.
iii. Appointment of Faculty and Staff:
The FHEI shall have the autonomy to recruit faculty and staff from India and abroad as per its
recruitment norms.
iv. Permissible Programmes and Subject Areas:
The FHEI does not have any restriction with respect to subjects that can be offered and the
programmes that can be offered from UG level till Post Doctoral level.
v. Course Recognition:
a. The FHEI shall ensure that the education shall be imparted in a similar manner in aspects
like curricula, pedagogy, assessment and other aspects, as that of the main campus in the
country of origin.
17
University Grants Commission (UGC). (2023). Setting up and operation of campuses of foreign higher educational institutions
in India regulations 2023. 118Internationalisation of Higher Education in India
b. The programme shall not be allowed to be offered online or in Open and Distance Learning
modes. However, lectures in online mode not exceeding 10% of the programme requirements
may be allowed.
c. The qualifications offered in the campus of the FHEI in India under these regulations shall
be awarded under the name and seal of the Institution in the country of origin.
d. The qualifications awarded to the students in the Indian campus shall enjoy the same
recognition and status as if they were conducted in its home jurisdiction. The qualifications
awarded under these regulations shall be equivalent to any corresponding degree awarded
by Indian HEIs for all purposes, including higher education and employment.
Therefore, there is no further requirement of seeking equivalence from any authority and the
degree would have all benefits, rights, and privileges as obtained in the case of a degree
awarded by an Indian HEI.
vi. Financial Implication
Cross-border movement of funds and maintenance of Foreign Currency Accounts, mode of
payments, remittance, repatriation, and sale proceeds, if any, are required to be in accordance
with the provisions of the Foreign Exchange Management Act, 1999 (42 of 1999).
7.2.3 GIFT City and UGC Onshore Campus Models: A Comparison
Following the establishment of two distinct regulatory pathways the GIFT City and the UGC
Nationwide Framework, a comparison of their key features helps clarify how FHEIs can engage
with India’s evolving internationalisation agenda. While both models aim to attract globally
ranked universities, they differ in terms of scope, regulatory flexibility, and operational conditions.
Table 7.3 outlines the key differences between these two models:
Table 7.3: Comparison of GIFT City and UGC Onshore Campus Guidelines for Hosting Foreign
Higher Education Institutions in India
S. No.Key Feature GIFT City Model UGC Onshore Campus Model
1 Governing Authority IFSCAUGC
2 Launch Year February 2022November 2023
3
Total Universities (As of
2025)
4 FHEIs (2 operational in
2024, 2 starting in 2026)
12 FHEIs with LoIs issued and
campuses underway
4 Eligibility Criteria
FU: QS Top 500 overall/
subject ranking
FEI: Reputed in home
jurisdiction
Top 500 overall or subject-wise
in world rankings or exceptional
expertise as decided by the
committee
5
Permissible Legal
Structure
1. Standalone
2. Collaboration with AISP
1. Independent IBC
2. JV with Indian HEI/company
(Must maintain own campus)
6 Course Level
UG to Post-Doctoral
programmes
UG to Post-Doctoral programmes
7 Permitted Subject Areas
Financial Management,
FinTech, STEM
No restriction on subjects
8 Programme Design
Full autonomy in curriculum,
admission, fees
Full autonomy in curriculum,
admission, fees 119
International Branch Campuses and Higher Education Hubs
S. No.Key Feature GIFT City Model UGC Onshore Campus Model
9 Course Recognition
Degree identical to parent
university, recognised as
foreign qualification
Degree same as parent university
10 Equivalence
Equivalence subject to
Indian agency approval
Automatically equivalent to Indian
degrees for all purposes
11
Industry-Academia
Linkages
Co-located with financial
institutions in SEZ; strong
integration
Partnerships possible but not
location-linked
12 Approval Validity
5 years + renewal every 5
years in perpetuity
Perpetual (as long as compliant)
13 Financial Regulations
Profits can be repatriated
freely
Subject to FEMA 1999 provisions on
cross-border transactions
14 Mode of Delivery Not specified
Physical mode only; Online delivery
capped at 10%
15 Other Enablers
SEZ benefits, single-window
clearance, AISPs, dedicated
academic buildings
Follows general UGC framework
16 Overseas Employment
No post-study work visa
eligibility in origin country,
but skilled migration points
awarded
Treated as equivalent to Indian HEI
degrees
This dual-pathway approach reflects India’s ambition to balance innovation with regulation.
GIFT City offers a high-autonomy, sector-specific entry point for FUs, while the UGC framework
provides a broader, nationally integrated route for long-term academic collaboration.
7.2.4 Establishing and Scaling IBCs in India: Complexities
While the idea of establishing IBCs in India has gained momentum thanks to the country’s vast
student population and growing demand for quality higher education it also presents formidable
challenges. Despite India’s potential as a host market, a range of regulatory, financial, operational,
and socio-cultural factors can deter even the most prestigious global institutions. The process
of setting up a campus in India is complex and highly context-dependent as elaborated by
the stakeholders during extensive consultations undertaken as part of this study. Some of the
complexities are listed below:
zFinancial Viability and Brand Integrity: Setting up a financially sustainable campus while
maintaining the academic standards and institutional identity of the home country is a
challenge.
zPublic Perception and Government Approval: Gaining regulatory approval and public
acceptance in India can be complex and time-consuming due to sensitivities around foreign
education providers.
zAffordability vs. Accessibility: Indian higher education emphasizes inclusivity and affordability.
High tuition fees may conflict with the national emphasis on accessible education.
zRisk of Academic Dilution: Ensuring teaching standards are consistent with the home campus
requires significant investment in training and capacity-building of local faculty and staff.
Given these complexities, many FUs choose to first enter the Indian higher education space
through articulation agreements, joint programmes, or collaborate with colleges to understand
the market before committing to a full-fledged campus. 120Internationalisation of Higher Education in India
7.2.5 Establishing Indian Higher Education Hubs to Foster IBC Presence
GIFT City model and the UGC’s National Guidelines have laid the regulatory groundwork for
attracting top-ranked global universities. However, global experience indicates that standalone
initiatives are not sufficient. The long-term success and impact of IBCs depend equally on their
integration within well-designed ecosystems that enable collaboration, innovation, and place-
based development. Therefore, a key limitation to the Indian model of Internationalisation is
the absence of designated education hubs or knowledge cities in India. Globally, IBCs tend to
cluster within such hubs, with nearly one-third of all IBCs located in established education or
knowledge cities particularly across West and East Asian regions. India is located in the centre
of this growth region which underscores the need for it to strategically develop global higher
education hubs to attract and sustain a greater presence of international universities in India.
Hence a clear roadmap for the establishment of education hubs to expand the footprint of IBCs
in the country is necessary.
Education hubs commonly referred to as EduCities or Knowledge Hubs offer more integrated,
systemic advantages. These purpose-built clusters are designed not just for co-location, but for
collaboration, innovation, and national development impact. The following dimensions illustrate
the comparative advantages of Higher Education Hubs over standalone IBCs:
i. Economies of Scale and Shared Infrastructure: One of the most immediate benefits of education
hubs is the cost efficiency gained through shared physical and service infrastructure. Common
facilities such as student housing, digital networks, libraries, laboratories, and recreational
centres reduce duplication and lower per-institution operational costs. For example, EduCity
Johor’s centralised stadium, shared library, and student village support multiple institutions
while creating a cohesive student experience.
ii. Cross-Institutional Collaboration and Academic Synergy: EduCities promote academic
integration across institutions through joint degree programmes, cross-registration, and
faculty exchange. Education City in Qatar exemplifies this model, where universities such
as Georgetown, Carnegie Mellon, and Northwestern enable cross-institutional enrollment,
allowing students to benefit from the combined strengths of multiple global institutions
under one governance umbrella.
iii. Innovation Ecosystems and Research Commercialisation: By embedding universities within
broader innovation districts alongside start-up accelerators, corporate R&D labs, and funding
agencies EduCities create environments where academic research can rapidly translate into
real-world impact. In Boston’s Longwood Medical Area and Singapore’s One-North, universities
like Massachusetts Institute of Technology (MIT) and National University of Singapore (NUS)
have catalysed deep-tech spinouts, biotech patents, and collaborative ventures, backed by
strong private sector and venture capital ecosystems.
iv. Destination Branding and Global Talent Attraction: Education hubs serve as national or
regional brands for higher education, enhancing a country's visibility and competitiveness in
the global student market. Dubai International Academic City (DIAC), for instance, is marketed
as a pan-regional education destination for South Asia, West Asia, and Africa helping the
UAE build its soft power and diversify its economy.
v. Urban Development and Place-Making: EduCities often anchor larger urban and economic
development plans, contributing to smart cities, financial corridors, and industrial zones.
GIFT City in India demonstrates how education, fintech, and global investment can be co-
located to reinforce each other, positioning the campus not just as an academic site but as
a node of broader economic transformation.
vi. Regulatory Innovation and Policy Experimentation: Hubs can also serve as test beds for
governance autonomy, new academic models, or blended learning frameworks. Nazarbayev
University in Kazakhstan, granted full academic autonomy under a unique legal statute, 121
International Branch Campuses and Higher Education Hubs
has functioned as a live pilot for reforms in curriculum design, quality assurance, and
international partnerships many of which are now being considered for wider replication
across the national higher education system.
vii. Vibrant Student Life and Multicultural Exchange: The critical mass of students from diverse
backgrounds across institutions in a single hub supports an enriching academic and social
environment. Cities like Boston and Cambridge, home to MIT, Harvard, Boston University (BU),
among many others, exemplify how shared urban space fuels cross-disciplinary dialogue,
cultural programming, networking, and a globally engaged student culture.
viii. Industry Engagement and Research-Workforce Integration: Education hubs enhance
institutional linkages with industry. The London Knowledge Quarter, centered around
University College London (UCL) and the Francis Crick Institute, provides a model of how
universities, start-ups, hospitals, and public agencies can work together on research,
workforce development, and public policy. Similarly, the Texas Medical Center in Houston,
USA, links medical research with the world’s largest concentration of hospitals, clinical trials,
and biotech innovation.
Therefore, analysis of Global Education Cities and Knowledge Hubs can provide valuable insights
to build a contextual roadmap for India.
Indian Practice: Government of Maharashtra’s Internationalisation Initiatives
In line with NEP 2020’s Vision to promote India as a global study destination providing
premium affordable education and facilitate top-ranked foreign universities to operate in
India, the Government of Maharashtra has initiated several activities for internationalising
higher education:
a. Navi Mumbai International Education City (NMIEC): In 2025, it launched the NMIEC, India’s
first global, multi-university education hub. This project featured in the Growth Hub Plan
of the Mumbai Metro Region prepared in 2024 in collaboration with NITI Aayog. It has been
undertaken under the ‘Mumbai Rising: Creating an International Education City’ initiative
and is led by CIDCO (City and Industrial Development Corporation), a state-run planning
authority. Being developed across 250 acres in PPP mode near the upcoming Navi Mumbai
International Airport, NMIEC is designed to host some of the world’s top universities. At
a grand ceremony on 14 June, 2025, the Government of Maharashtra granted LoIs to 5
international universities: University of Western Australia (Australia), University of York (UK),
University of Aberdeen (UK), Illinois Institute of Technology (USA), and Istituto Europeo di
Design (Italy). International universities establishing branch campuses in NMIEC can operate
with complete autonomy in determining their curriculum, fee structures, and academic
calendars and design and implement their own independent scholarship mechanisms.
These branches have been granted a 18-month window to begin operations.
b. MoU with British Council for Capacity Building: The British Council and Government of
Maharashtra launched a Capacity Building initiative for International Officers programme
in 2024. The initiative aimed to enhance the capacity of Indian universities to engage
in internationalisation efforts while leveraging the expertise of the British Council in
this area. The programme aimed to offer modules to build skills and competencies of
international officers, facilitating knowledge sharing and practical outcomes to support
the internationalisation agenda of participating HEIs.
c. Global Expansion of State Universities: HEIs in the state, including State Public Universities
(SPUs) such as the Savitribai Phule Pune University (Qatar campus) have expanded
internationally. 122Internationalisation of Higher Education in India
7.3 IBCs IN HIGHER EDUCATION HUBS: GLOBAL LESSONS AND
STRATEGIC PATHWAYS FOR INDIA
Across the world, education cities and knowledge hubs have evolved as an instrument that
concentrates academic excellence, industry-academia linkages, and fosters regional development.
These clusters offer more than co-location; they provide infrastructure, governance models, and
community environment needed to transform branch campuses into engines of economic and
social value.
This section draws on global case studies of IBCs within such hubs, examining diverse models
ranging from high-performing clusters to underperforming experiments. It also outlines key
lessons and forward-looking recommendations to guide India in embedding IBCs into sectoral,
urban, and national priorities ensuring that transnational education becomes not just accessible,
but transformative.
7.3.1 EduCities and Knowledge Hubs: A Global Experience
Countries have increasingly turned to the clustering of foreign universities, research institutions,
and industry partners within strategically designed education zones as a means to scale the
impact of transnational higher education.
By leveraging shared infrastructure, fostering cross-institutional collaboration, and aligning with
national economic and development strategies, EduCities have enabled some nations to become
global higher education destinations. While several models have succeeded in creating vibrant
knowledge economies, others have struggled due to poor integration, top-down planning, or
limited local relevance.
This section explores a diverse set of international examples ranging from Education City in Qatar
to the Astana Hub in Kazakhstan highlighting the enabling conditions, structural limitations, and
policy choices that have shaped their trajectories. These lessons offer valuable insights for India
as it seeks to design its own next-generation higher education hubs.
i. Education City, Qatar
Education City, Qatar 123
International Branch Campuses and Higher Education Hubs
zLocation: Doha, Qatar
zYear of Establishment: 1997
zConcept: A 12 sq.km. campus led by the Qatar Foundation, attracting globally recognised
FHEIs with branch campuses of several US-headquartered universities including Georgetown
University, Carnegie Mellon University, Texas A&M University, Weill Cornell Medicine,
Northwestern University, and Virginia Commonwealth University.
zStrategic Advantage: Enabled cross-registration among top global universities, for creating
an integrated student experience. Supported emerging sectors such as digital media and
finance as Qatar diversifies beyond hydrocarbons.
zSuccess: The Edu City attracts global talent through scholarships, globally relevant curricula,
strategic partnerships and research centres aligned with industry needs, positioning Qatar
as a regional centre of research and innovation.
zChallenges: High subsidies, limited graduate absorption in the local labour market, and
academic freedom concerns have prompted reassessment by some universities.
ii. The Singapore Global Schoolhouse
The Singapore Global Schoolhouse, Singapore
zLocation: Singapore
zYear of Establishment: 1998
zConcept: It is a coordinated national platform with a distributed innovation ecosystem
engaging foreign university branch campuses, local public universities, private education
providers, research institutes and Industry partners. The 3-Tier University Model comprises:
(i) an Apex tier led by top FHEIs such as MIT and Duke University (USA), and INSEAD
(France) offering R&D-intensive programmes; (ii) a Middle or Bedrock tier represented
by national universities like NUS, Nanyang Technological University (NTU), and Singapore
Management University (SMU) focused on serving national priorities through research and
skill development; and (iii) a Base tier consisting of private and foreign-linked institutions.
zStrategic Advantage: Designed as a policy-driven model to build global education presence.
Aligned academic programmes with economic priorities like biotech, finance, and logistics.
zSuccess: High international student satisfaction, strong integration with Singapore’s economy
and world-class research from institutions like NUS and NTU.
zChallenges: Recent years have seen constraints due to rising costs, strict visa policies, and
strategic realignment by foreign institutions. 124Internationalisation of Higher Education in India
iii. Dubai International Academic City (DIAC) and Knowledge Village, UAE
DIAC & Knowledge Village, UAE
zLocation: Dubai, UAE
zYear of Establishment: 2007
zConcept: A free zone that has attracted foreign universities including Heriot-Watt University
and University of Birmingham (UK), Amity University (India), and Murdoch University
(Australia), aligned with Dubai’s strategy to build a diversified knowledge economy.
zStrategic Advantage: DIAC helps UAE diversify its higher education landscape by offering
vocational and applied degrees in media, engineering, and business. It supports Dubai's
services and logistics economy, and is a global study destination for South and West Asia
and Africa.
zSuccess: The model has attracted over 27 branch campuses with 28,000+ students over 500+
courses.
zChallenges: Perception of commodification, variable institutional quality, and weak pathways
to local employment.
iv. EduCity, Malaysia
EduCity, Malaysia
zLocation: Iskandar, Malaysia 125
International Branch Campuses and Higher Education Hubs
zYear of Establishment: 2012
zConcept: Considered Asia’s first multi-campus education city, spread over 350 acres, it hosts
4 international HEIs, 2 local HEIs and 1 training academy for higher education. IBCs include
University of Reading and Newcastle University (UK) and Netherlands Maritime Institute of
Technology.
zStrategic Advantage: The EduCity offers a career-ready curriculum aligned with labour market
needs and has master-planned for talent retention and innovation. It shares a central
stadium, library and student village across multiple universities.
zSuccess: Leveraged proximity to Singapore from PPP that has enabled infrastructure growth.
zChallenges: Low enrolment numbers, withdrawal of universities, high opex and lesser brand
visibility among regional students.
v. Songdo Global University Campus, South Korea
vi. Songdo Global University Campus, South Korea
zLocation: Incheon, South Korea
zYear of Establishment: 2012
zConcept: A planned ‘smart city’ education hub based in the Incheon Free Economic Zone, it
was established with the vision to reduce brain drain by offering transnational education by
‘going global at home’. The initial partners included George Mason University and University
of Utah (USA), and Ghent University (Belgium).
zStrategic Advantage: Private sector partnership in smart infrastructure and housing,
investments in retail, and hospitality has been facilitated in and around the EduCity.
zSuccess: The model attracts global talent by supporting US and European dual-degrees and
selective admissions focused on academic merit.
zChallenges: Heavy state-led planning, lack of academic autonomy, and weak demand have
hampered success. Issues include high costs, limited urban vibrancy, and friction due to
English instruction in a primarily Korean-speaking setting. 126Internationalisation of Higher Education in India
vii. Nazarbayev University and Astana Hub, Kazakhstan
Nazarbayev University & Astana Hub, Kazakhastan
zLocation: Nur-Sultan, Astana, Kazakhstan
zYear of Establishment: 2018
zConcept: A Western-style research university funded by the Kazakh Government to modernise
the national higher education system and attract international talent. Nazarbayev University
(NU) operates with academic and legal autonomy and is co-located within the Astana Hub.
NU partners with Duke University and University of Wisconsin–Madison (USA), and University
of Cambridge (UK).
zStrategic Advantage: NU & Astana Hub attract foreign investment in renewable energy, tech,
and engineering. International research presence has aligned national innovation efforts
with global standards.
zSuccess: Strong partnership with top institutions, English taught programmes, strong focus
on R&D in STEM, energy and policy have been critical success factors. Astana Hub fosters
a growing start-up ecosystem, aiming to position Kazakhstan as a Central Asian Innovation
Leader.
zChallenges: Despite its strengths, NU faces issues around elite scalability, talent migration
and long-term financial sustainability due to heavy state funding.
7.3.2 Global Medical EduCities: Sector-Specific Innovation Clusters
Among the various thematic models of education hubs, Medical EduCities stand out as strategically
focused clusters that address pressing national healthcare needs while leveraging global academic
and clinical standards. These hubs bring together universities, hospitals, research institutes, and
life sciences industries in co-located environments that foster translational research, medical
innovation, and workforce development.
This section presents global examples of Medical EduCities, offering insights that can inform
India’s efforts to develop similar hubs within its health and education policy landscape. From
post-conflict regions like Erbil in Iraq to advanced ecosystems in Singapore, Boston, and London,
Medical EduCities have demonstrated how targeted infrastructure, regulatory alignment, and
academic-industry collaboration can create high-impact models of international engagement. 127
International Branch Campuses and Higher Education Hubs
7.3.2.1 Successful Global Medical EduCities
i. Boston Longwood Medical and Academic Area, USA
18
Boston Longwood Medical & Academic Area, USA
zLocation: Boston, Massachusetts, USA
zYear of Establishment: 1972
zConcept: This district links academia with biotech and clinical research and comprises
Harvard Medical School, Brigham and Women’s Hospital, Dana-Farber Cancer Institute, and
the Broad Institute.
zStrategic Advantage: Situated near MIT and Kendall Square, the area leads global innovation
in life sciences, biotech investment, and translational research. It has produced over 30,000
start-ups, and leads the world in biotech Venture Capital investment, life sciences patents,
and partnerships between academia and pharmaceutical companies such as Pfizer, Novartis
and Moderna.
ii. HealthCity Novena, Singapore
19
Health City Novena, Singapore
18
University of Massachusetts Donahue Institute. (2021, April). The Longwood Medical and Academic Area’s Economic
Contributions to Boston and Massachusetts. https://donahue.umass.edu/documents/The_LMAs_Economic_Contributions_
to_Boston_and_Massachusetts_-_Final_to_Client.pdf
19
Tan Tock Seng Hospital. (n.d.). HealthCity Novena. https://www.ttsh.com.sg/About-TTSH/healthcitynovena/Pages/default.aspx 128Internationalisation of Higher Education in India
zLocation: Novena, Singapore
zYear of Establishment: 2013
zConcept: A 17-hectare campus integrated with Tan Tock Seng Hospital, NTU’s Lee Kong Chian
School of Medicine and research labs.
zStrategic Advantage: The model, dubbed ‘hospital without walls’, focuses on holistic care,
education, preventive medicine and biomedical R&D.
iii. London Knowledge Quarter, UK
20
London Knowledge Quarter, UK
zLocation: King’s Cross, London, UK
zYear of Establishment: 2014
zConcept: This cluster includes UCL, the Francis Crick Institute, Great Ormond Street Hospital,
and the London School of Hygiene & Tropical Medicine.
zStrategic Advantage: Co-location enables interdisciplinary collaboration in cancer, infectious
disease, and data-driven research, supported by National Health Service (NHS) and United
Kingdom Research and Innovation (UKRI) partnerships.
iv. British International University (BIU), Iraq
21
British International University (BIU), Iraq
20
Knowledge Quarter London. (2017, March). Annual Report 2016. https://www.knowledgequarter.london/wp-content/
uploads/2017/03/KQ-AR-2016-website.pdf
21
British University – Kurdistan. (n.d.). Home. https://www.britishuniversity.krd/ 129
International Branch Campuses and Higher Education Hubs
zLocation: Erbil Governorate, Iraq
zYear of Establishment: 2017
zConcept: BIU is a collaboration between Global Education Management Systems (GEMS)
Education and the University of Surrey (UK). The partnership has expanded to Ajman (UAE)
and Colombo (Sri Lanka).
zStrategic Advantage: It offers a British-style pre-clinical medical science degree programme,
with options for progression to medical school. BIU became the first UK-degree-granting
institution in Iraq.
7.3.2.2 Elements of Successful Medical Education Hubs
Successful models often feature a strong triad of universities, hospitals, and research institutions,
supported by government or private sector funding and strategic planning. These ecosystems
maintain close ties with biotech and pharmaceutical industries, fostering innovation and
collaboration. A strong emphasis on translational medicine and clinical trials bridges the gap
between laboratory research and patient care. Additionally, many institutions, particularly in
Europe and Asia, offer English-taught medical degrees to attract international students.
7.3.2.3 Barriers to Success of Medical EduCities
Several attempts, particularly in emerging economies, highlight the risks of weak hospital
linkages, underdeveloped research capacity, and misaligned planning. This section presents
illustrative global examples of challenged Medical EduCities, offering insights that can inform
India’s efforts to develop similar hubs within its health and education policy landscape.
i. EduCity Johor, Malaysia: Limited Clinical Integration and Weak Industry Anchoring
zLocation: Johor and Kuala Lumpur, Malaysia
zYear of Establishment: 2008
zConcept: Originally envisioned as a flagship regional hub for transnational education to host
multiple international institutions.
zBarriers: EduCity Johor faced significant structural challenges
22
:
a. Weak university–hospital linkages: Medical and life sciences hubs like those in the EduCity
lacked direct, formal partnerships with leading clinical hospitals. Students often had
limited access to real-world clinical training, weakening translational research potential.
b. Limited involvement of global biotech firms: While infrastructure was built, international
pharmaceutical and biotech companies did not co-locate or invest significantly, reducing
industry pull for innovation and internships.
c. Insufficient research culture: Many branch campuses lacked a strong research mandate
or funding, and faculty were often on teaching-only contracts.
d. Student recruitment and retention issues: Students preferred better-established hubs
(Singapore, UK, Australia), and local students often sought traditional public universities
for medicine.
ii. Guangzhou Bio Island, China: Infrastructure-Led Development Without Academic Anchors
zLocation: Haizhu District, Guangzhou, China
zYear of Establishment: 2011
zConcept: Launched as a flagship biotechnology and life sciences innovation zone, supported
by significant government investment in infrastructure, lab facilities, and tax incentives.
22
Wan, B. C.-D., Weerasena, B., Wan, C.-D., & Weerasena, B. (2018). In EduCity, Johor: A Promising Project with Multiple
Challenges to Overcome (pp. 1–21). chapter, ISEAS–Yusof Ishak Institute 130Internationalisation of Higher Education in India
zBarriers
23
: These include:
a. Lacked academic anchors: Bio Island was infrastructure-led, with significant government
investment; however, it lacked medical schools or teaching hospitals that typically drive
research ecosystems.
b. Overemphasis on real estate and incentives: Focussed on attracting companies with
tax breaks and lab space rather than building sustainable academic-industry research
pipelines.
c. Language and regulatory barriers: Chinese taught programmes, R&D and regulatory
uncertainty in biotech (e.g., IP protection, data sharing, etc.) limited participation and
discouraged foreign collaborations.
d. Weak innovation outcomes: Despite major investments, few globally significant biotech
breakthroughs or start-ups have emerged from the Island.
iii. Nazarbayev University Medical School, Kazakhstan: Academic Isolation from National Health
Systems
zLocation: Astana, Kazakhstan
zYear of Establishment: 2015
zConcept: Nazarbayev University (NU) Medical School offers a Western-style, English-medium
medical education in partnership with international universities.
zBarriers: These include:
a. Disconnect between Medical Education and National Health System: NU’s Western-style,
English-taught medical education was not fully aligned with Kazakhstan’s national
clinical training pathways or hospital systems, thus limiting students' ability to smoothly
transition into practice within the public health sector.
b. Weak Clinical Research Infrastructure: Limited large-scale clinical trials, patient registries,
or research hospitals reduces the feasibility of impactful biomedical research. These gaps
coupled with high levels of graduate out-migration, have constrained the scalability and
systemic impact of the NU medical education model.
While several Medical EduCities have successfully integrated academic, clinical, and research
ecosystems, others have struggled to deliver impactful outcomes due to weak foundational design
and poor ecosystem alignment. This analysis underscores the importance of strong university–
hospital partnerships, academic credibility, and integration with national health systems. In
many cases, excessive focus on physical infrastructure, limited private sector engagement, and
regulatory disconnects have undermined their potential.
7.4 ROADMAP FOR BUILDING WORLDCLASS HIGHER EDUCATION
HUBS IN INDIA
To maximise their developmental impact, Higher Education Hubs must be embedded within
India’s broader economic and policy architecture. This alignment ensures that they emerge
not only as academic centres, but also as engines of innovation, skilling, and multisectoral
transformation. This requires regulatory support and a framework of key components and
enablers that may assist in building them.
7.4.1 Framework for Facilitating Higher Education Hubs
Based on extensive stakeholder consultations with national and international experts, the
following 6 aspects of the framework have been developed.
23
Niiler, E. China's efforts to lure biotechs to Bio-Island criticized. Nat Biotechnol 18, 708 (2000). https://doi.org/10.1038/77255 131
International Branch Campuses and Higher Education Hubs
i. Create a Dedicated Legal Framework for Higher Education Hubs
zIntroduce clear legislations that define governance, academic autonomy, land norms, IP
ownership, and simplified approvals for foreign and Indian HEIs.
zEnsure formal degree recognition under Indian frameworks and enable access to government
schemes and research grants.
ii. Align Higher Education Hubs with National Missions
zStrategically position hubs in alignment with Digital India, Startup India, Make in India, and
Gati Shakti, among several others.
zPromote sector-specific knowledge cities, e.g. fintech, STEM in GIFT City, biotech in Hyderabad,
and AI in Bengaluru.
iii. Enable Co-Location with Industry and SEZs
zCo-locate universities with R&D labs, incubators, accelerators, SEZs, and corporate campuses
to encourage real-world learning and employability.
zUse successful models like One-North (Singapore) or Kendall Square (Boston) as benchmarks.
iv. Ensure Urban Quality and Liveability
zInvest in infrastructure for student housing, public transport, recreation, health, and K-12
schools.
zBuild inclusive, green, and smart campus environments to attract global talent.
v. Ensure Ease of Regulation
zCreate a nodal body to coordinate academic and non-academic approvals across ministries
and with state governments.
zEmpower it to act as a unified interface for all stakeholders.
vi. Expand Eligibility Beyond Rankings
zAllow FHEIs with demonstrated excellence in academics, research, or innovation to qualify—
beyond top-500 in global rankings.
zCreate a transparent, criteria-based system for IBC entry.
7.4.2 Pillars of a Higher Education Hub
It is important to recognise that an education hub does not emerge organically; rather, it is a
strategically planned ecosystem. Though the concept lacks a singular definition, it widely refers
to the strategic alignment of academic institutions, R&D infrastructure, industries, and start-up
ecosystems within a defined geographical area. The four pillars of a Higher Education Hub are
as follows:
i. Academic Institutions: At the core of any education hub are high quality universities and
colleges offering globally relevant education. India’s expansive higher education system, with
nearly 1,200 universities, provides a strong foundation for such hubs.
ii. R&D Infrastructure: R&D institutions drive knowledge creation and innovation. A strong R&D
base ensures the education hub contributes not just to teaching, but also to cutting-edge
research and technological advancement.
iii. Industry and Service Sector Clusters: Proximity to industry enables applied research,
consultancy projects, practical exposure, internships, apprenticeships, and hands-on training.
Close links between academia and industry ensure that the education being delivered is
relevant to the real-world and evolving market needs.
iv. Start-up Ecosystem: A thriving start-up environment nurtures a culture of innovation,
entrepreneurship, and problem-solving. This not only supports the creation of a knowledge- 132Internationalisation of Higher Education in India
based economy but also attracts foreign investment and talent, driving long-term economic
growth.
7.4.3 Enablers of a Higher Education Hub
While strong academic and industrial foundations are crucial, the following three enablers are
essential to make an education hub globally attractive and functional:
i. Connectivity: Efficient access is non-negotiable. International airports, national highways,
and integrated railway systems are required to ensure seamless mobility for students, faculty,
researchers, and global visitors.
ii. Digital Infrastructure: High-speed internet, broadband connectivity, and smart campus
solutions are vital for teaching, learning, research, and global collaboration. They ensure
that the hub remains integrated with international academic and innovation networks.
iii. Utility Services and Quality of Social Life: For an education hub to thrive, it must provide
a livable environment. This includes quality K–12 schools, hospitals, libraries, recreational
spaces, visitor infrastructure, and shared or affordable accommodation for students, faculty,
and researchers.
7.5 WAY FORWARD
India stands at an inflection point in its journey to internationalise higher education especially
after regulatory encouragement for IBCs through the twin regulatory frameworks of GIFT City-IFSC
and UGC Guidelines. However, global experiences underscore that the success of such initiatives
hinges not merely on regulatory permission, but on embedding IBCs within robust education
ecosystems such as Knowledge Hubs or EduCities. By developing integrated Higher Education
Hubs that combine academic excellence with innovation, R&D, entrepreneurship, industry
linkages, and liveable urban infrastructure, India can position itself as a vital contributor to
the global knowledge economy. These hubs must be strategically planned, aligned with national
missions, and supported by regulatory enablers to ensure scalability, sustainability, and impact.
With the right vision, policy coherence, and investment, India can position itself as a leading
global destination for higher education, research and knowledge-driven development. 133
Chapter
INDIAN OFFSHORE
CAMPUSES
Chapter
8 134Internationalisation of Higher Education in India
8.1 OVERVIEW
An offshore campus is a campus of a university established by it outside the home country,
operated and maintained as its constituent unit, having the university’s complement of facilities,
faculty and staff.
1
The current chapter focuses on Indian HEIs setting up entities abroad and
delivering academic programmes that will lead to an Indian degree. The degree may either be
indistinguishable from the one awarded at home, or may indicate the name of the campus in
addition to the parent institution.
NEP 2020
2
encourages high performing Indian universities to set up campuses in other countries.
The UGC further reinforced this initiative through its Guidelines on the Internationalisation of
Higher Education 2021
3
wherein it promotes public HEIs to set up offshore campuses to expand
outreach of the institutions and build the image of India as an international study destination.
Thus, IIT Madras, IIT Delhi and the National Forensic Sciences University are among the first
public HEIs to open offshore campuses in Zanzibar, Abu Dhabi and Jinja respectively. Over the last
quarter century, 6 Indian Private Universities and 7 Public Universities have established around
25 offshore campuses in about 12 countries, including Australia, Japan, Malaysia, Mauritius, Nepal,
Qatar, Singapore, Tanzania, UAE, UK, USA, Uganda and Uzbekistan. The first private university to
open an offshore campus in 1994 was Manipal University in Pokhara, Nepal.
Globally, there are currently 300+ offshore campuses. Several countries, most notably the
United States, United Kingdom, Australia, Russia, and France (see Figure 8.1) have long pursued
internationalisation by establishing campuses across various global regions. Interestingly, these
same countries also rank among the top ten destinations for international students, indicating
a two-way flow of educational mobility. This suggests a possible correlation between setting up
offshore campuses and attracting international students domestically. Hence, offshore campuses
act as enablers for internationalisation at home.
1
Ministry of Education, Government of India. (2021). All India Survey on Higher Education (AISHE)
2
Ministry of Education, Government of India. (2020). National Education Policy
3
University Grants Commission. (2021). Guidelines for Internationalisation of Higher Education 135
Indian Offshore Campuse
Figure 8.1: International spread in Higher Education through offshore campuses
Source: OBHE & C-BERT. (2016). International branch campuses: Trends and developments. Observatory on Borderless
Higher Education (OBHE) & Cross-Border Education Research Team (C-BERT).
Most offshore campuses are concentrated in East Asia (China), West Asia (Qatar, UAE), and
Southeast Asia (Singapore, Malaysia), reflecting regional demand for quality higher education
(Figure 8.3). India is strategically located at the crossroads of these key regions and is well-
placed to leverage this geographic advantage for expanding its global educational presence.
Figure 8.2: International presence of HEI- Host countries for offshore campuses
Source: OBHE & C-BERT. (2016). International branch campuses: Trends and developments. Observatory on Borderless
Higher Education (OBHE) & Cross-Border Education Research Team (C-BERT). 136Internationalisation of Higher Education in India
The following is a list of select successful offshore campuses across the world.
Table 8.1: Select Successful Offshore Campuses across the world
Name of the University
Location of the
Campus
Year
No. of
Students
No. of Students
(Approx)
University of Wollongong (UOW) Malaysia
Shah Alam,
Malaysia
1983 5,500 70
University of Wollongong in Dubai (UoWD)Dubai, UAE 1993 2,700 75
Curtin University MalaysiaMiri, Malaysia1999 1,600 75
Swinburne University of Technology
Sarawak Campus
Kuching,
Malaysia
2000 4,000 164
Carnegie Mellon University in Qatar
Ar-Rayyan,
Qatar
2004 472 60
London Business School Dubai Centre Dubai, UAE 2007 1,302 156
Curtin University SingaporeSingapore 2008 2,706 -
New York University Abu Dhabi (NYUAD) Abu Dhabi, UAE2008 2,200 370
Carnegie Mellon University Africa Kigali, Rwanda2011 300 35
New York University Shanghai
Shanghai,
China
2012 2,200 316
Lancaster University GhanaGhana 2013 484 26
Northeastern University Toronto Campus
Toronto,
Canada
2015 1,400 56
University of Birmingham Dubai Dubai, UAE 2018 3,000 85
Curtin University DubaiDubai, UAE 2018 757 25+
The University of Chicago Francis and Rose
Yuen Campus in Hong Kong
Hong Kong,
China
2018 --
Curtin MauritiusMoka, Mauritius2018 1,572 -
Curtin University Colombo
Colombo, Sri
Lanka
2024 521 -
University of Wollongong (UOW) College
Hong Kong
Hong Kong,
China
2024 2,000 200 137
Indian Offshore Campuse
8.2 STRATEGIC IMPORTANCE OF OFFSHORE CAMPUSES
In accordance with the survey responses (Figure 8.2), following are some of the key reasons that
act as motivation for HEIs to build offshore campuses:
Figure 8.3: Survey Responses on Motivations for exploring offshore campus
i. Enhanced Inward Student Mobility: The presence of an Offshore campus builds international
visibility and trust about the higher education system of the home country, thereby
encouraging more students to consider India for higher education. This correlation can be
observed in countries that have established the highest number of offshore campuses and
are incidentally the countries with the highest inward student mobility globally.
ii. Internal Revenue Generation: Branch campuses create diversified revenue streams through
tuition fees, partnerships, and research collaborations.
iii. Globalised Education for Indian Students: Offers Indian students global exposure and
international curricula without the high cost of studying abroad.
iv. Collaboration in R&D: Enables joint research initiatives and access to international labs,
talent, and innovation ecosystems. Increasingly, collaborations are proving key in securing
major funding and increasing publication rates, and global campuses can be leveraged for
the same.
4
v. Future-Ready and Employable Graduates: Equips students with global competencies and
industry-relevant skills, improving their international employability.
vi. National Soft Power and Cultural Capital: Strengthens India’s global influence especially in
the Global South, where Indian HEIs can serve as education and cultural hubs and enhance
strategic ties.
vii. Interconnection Between Global Rankings and International Perception: There is a strong
link between global university rankings (THE, QS, Shanghai & US News)
5
and international
perception, which is also influenced by the presence of offshore campuses. Hence, global
presence may even impact the global ranking of the university. This is a two-way relationship
where a drop in the rankings can also lead to decreased international student enrolments
and reduced research collaborations as seen in the case of several Australian universities,
6
which experienced both after a fall in their global rankings.
4
Rajkhowa, G. (2024). Internationalisation For All: Rethinking University Internationalisation. In Space and Culture, India (Vol.
11, Issue 4, pp. 5–19). ACCB Publishing.
5
Szluka, P., Csajbók, E. & Győrffy, B. (2023). Relationship between bibliometric indicators and university ranking positions.
Sci Rep 13, 14193
6
Ross, J. (2024, October 9). World University Rankings 2025: Australia stands on precipice. Times Higher Education. 138Internationalisation of Higher Education in India
8.3 CRITICAL FACTORS SHAPING OFFSHORE CAMPUS
ESTABLISHMENT
According to survey responses, the following critical factors have emerged as determinants in
the establishment of offshore campuses by Indian HEIs:
Figure 8.4: Survey Responses on Factors influencing decision regarding establishing offshore campuses
i. Market Demand (26.83%) – Universities prefer locations with high demand for specific
academic domains; for instance, Parsons School of Design opened a campus in Paris to
leverage its global status in fashion.
7
ii. Government Policies (24.39%) – Supportive host country regulations, stable governance,
convenient locations for the campus, international connectivity, and ease of accreditation
significantly influence expansion decisions. The University of Wollongong in Hong Kong
8
and
Uniciti Hub in Mauritius are examples of growth enabled by clear and welcoming policies,
while restrictive rules on degree equivalence and eligibility in some nations act as barriers.
9
iii. Financial Viability (21.95%) – HEIs assess operational costs, infrastructure availability, and
tuition revenue potential before choosing the destination for an offshore campus. Campuses
in countries like the UAE and Singapore benefit from economic feasibility and strong student
markets.
iv. Partnerships with Local Institutions (19.51%) – Collaborations with domestic universities or
education hubs help navigate local systems, improve credibility, and enable joint programme
delivery. The Mauritius International Education Hub represents a dense conglomeration of
premier education institutions in a transnational network mode, and offers several academic
programmes through unique partnerships, representing a strong model of transnational
academic networking through institutional partnerships.
10
v. Others (7.32%) – Additional drivers include improving global rankings, enhancing international
perception, and fulfilling national strategic goals. The IITs exemplify HEIs expanding abroad
as part of India’s education diplomacy.
11
7 Parsons The New School for Design. (2012). Parsons The New School for Design opens new academic centre in Paris. E-flux.
8 University of Wollongong Australia. (2025). Global presence, University of Wollongong. https://www.uow.edu.au/about/
global-presence/
9 South China Morning Post. (2024, June). UOW College Hong Kong taps into city’s reputation for academic excellence.
10 Uniciti International Education Hub. (2024). https://uniciti-ieh.com/
11 IITs: Made in India, going international 139
Indian Offshore Campuse
8.4 MODES OF BUILDING OFFSHORE CAMPUSES
There are three broad modes for an offshore campus:
A. Expanding Capacity – These campuses offer additional seats for students who may not gain
admission to highly selective home campuses. Though they are located abroad, they offer
familiar academic environments.
Global Practice: New York University, Abu Dhabi (NYUAD)
NYUAD was established in 2010 in partnership with NYU and the Emirate of Abu Dhabi. It was
founded on a shared understanding of the essential roles and challenges of higher education
in the 21st century. The university delivers a liberal arts and sciences education with a
distinctive focus on intercultural understanding, inclusion, and global citizenship to students
from around the world. It offers 600+ courses across 26 majors, research opportunities,
internships, community service placements, and career development support to students
from 120+ countries. NYUAD has a tight-knit and diverse community with student clubs,
athletics and volunteering activities. Over the past decade, it has assembled a remarkable
community of scholars, students, researchers, artists, and inventors who have contributed
to the growth of UAE’s capital as a global hub of knowledge and culture, while establishing
a new model of higher education for today’s complex world.
B. Building Local Capacity – These campuses aim to strengthen higher education and workforce
capabilities in the host country. Programmes are tailored to local needs, with student intake
focused on host-country nationals, often supplemented by exposure to the main campus.
Global Practice: New York University - Shanghai (NYUSH)
NYUSH was established in 2012. It is China’s first Sino-foreign joint university with independent
legal accreditation, through a partnership between New York University and East China
Normal University. Its location in a global financial and technology hub further positions
graduates for both regional and international opportunities. The institution combines a
global curriculum with deep China-focused engagement and offers access to NYU’s worldwide
network of campuses. The bund campus is 114,000 m², nine-story campus organized into four
interlocking structures arranged around a central courtyard, a blend of Western quadrangle
design and a traditional Chinese scholars’ garden.
An analysis comparing NYUAD and NYUSH has been included here to illustrate how the same
university, NYU, operates two global campuses but with distinct founding models, governance
structures, funding mechanisms, and academic orientations, reflecting their unique regional
contexts and strategic objectives. The details of this comparison are presented in Table 8.2 to
provide an understanding on how universities can establish IBCs in different countries through
different approaches and to achieve different institutional and home country objectives.
Table 8.2: Comparative Analysis of NYU Abu Dhabi and Shanghai
Category NYU Abu Dhabi (NYUAD)
12
NYU Shanghai (NYUSH)
13
Year Established
Announced in 2007 and opened in
2010 as NYU’s first global degree-
granting campus.
Approved in 2012 and opened in 2013 as
China’s first Sino-foreign joint research
university.
Founding Model
and Partners
Established as an NYU Campus
through a partnership between NYU
and the Emirate of Abu Dhabi.
Formed as a joint venture between NYU
and East China Normal University (ECNU)
12 https://nyuad.nyu.edu/en/
13 https://shanghai.nyu.edu/ 140Internationalisation of Higher Education in India
Funding Source
Fully financed by the Emirate of
Abu Dhabi, which provided capital,
operational, and scholarship funding.
Supported jointly by the ECNU and the
Shanghai Municipal Government, with
shared contributions from NYU.
Legal Status and
Governance
Functions as an NYU-owned, degree-
granting campus under a special
agreement with Emirate of Abu Dhabi.
A Sino-foreign joint university with
independent legal status under Chinese
higher education law.
Campus
Location and
Strategic
Purpose
Located on Saadiyat Island, designed
to position Abu Dhabi as a global
education and research hub in the
Middle East.
Located in Shanghai’s financial district,
intended to strengthen academic
collaboration and cultural exchange
between China and the world.
Student
Demography
Enrolls students from over 120
countries, including around 25%
Emirati nationals; represents one of
the most globally diverse student
bodies.
Comprises approximately 50% Chinese
and 50% international students from over
70 countries, creating a balanced cross-
cultural environment.
Language of
Instruction
English is the sole language of
instruction.
English is the medium of instruction, with
Mandarin study compulsory for non-
Chinese students.
Academic
Programmes
Primarily focuses on undergraduate
programmes with 26 majors
across Arts, Humanities, Sciences,
Engineering, and Social Sciences,
along with select postgraduate and
PhD programmes.
While the emphasis is on undergraduate
education with 19 majors, it also offers
several joint postgraduate and PhD
programmes, integrating liberal arts with
global and Chinese studies.
Degree Awarded
Confers NYU degrees identical to
those awarded in New York.
An NYU degree (the same degree
granted at our New York and Abu Dhabi
campuses) and a Chinese-accredited NYU
Shanghai diploma.
Cost of
Attendance
(2025–26)
Tuition (for UG) approximately is USD
65,622, with a total estimated annual
cost of attendance of about USD
86,780.
Tuition (for UG) approximately USD 65,622,
with a total estimated annual cost of
attendance of about USD 88,216.
Scholarships
and Financial
Aid
Extensive full scholarships funded
by the Abu Dhabi government; most
students receive substantial financial
support.
Financial aid awarded on need and merit
basis
Indian Practice: National Forensic Sciences University, Uganda
Established in 2023 by the Government of India, the National Forensic Sciences University in
Uganda supports regional development in forensic science and criminal justice. Located in Jinja,
Uganda, the Government of Uganda served as a partner. The primary aim of this campus was
building capacity locally. It offered specialised courses and has welcomed nationals from across
African countries and faculties from India. The Uganda Campus of NFSU has three Departments
– the Department of Forensic Science, the Department of Cyber Security and Digital Forensics,
and the Department of Police Science and Security Studies. The campus offers six programmes
including two Master’s Degree programmes and four Post-Graduate Diploma programmes. With
curated programmes catering to pan-Africa needs, this unique Indian institution in Africa is an
example of harnessing bilateral relations for educational outcomes. 141
Indian Offshore Campuse
C. Deepening Internationalisation – Such an institution caters to students from all nationalities
and represents a blend of the first two. The most ambitious model, these campuses are
designed for a globally diverse student base and function as full-fledged replicas of the
home institution. They require robust governance, cross-border collaboration, and long-
term resource investment to succeed. Such institutions require a deep understanding and
agreements with the government and academic regulatory bodies, and significant leveraging
of the main campus resources.
14
Global Practice: Curtin University
The objective of Curtin University, a public research university based in Perth, Australia
was to position itself as a research-intensive university by focusing on research excellence
and innovating its teaching and learning environments to provide a technology-enhanced
experience for its students. Establishing offshore campuses of the University abroad was one
of its priority areas. Curtin operates five international campuses in Singapore, Malaysia, the
UAE, Mauritius, and Sri Lanka, one of the highest number of offshore campuses in the world.
It strengthened its commitment to sustainability globally by engaging its network of campuses
around the Indian Ocean Rim to connect students, staff, and partners working together and
solve the challenges these communities face. Their plans and priorities vary across the offshore
campuses. They have consistently increased the number of offshore campuses, and this has
invariably contributed to their internationalisation strategy.
Table 8.3: Analysis of offshore campuses of Curtin University
Campus
Year
Established
Objectives Focus AreasNotable Aspects
Curtin
University
Malaysia
1999
Establish a
regional hub
for engineering
and business
education.
Engineering (Chemical,
Mechanical, Civil,
Electrical, Mechatronic,
etc.), Business (Finance,
Marketing, Management),
IT, Cyber Security.
It is the largest
international campus of
Curtin.
Located in Miri, Sarawak,
it provides global
education in a local
cultural context.
Curtin
University
Singapore
2008
Meet the
educational
demands of
Southeast Asia.
Journalism, Marketing,
Accounting, Finance,
Logistics, Supply Chain
Management, Business,
Clinical Leadership,
Health.
Offers trimester-
based programmes for
accelerated learning.
Offer career-
relevant
programmes.
Strategically located to
cater to the Asia-Pacific
region.
Curtin
University
Dubai
2018
Provide globally
relevant education
in West Asia.
Business (MBA,
International Business),
IT, Arts, Engineering
(Mechanical, Civil, and
Electrical).
Located in Dubai
International Academic
City.
Bridge academic
and industry gaps.
Strong emphasis on
connecting academics
with the region’s industry
needs.
14
Lane, J. E., & Schueller, J. D. (2022). Can international branch campuses aid national identity? University World News. 142Internationalisation of Higher Education in India
Curtin
University
Mauritius
2018
Expand
educational access
in the African
region.
Business (Commerce,
International Business),
Design, Communications,
Science, Psychology
Focus on innovative and
applied learning.
Promote
interdisciplinary
learning.
Leverages the cultural
identity of Mauritius
which is at the cusp of
Asia and Africa
Curtin
University
Colombo
2024
Support
Sri Lanka’s
educational
development.
Engineering (Civil,
Mechanical, Mechatronics),
IT (Cyber Security,
Software Engineering,
Networking), Business
Administration.
Recently launched
campus in Colombo.
Provide
specialised
programmes in
high-demand
areas.
Targets emerging markets
in South Asia.
8.5 CRITICAL FACTORS SHAPING OFFSHORE CAMPUS ESTABLISHMENT
Indian offshore campuses present a significant opportunity for the internationalisation of Higher
Education. The majority of Indian HEIs that responded to the survey question on offshore
campuses expressed reluctance towards it. Only 11.3% HEIs said that they either had or were
planning offshore campuses while 71% denied an inclination towards building an offshore
campus. The reasons provided for not considering offshore campuses are depicted in Figure 8.5.
Figure 8.5: Survey Responses on Reasons for Not Considering Offshore Campuses
zFocus on strengthening domestic campuses – Institutions prioritise upgrading home
infrastructure before considering global expansion.
zRegulatory and legal challenges – Complex approval processes and unclear rules discourage
offshore ventures.
zInsufficient funding and resources – Limited budgets and staffing make it hard to sustain
overseas campuses.
zStrategic focus on other international collaborations – HEIs often prefer flexible partnerships
over full-fledged offshore setups. 143
Indian Offshore Campuse
zLack of demand or interest from students/faculty – Low stakeholder enthusiasm makes
expansion unappealing or risky.
zBureaucratic hurdles in India and host countries – Elaborate approval procedures and lack
of clarity may discourage universities from building international campus
zLanguage barriers – Communication and instruction limitations reduce accessibility in non-
English regions.
zRecognition of qualifications and credits – Doubts over international acceptance of degrees
deter both institutions and students.
zCompetition from established institutions – Presence of globally reputed HEIs makes it hard
for new entrants to attract students.
zEnsuring quality and consistency of education – Maintaining academic standards across
borders is a constant challenge.
zCultural and social integration issues – Differences in social norms and values can affect
student and faculty experiences.
8.6 OFFSHORE CAMPUSES OF INDIAN HEIs
NEP 2020 serves as a catalyst for universities in their pursuit of increasing their global
footprint and outreach. For the first time in India’s higher education history, NEP 2020 explicitly
encouraged top Indian universities to establish campuses abroad, marking a strategic shift from
inward-looking policies to an outward-facing global vision. Its emphasis on internationalisation,
academic excellence, autonomy, and quality assurance provided the necessary policy legitimacy,
regulatory clarity, and institutional confidence to navigate complex foreign accreditation systems.
Figure 8.6: Survey Responses on Primary goals of internationalisation as expressed by the surveyed institutions 144Internationalisation of Higher Education in India
Survey results indicate that 36% of the surveyed Indian HEIs consider expansion in offshore
campuses to be a primary goal of internationalisation (Figure 8.6). Learnings from existing
offshore campuses will be valuable to these and other such institutions by guiding them in
building a strategic plan for expansion that aligns with the values and ecosystem of the main
campus. An offshore campus can assist in institutional brand building and promote India as a
global destination for Higher Education.
Table 8.4: Offshore Campuses of Indian HEIs
Name of the University
Location of the
Campus
Year
No. of Students
(Approx)
Manipal College of Medical SciencesPokhara, Nepal 1994 800+
Manipal University College (MUCM) Melaka CampusMalacca, Malaysia 1997 500+
Manipal Academy of Higher Education (MAHE) Dubai, UAE 2000 26,000+
BITS PilaniDubai, UAE 2000 1,400+
SP Jain School of Global ManagementDubai, UAE 2004 600+
SP Jain School of Global ManagementSingapore2006 474+
Amity UniversityLondon, UK 2009 110+
Amity Global Institute (AGI)Singapore2009 300+
Manipal International University (MIU) Nilai, Malaysia 2010 1,500+
Amity UniversityDubai, UAE2011 2,500+
Amity UniversityMauritius2011 270+
Amity UniversityNew York, USA 2011 8,000+
Amity UniversitySan Francisco, USA 2011 100+
SP Jain School of Global ManagementSydney, Australia 2012 -
Amity UniversityTashkent, Uzbekistan 2019 750+
Sharda UniversityAndijan, Uzbekistan 2019 25,000+
MIE-SPPU Institute of Higher Education (Pune
University, Doha Campus
Doha, Qatar 2021 660+
SP Jain London School of ManagementLondon, UK2023 -
National Forensic Sciences University Jinja, Uganda 2023 -
IIT Madras Zanzibar CampusZanzibar, Tanzania 2023 100+
IIT Delhi Abu Dhabi CampusAbu Dhabi, UAE 2024 80+
Symbiosis International UniversityDubai, UAE2024 100+
Indian Institute of Foreign Trade (IIFT) Dubai
Campus
Dubai, UAE2025 -
IIM Ahmedabad Dubai CampusDubai, UAE2025 35
8.6.1 Offshore Campuses of Indian Private Universities
Over the last 30 years, Indian private universities have played a key role in taking Indian
higher education global by establishing offshore campuses across various countries. The first
Indian HEI to establish an offshore campus abroad was Manipal College of Medical Sciences at
Pokhara, Nepal in 1994. HEIs such as Manipal Academy of Higher Education, Amity University,
BITS Pilani, and SP Jain School of Global Management, among many others have taken steps
to internationalise their academic offerings by setting up campuses across West Asia, East and
Southeast Asia, Europe, America and Africa. 145
Indian Offshore Campuse
These expansions not only serve the Indian diaspora but also cater to international students,
contributing to regional capacity building and promoting India as a hub of quality education.
Four of these private universities have been presented here as case studies. These are based on
insights received during extensive stakeholder consultations undertaken as part of this study.
1. Amity University's Global Expansion
Amity University, Dubai
Amity University, a state private university (ranked 22 in NIRF 2025 ‘Universities’ category)
headquartered in Noida, Uttar Pradesh, and established in 2005, has expanded its global footprint
in several countries. Based on interactions during the study, the following insights have been
gathered about their multi-country experience of establishing overseas campuses.
i. Regulatory Processes and Collaborative Strategies
zRegulatory Complexity and Logistical Hurdles: Each host nation required compliance with distinct
legal frameworks, accreditation standards, visa regulations, and operational licensing. Navigating
these processes demanded significant time, legal expertise, and engagement with authorities.
zAccreditation: Rigorous evaluations by local agencies ensured alignment with host country
standards, including curriculum reviews and faculty assessments.
zStrategic Partnerships: Collaborations with local universities, government bodies, industry,
and community organisations provided regulatory insights, facilitated approvals, and
enhanced local relevance.
zInfrastructure Partnerships: Local developers and technology providers contributed to
campus construction and service delivery aligned with both Amity’s standards and local
requirements.
ii. Operational Strategies
zMarket-Driven Programmes: Academic offerings were tailored to local industry demands and
student preferences, informed by market research.
zContextualised Curriculum: Courses incorporated local case studies and industry-specific
content while maintaining academic rigour.
zFaculty Composition: Recruitment prioritised a mix of local and international faculty to bridge
global and local knowledge.
zIndustry Integration: Partnerships with local businesses provided students with internships
and practical training.
zFlexible Learning Modes: Programmes included blended, part-time, and executive education
to cater to diverse student needs. 146Internationalisation of Higher Education in India
2. Sharda University, Uzbekistan
Sharda University, Uzbekistan
Sharda University is a state private university (ranked 87 in NIRF 2025 ‘Universities’ category)
located in Greater Noida, Uttar Pradesh and established in 2009. Its Uzbekistan Campus was
established in 2019 as the first independent private university in Uzbekistan. During the national
workshop, the following insights were shared by them about opening this campus.
i. Regulatory Processes and Collaborative Strategies
zLicensing and Accreditation: The university navigated complex approval processes with the
Uzbek Ministry of Higher Education and ensured compliance with both local and international
accreditation standards.
zLegal Compliance: Adherence to local labour, education, and property laws presented unique
challenges distinct from those in Western countries.
zLocal Partnerships: Success depended on forming reliable partnerships with local stakeholders
to facilitate governmental interactions.
zFaculty Recruitment: Attracting and retaining qualified local and international faculty was
challenging due to a limited local academic workforce and varying compensation expectations.
zCultural Sensitivity: The curriculum and campus life required adaptation to local cultural
norms while promoting international values.
zAffordability: Tuition was balanced with local income levels, supported by scholarships and
financial aid.
zMarket Competition: The university faced competition from established local institutions
and new international entrants.
ii. Curriculum and Pedagogy
zCurriculum Localisation: Courses are delivered in English, with additional language support,
and are aligned with Uzbek national standards while retaining elements of the Indian
curriculum.
zCollaborative Initiatives: Joint programmes and research partnerships with foreign institutions
were developed to promote academic exchange and maintain global standards.
zFaculty Recruitment: Attracting and retaining qualified local and international faculty was
challenging due to a limited local academic workforce and varying compensation expectations.
iii. Recruitment Strategies
zFaculty: The main Sharda University India campus served as a primary source for faculty,
supplemented by international recruitment and flexible teaching arrangements such as
visiting professorships and hybrid roles. 147
Indian Offshore Campuse
zStudents: Enrolment targeted neighbouring Central Asian countries, South and West Asia, and
Africa, offering scholarships, English-language foundation years, and comprehensive support
services. The university’s English-language website and collaborations with embassies
enhanced outreach.
3. Vellore Institute of Technology (VIT) Mauritius
VIT University, Mauritius
VIT is a private deemed University (ranked 14 in NIRF 2025 ‘Universities’ category) established in
1984 at Vellore in Tamil Nadu. It has campuses in Vellore, Chennai and sister private universities
in Amaravati, Bhopal and Bengaluru. VIT Mauritius (VITM) was conceived as an independent
international campus to address the unique educational and research challenges facing the
African continent. During the national workshop, the following insights were shared by them
about the choice of location and establishment of this campus.
i. Choice of Location: The selection of Mauritius as the location followed extensive market
research and feasibility analysis. Its strategic position within Africa, combined with its high
living standards, modern infrastructure, quality healthcare systems, and favourable tropical
climate, made it particularly attractive. Additionally, Mauritius' multicultural society and
English-language proficiency created an ideal learning environment for international students.
ii. Challenges:
zMaintaining quality standards across locations
zNavigating local regulatory frameworks and cultural contexts
zManaging complex financial and logistical considerations
iii. Process of Establishment: The approach involved partnering with an experienced local
educational group with significant expertise in campus establishment. The significant
Indian diaspora population in Mauritius provided a cultural bridge that facilitated smoother
adaptation and exchange between the institutions. A multi-step approval process required by
the Higher Education Commission (HEC) of Mauritius to register as a post-secondary education
institution and the accreditation process was also carried out. As an engineering-focused
institution, VITM underwent a rigorous accreditation process, following HEC guidelines to
ensure quality assurance standards were met.
iv. Courses: VITM offers Bachelor of Engineering (Honours) programmes in Computer Engineering,
Computer Engineering with specializations in AI & Machine Learning, Computer Engineering
with specialization in Data Sciences, and Civil Engineering. 148Internationalisation of Higher Education in India
4. Symbiosis International University, Dubai
Founded in 1971, Symbiosis International University (SIU), is a deemed university (ranked 24
in NIRF 2025 ‘Universities’ category) headquartered in Pune, Maharashtra. SIU is home to over
55,000 students from across India and overseas, with campuses in Nashik, Nagpur, Bengaluru,
Hyderabad, and Noida. SIU established its first international campus in Dubai, UAE in 2024,
and received a full accreditation for all its programmes from the Commission for Academic
Accreditation (CAA) under the Ministry of Higher Education and Scientific Research, UAE. This
campus offers programmes in the disciplines of Management, Technology, Humanities & Social
Sciences, and Media & Communications. The following insights were gained from them during
stakeholder interactions.
i. Challenges and Regulatory Frameworks
zRegulatory Navigation: The process demanded rigorous adherence to UAE’s regulatory
ecosystems. Obtaining full accreditation and operational approval necessitated meticulous
academic and infrastructural alignment with international quality standards.
zCultural and Legal Sensitivity: Adapting to cultural expectations, legal norms, and pedagogical
preferences of the host country was crucial. This required capacity building, recruitment of
culturally competent faculty, and tailored academic design.
zCollaborative Diplomacy: Proactive engagement with embassies, education ministries, and
accreditation councils, facilitating smoother approvals and stakeholder alignment.
ii. Adapting Curricula and Pedagogy
zCustomized Course Offerings: Programmes were designed after extensive local market
research and industry consultation to ensure employability and relevance.
zFaculty Recruitment: The University leveraged its international networks to recruit globally
experienced faculty, ensuring cultural diversity and academic excellence.
zStudent Outreach: A robust admissions framework supported by the Symbiosis Centre for
International Education (SCIE) ensured seamless access and transition for international
students through digital applications, visa assistance, orientation, and support services.
iii. Mentorship Models: Buddy systems match Indian and international students to ease
academic, cultural, and social transition.
iv. Cross-sectoral Research Ecosystem: Interdisciplinary centres such as Waste Resource
Management, Medical Image Analysis, Applied Artificial Intelligence, Climate Change &
Sustainability, and Nano-Science & Nano Technology provide collaborative platforms for
global research and innovation.
8.6.1.1. Key Takeaways:
The following key takeaways emerge from the experience of leading Indian Private Universities
that have established offshore campuses overseas:
zComprehensive Due Diligence: Conduct thorough market and regulatory research before
expansion.
zStrategic Roadmap: Develop phased, prioritised internationalisation plans aligned with
institutional strengths, geographic mapping and enrolment targets.
zProactive Regulatory Engagement: Proactive engagement with host country regulators and
adapting to their legal-educational frameworks is essential.
zCommunication with the Host Campus: Ensure alignment between home and international
campuses.
zTailored Recruitment: Use digital platforms and events to attract diverse talent. 149
Indian Offshore Campuse
zBrand Trust: Demonstrate long-term commitment to local communities.
zSupport Systems: Provide housing support, health insurance, visa facilitation, language
training, and internship/placement support to international students and faculty.
zLocal Partnerships: Collaborate with local educational and industry partners for credibility
and relevance.
zQuality Investment: Prioritise world-class infrastructure and faculty recruitment.
zFaculty Exchanges: Develop exchange programmes to enhance academic ties.
zLanguage and Accessibility: Offer courses primarily in English, with options in the local
language, and invest in state-of-the-art facilities and accessible campus locations.
zAlumni Networks and Employability: Connecting international alumni with students and
faculty ensures long-term impact and credibility.
zCultural Integration: Pre-arrival orientation, buddy systems, and cross-cultural training
significantly enhance student success and comfort.
8.6.2 Offshore Campuses of Public Institutions of Eminence
The UGC (Guidelines on the Internationalisation of Higher Education) 2021 permitted and
encouraged Institutions of Eminence to have offshore campuses. Since 2023, IIT Delhi and IIT
Madras have established their offshore campuses in Abu Dhabi, UAE and Zanzibar, Tanzania
respectively. These campuses reflect India’s growing commitment to fostering academic
collaboration beyond its borders, through strategic partnerships with host governments and
institutions. By offering high-quality technical education and engaging in joint research, these
initiatives can promote greater educational mobility and knowledge exchange across regions.
These have been presented here as case studies based on insights received during extensive
stakeholder consultations undertaken as part of this study.
1. IIT Madras Zanzibar Campus
Indian Institue of Technology Madras - Zanzibar Campur
IITM Zanzibar (established in 2023) is an offshore campus of IIT Madras, India’s leading public
university located in Chennai, Tamil Nadu in Africa. It is a strategic partnership between the
Governments of India and Zanzibar/Tanzania, and IIT Madras, and marks a significant milestone
in the global expansion of Indian Institutions of National Importance. It accepts students from
all nationalities into degree and research programmes.
15
15 Kundal, P. (2023, August 27). Opening first IIT abroad in Zanzibar reflects India’s commitment to Global South. The Week. 150Internationalisation of Higher Education in India
Key Features:
i. Academic Programmes
zUG Programme: Offers a four-year Bachelor of Science in Data Science and AI.
zPG Programme: Offers a two-year Master of Technology in Data Science, AI and Ocean
Structures.
zCurriculum Approach: A rigorous academic curriculum with foundational core courses,
exploratory electives, and industry internships.
ii. Financial Model
zTuition Fees: Annual tuition is $12,000 for UG students and $6,000 for PG students. Living
expenses are estimated at $4,000 to $6,000 per year.
zFinancial Aid: The campus land and infrastructure development are financed by the Government
of Zanzibar. Students with financial constraints receive tuition or living support from their
governments, foundations, including the Airtel Africa Foundation, Mo Dewji Foundation, and
Karimjee Foundation. IIT Madras alumni have also established a fund for student support.
iii. Student Body and Diversity
zInitial Cohort: Classes began in October 2023, with students from various countries, including
India, Nepal, and Zanzibar.
zGrowth: The campus fosters a diverse community life, with students from Zambia, Kenya
and mainland Tanzania who joined the campus in 2024.
iv. Faculty and Staff
zFaculty Composition: The faculty recruited into IITM Zanzibar are renowned researchers and
teachers, with worldwide experience. Several short-term teaching appointments are made
every semester, with senior professors from IITs and other institutions participating in the
academic activities of the campus.
v. Cultural Integration Initiatives
zLanguage Learning: Students and faculty are encouraged to learn Swahili, the local language,
which helps in cultural immersion and interaction with the local community.
zCampus Events: The campus fosters a healthy cultural exchange within its diverse community.
This includes celebrating festivals and participating in events reflecting Zanzibar and India's
rich heritage.
zCommunity Engagement: Students actively participate in social activities and volunteer work
within the local community, promoting mutual understanding and respect for local customs.
zLocal Staff Involvement: The campus employs local staff from Zanzibar for various roles,
ensuring that local perspectives are integrated into campus operations.
Challenges
i. Awareness: Across the African continent, the awareness of the IITian model of academic
excellence is not extensive. The stringent student selection process protocols and timelines
are not well known.
ii. Financial: Financial assistance is required by a significant fraction of top students (of all
nationalities) to avail themselves of the unique academic experiences of a physical IIT
campus.
iii. Access: The island of Zanzibar, despite being a top tourist destination, with good connectivity
via air and sea from mainland Africa and West Asia, is nevertheless remote compared to
inland cities.
iv. Cultural Integration: Balancing stringent IITian academic requirements with local cultural
sensitivities is crucial for the campus’s long-term success. 151
Indian Offshore Campuse
2. IIT Delhi Abu Dhabi Campus
Indian Institute of Technology Delhi - Abu Dhabi
In 2024, IIT Delhi inaugurated its first offshore campus in Abu Dhabi, UAE. It was established
through a partnership between the Governments of UAE and India to set a model for leveraging
the power of knowledge and research for both mutual prosperity and global good.
Key Features:
i. Academic Programmes
zUG Programme: The campus offers 3 BTech programmes in Computer Science and Engineering,
Energy Engineering, and Chemical Engineering.
zPG Programme: The campus offers M.Tech. in Energy Transition and Sustainability.
zPh.D. programme: It offers a PhD. in Energy and Sustainability.
zCurriculum Approach: A rigorous academic curriculum with core courses, foundation courses,
electives, and laboratory, seminars, and internships.
ii. Financial Model
zUG Programmes: Tuition fees per credit are AED 2,100, and for the entire programme are AED
3,25,000. For UAE National Students, full scholarship covering 100% of tuition fee, a monthly
stipend of AED 4,000, housing fee waiver for double occupancy for students residing outside
Abu Dhabi and transportation allowance are offered. For students admitted through JEE
(Advanced), the same tuition fee as payable at the parent campus of IIT Delhi, a monthly
stipend of AED 2,000, housing fee waiver for double occupancy, and travel allowance are
provided. For International Students including Indian expats in the UAE, a three tiered policy
for tuition fee waivers is offered, subject to CGPA.
zPG Programmes: Tuition fees per credit are AED 3,000, and for the entire programme are
AED1,59,000. For full-time students with assistantship, scholarships, fee waivers and travel
support are provided for students, both international and UAE nationals. For full-time
students with sponsorship, no scholarships are provided, with fee waivers provided on a
case-by-case basis based on the type of sponsorship. No scholarships are offered for part-
time students.
iii. Student Body and Diversity
zInitial Cohort: Classes began in January 2024, with students from various countries, including
India and UAE.
zGrowth: The campus fosters a diverse community life, with students from Sudan, UAE and
Germany. 152Internationalisation of Higher Education in India
iv. Faculty and Staff
zFaculty Composition: Faculty members come from IIT Delhi on a semester-based secondment,
and the campus will soon initiate direct recruitment for faculty positions.
v. Infrastructure and Facilities
zTransit Campus: It has collaborated with the Zayed University to provide a transit campus
for IIT Delhi Abu Dhabi. Plans for a permanent campus are underway.
zResidential Facilities: The temporary campus can accommodate approximately 70 students
on-site, ensuring a supportive living environment.
zRecreational Amenities: The students have access to Zayed University’s state-of-the-art sports
and recreational amenities. Other verticals of student life, such as cultural and technical
festivals, recreational activities on campus, etc., are being worked out. Student-led clubs
and organisations promoting leadership and teamwork, career development services and
industry networking events are being planned.
zResearch Centres: In 2025, the campus will be equipped with research centers in Computer
Science, AI, and Advanced Computing, Sustainable and Clean Energy, Environment and Climate
Change, Healthcare Technologies, including digital health.
8.6.2.1. Key Takeaways:
The following key takeaways emerge from the experience of the two leading Public Institutions
of Eminence (IoE) that have established offshore campuses overseas:
zEquity-Focused Internationalisation: Indian Public IoEs can create opportunities for students
of diverse nationalities through inclusive admissions and financial aid models.
zStrategic Bilateral Partnerships: These are co-designed with governments and institutions
collaboratively.
zCommunity-Rooted Integration: Linguistic integration, local staff hiring, cultural exchange
events among others are key ways of ensuring community-rooted integration.
zSouth-South Cooperation: The focus can remain on ensuring affordable and high quality
education in the Global South through collaboration between developing countries.
zEnhance Internationalisation at Home: These offshore initiatives can also enrich Indian
campuses by enhancing India’s global academic footprint, attracting international talent,
enabling cross-border research, and elevating the international visibility of Indian higher
education. This can further enhance India’s soft power in education.
zImpact Creation by Alumni: The alumni will act as cultural ambassadors of Indian and Indian
education in their home countries, thereby, attracting local students in the HEI’s offshore
campuses in that country.
8.6.3 Comparative Analysis of Indian Offshore Campuses
Table 8.5: Comparative Analysis of Indian Offshore Campuses
Campus
Year of
Estb.
Total
Enrolment
Indian
Students
Host-Country
Nationals
Other
International (%)
BITS Pilani, Dubai Campus
16
2000 ~1,400 - 42% 58%
Amity University, Mauritius
17
2010 2,500 5% 20% 75%
16 BITS Pilani, Dubai Campus. (n.d.). Admissions: International students BPDC. https://www.bits-dubai.ac.ae/admissions/
international-students-bpdc/
17 Amity University Dubai. (2023, July). Amity University Dubai fact sheet. https://amityuniversity.ae/storage/public_documents/
Amity%20University%20Dubai%20Fact%20Sheet%20July%202023.pdf 153
Indian Offshore Campuse
Campus
Year of
Estb.
Total
Enrolment
Indian
Students
Host-Country
Nationals
Other
International (%)
Sharda University, Uzbekistan
18
2019 1,000 -100%
Amity University, Tashkent
19
2019 750+ ~10% 60%+ Uzbek
~30% Eurasian
region
IIT Madras–Zanzibar
20, 21
2023 105 ~30%
~30% Tanzania/
Zanzibar
~40% (Nepal,
Kenya, Zambia)
IIT Delhi–Abu Dhabi
22
2024 80 ~50% ~16% Emirati ~34%
VIT Mauritius
23
2024 26+ ~62% 18% 20%
Symbiosis International,
Dubai
24
2024 100+ ~40% ~20% Emirati
~40% from 85+
other countries
8.7 FOUR STEPS FOR ESTABLISHING OFFSHORE CAMPUSES OF
INDIAN HEIs
Based on extensive consultations undertaken as part of this study, the following four steps may
be considered by Indian HEIs desirous of establishing Offshore Campuses.
i. Initiation
zPreliminary discussions should involve the relevant education ministries and departments,
and the local regulatory/degree certification bodies.
zIndian HEIs may begin by thoroughly understanding the local educational landscape,
including factors such as the GER, number and quality of HEIs, prevalent school boards,
and curriculum structures. To identify programmes with strong local demand, HEIs should
conduct a brief market survey and stakeholder consultation. This can include analysing
popular courses with high enrolment rates, assessing emerging employment trends, and
reviewing the strategic development plans of local governments to align academic offerings
with future opportunities.
ii. Documentation
The agreement may be signed by the authorities on both sides and may include the following
elements:
zThe scope and mandate of the off-shore campus – kind of degrees to be granted
18 Sharda University Uzbekistan. (n.d.). Why choose Sharda -https://www.shardauniversity.uz/why-choose-sharda
19 Amity University Tashkent. (n.d.). About us - https://amity.uz/en/pages/view/about_us
20 Indian Express. (n.d.). IIT Madras Zanzibar holds first degree distribution ceremony, 16 students graduate. https://
indianexpress.com/article/education/iit-madras-zanzibar-campus-first-degree-distribution-ceremony-data-science-
artificial-intelligence-batch-2025-jee-main-advanced-10134226
21 India Today. (2023, November 7). IIT Madras' Zanzibar campus inaugurated, 50% students in first batch Indians. https://
www.indiatoday.in/education-today/news/story/iit-madras-zanzibar-campus-inaugurated-50-students-in-first-batch-
indians-2459087-2023-11-07
22 India Today. (2025, April 14). IIT Delhi Abu Dhabi sees 400% enrolment rise in just one year. https://www.indiatoday.in/
education-today/news/story/iit-delhi-abu-dhabi-sees-400-enrolment-rise-in-just-one-year-2708893-2025-04-14
23 Kai. (2025, May 10). VIT Mauritius opens UG applications for 2025 intake; Apply by 30 June. Study Abroad News.https://
studyabroad-news.metaapply.io/top-news/vit-mauritius-opens-ug-applications-for-2025-intake-apply-by-30-june/
24 Indian Express. (n.d.). Symbiosis inaugurates its first international campus in Dubai. https://indianexpress.com/article/
cities/symbiosis-international-campus-dubai-9682207/ 154Internationalisation of Higher Education in India
(undergraduate, postgraduate, full-time, part time), other activities of the campus including
research and consultancy.
zThe acceptable mode of operation of the off-shore campus – e.g., name of the full-time
degrees, if hybrid programmes are permitted, student demographics, and selection processes
zFaculty and staff qualifications, recruitment processes and emoluments
zInstitutional governance models
zVisa and work permit requirements (for students and faculty)
Important aspects that need to be clearly laid out by the leadership team are:
zGovernance structure/organogram of the off-shore campus, including top leadership roles
and representation of various stakeholders
zFinancial model of the off-shore campus that takes into account the specific agreements
between various involved parties
zDetailed academic curriculum including credit structures, with appropriate approvals from
Senate and other bodies
zRules and ordinances for courses, projects and internships, and award of degrees
zThe physical infrastructure requirements including classrooms, facilities, laboratories,
computers and peripherals
zPlanned numbers of student intake, for the initial few years, with justifications
zNumbers of faculty, and specific qualifications
zNumbers of administrative and other staff, qualifications, roles and responsibilities
zPlanned employee emoluments and hiring processes
zCash flow projections indicating sources of income (student tuition, grants) and lists of
expenditures (campus operation, salaries, work permit and other fees)
zFee structure for various programmes may be planned, based on markets, expenditures
involved and other considerations
iii. Getting off the ground
The following aspects of preparations for receiving the first cohort of students need analysis
and planning:
zStudent Enrolment: Marketing and outreach, application portal, webinars, selection tests and
other procedures, admission letters
zFaculty Recruitment: Advertisement of position, suitable enablement for deputation from
main campus, work permits, visas
zCampus: The physical campus should be prepared including classrooms, labs, administrative
offices and facilities including student dorms, and dining facilities
zAdministrative: Designations of the leadership team with articulated roles and responsibilities,,
banking and accounts, among others
iv. Growth and Evolution
The off-shore campus may have a strategic plan that is in consonance with that of the main
campus. However, with the intention of catering to a more diverse, global set of needs, it may
have aspects that are different, and account for aspects in the host country, and beyond. In
the long term, the off-shore campus could develop a distinctive identity that leverages the
strengths of the parent HEI and increases the ambit of influence. Checks and balances to ensure
that there is no compromise on the mission and values of the parent institution, are necessary.
At the same time, it is important that the off-shore HEI works cooperatively with local forces, 155
Indian Offshore Campuse
including other HEIs, to ensure seamless integration in the host region, with a positive intent
of enhancing quality of education and providing better access to worldwide opportunities.
8.8 CONCLUSION
The establishment of Indian offshore campuses represents a significant evolution in the country’s
higher education landscape, aligning with the broader vision of internationalisation of higher
education. As Indian HEIs, both public and private, explore opportunities to set up campuses
abroad, they are responding to global demand for quality education, expanding their brand
presence, fostering cross-border academic and research collaborations, and building people-
to-people ties, especially in the Global South. The momentum generated by these initiatives
not only promises to increase India’s soft power and global academic standing but also offers
Indian students and faculty greater access to international networks and opportunities, marking
a transformative phase in the global expansion of Indian higher education. 156Internationalisation of Higher Education in India
POLICY RECOMMENDATIONS
WITH IMPLEMENTATION
ROADMAP, ACTION PATHWAYS
AND PERFORMANCE SUCCESS
INDICATORS
Chapter
9 157
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators 158Internationalisation of Higher Education in India
OVERVIEW
India stands at an inflection point for advancing internationalisation of its higher education
ecosystem. The primary objective as envisaged in NEP 2020 is to achieve “internationalisation
at home” by positioning India as a global study destination offering premium education at an
affordable cost. This strategic vision aligns with the broader ambition of restoring India’s historical
role as a Vishwa Bandhu. This chapter consists of 5 Themes, 22 Policy Recommendations, 76 Action
Pathways for specified stakeholders with 125 Performance Success Indicators, and 18 Indian and
9 Global Practices currently being pursued. The recommendations are directed towards Central
Government, State Governments, and leading Central and State Public Universities (Top 100
NIRF- ‘Overall’ ranked institutions) and all Institutes of National Importance (INIs).
Key pillars of internationalisation as elaborated in the NEP 2020 include ‘internationalisation
at home’ by attaining global quality standards and attracting international students, enhanced
student and faculty mobility, greater academic and research collaborations, establishment of
international student offices in Indian HEIs, and facilitation of offshore campuses by Indian HEIs
abroad and onshore campuses of globally ranked FHEIs in India. The promotion of Bharatiya
Gyan Parampara (Indian Knowledge Systems) such as Indology, Indian languages, Yoga, Arts, and
AYUSH, as well as internationally relevant curricula in STEAM3 (‘Science, Technology, Engineering,
Arts, Mathematics, Medicine, and Management’) and recognition of foreign-earned credits and
joint degree programmes are also important.
India’s internationalisation strategy must be underpinned by structured outreach, robust
branding, and a commitment to global standards in academic quality and student experience.
A cohesive, national approach is essential to replace ad hoc efforts and realise NEP 2020’s
transformative vision.
The recommendations attempt to provide a detailed roadmap for achieving this. They have been
divided into 5 thematic areas including Strategy, Regulation, Finance, Branding, Communication
and Outreach (BCO) and Curriculum and Culture. These have emerged from the extensive multi-
stakeholder consultations undertaken through key informant interviews, institutional surveys,
and a national workshop. 159
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
I. STRATEGY:
1. Design a Comprehensive Strategy for implementation of Internationalisation
Context: While policy provisions such as the NEP 2020 particularly Part II, Higher Education,
Sections 12.7 and 12.8 and the subsequent UGC guidelines provide a foundational framework
for the internationalisation of Indian higher education, a fully integrated and actionable
strategy is yet to be developed. There is a need for a comprehensive national framework that
clearly defines specific objectives, mechanisms, and implementation pathways to advance the
internationalisation agenda across leading Central and State Public Universities (Top 100 NIRF-
ranked institutions) and all Institutes of National Importance (INIs).
Policy Recommendation 1:
Develop a Comprehensive Strategy for implementation of Internationalisation of Indian Higher
Education and Research in accordance with the vision of NEP 2020.
Implementation Roadmap:
A. Establish an Inter-Ministerial Task Force
Context: To move beyond fragmented initiatives to a coordinated, goal-driven framework, the
strategy may encompass all stakeholders, shifting from standalone initiatives to systemic reforms.
Action Pathway: Establish an Inter-Ministerial Task Force anchored by the Ministry of Education
and including Ministry of External Affairs, Ministry of Home Affairs, Ministry of Science &
Technology, Ministry of Skill Development and Entrepreneurship, and Ministry of Finance to
design and oversee the strategy. Launch the strategy with dedicated systemic and institutional
funding and key deliverables.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zMinistry of Home Affairs
zMinistry of Science & Technology
zMinistry of Skill Development and Entrepreneurship
zMinistry of Finance
zBureau of Immigration
zUGC
zAICTE
B. Create a Unified International Degree Equivalence System
Context: Ensuring transparent and consistent recognition of foreign qualifications is critical for
academic mobility, employability and institutional credibility. The process of international degree
recognition in India involves multiple regulatory bodies/agencies. This creates inconsistencies
and makes the process complex.
Action Pathway:
zEstablish a central equivalence architecture for professional and non-professional degrees
with discipline-wise protocols and statutory clarity.
zCreate a working group with representation from all statutory councils to develop a single- 160Internationalisation of Higher Education in India
window online clearance mechanism in the form of a National Foreign Degree Equivalence
Portal with category-specific eligibility, documentation and recognition norms.
Actors Responsible:
zMinistry of Education
zUGC
zAIU
zBar Council of India
zNational Medical Council
zAICTE
zCouncil of Architecture
Indian Practice: National Higher Education Qualifications Framework (NHEQF)
The National Higher Education Qualifications Framework, launched by UGC in May 2023, seeks
to address the challenges posed by diverse and non-comparable outcomes across HEIs in India.
It aims to establish a standardized framework for higher education qualifications that is both
nationally accepted and internationally comparable by clearly defined learning outcomes to
maintain consistent standards across institutions. Its objectives include creating an integrated
system for recognizing qualifications, guiding HEIs in establishing robust academic benchmarks,
and helping stakeholders understand the competencies and skills students are expected to
achieve. The framework facilitates academic progression, lifelong learning and alignment with
global standards, thereby supporting student mobility and employability.
C. Identify deliverables for internationalisation as envisioned in the NEP 2020 and develop a
monitoring dashboard and progress indicators
Context: NEP 2020 Sections 12.7 and 12.8 indicate the key parameters towards ‘internationalisation
at home’ that may be analysed for action.
Action Pathway: Create a real-time dashboard to track the progress of HEIs against
internationalisation deliverables. In accordance with NEP 2020 Section 12.7 and 12.8, indicators
may include student and faculty mobility, academic collaborations, credit transfers, and the
presence of support systems like international student offices and alumni cells.
Actors Responsible:
zMinistry of Education
zUGC
D. Initiate Memorandum of Understanding (MoU), Mutual Recognition of Qualifications (MRQ),
and Migration & Mobility Agreements (MMPA)
Context: India has made significant progress in signing MoUs for cooperation in the field of education
with 54+ (Annexure IV ) countries to enhance academic & research collaboration. However, the
number of signed MRQs and MMPAs at bilateral and global level which are essential for facilitating
academic mobility, remains limited. Moreover, many of these agreements are not updated and tend
to follow a generic format, often lacking inputs from domain experts during their formulation. Also,
there is no centralised, accessible and regularly updated repository for these agreements signed at
the central, state level and institutional level.
Action Pathway:
zExpedite the review and signing of all pending MoUs through a coordinated and time-bound
process. 161
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
zInitiate the MRQs/MMPAs with top 10 host and source countries and ratify global conventions
for recognition of qualifications concerning higher education to facilitate global mobility,
providing an inclusive and reliable framework.
zConstitute a committee of experts to draft and vet the agreements to ensure quality, alignment
with global standards, integration with NEP 2020 and its aim of 'internationalisation at home'.
zEstablish a central repository of MOUs/MRQs/MMPAs and other G2G and Institutional Level
Agreements under the Ministry of Education to serve as a single platform for all higher
education-related international agreements.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zUGC
zAICTE
Indian Practice: Educational Relations with Australia and UK
Outbound mobility to Australia increased by over 56% from 78,103 in 2016 to 1,22,202 in 2024
and to the UK by over 1,000% from 16,559 in 2016 to 1,85,000 in 2024. Hence, it is essential for
India to establish robust structures to facilitate two-way mobility of students and professionals
for education and employment purposes. Therefore, India has signed MoUs with Australia and
UK on Cooperation in the field of Higher Education and others as stated below:
Australia:
zMutual Recognition of Qualifications: India and Australia signed the Framework Mechanism
for MRQ in 2023 by mutually recognizing various levels of education and skill qualifications.
zMigration & Mobility Partnership Agreement: The MMPA signed between India and
Australia in 2023 reaffirms existing visa options that facilitate mobility and migration
including pathways for students, visitors, business people and other professionals
between the two countries. It provides for development of a new mobility pathway
- Mobility Arrangement for Talented Early-professionals Scheme (MATES) for Indian
graduates and early career professionals with targeted qualifications in identified sectors
of demand. It is estimated that around 3,000 temporary places will be allocated annually
through a visa pre-application ballot process, with successful entrants eligible to apply
for a temporary work visa in the MATES stream.
United Kingdom: Mutual Recognition of Qualifications: India and the UK signed the MoU on MRQ
in 2022 to facilitate student mobility and academic collaboration between their HEIs.
zMigration & Mobility Partnership Agreement: The India-UK MMPA proposes the Young
Professional Scheme (YPS) for professionals in the age group of 18-30 years with a
valid diploma/degree or requisite professional experience, an opportunity to take up
employment for a period of two years.
E. Establish Country Centres of Excellence (CoEs) in Central Universities to serve as host
institutions
Context: To strengthen partnerships through MoUs, country-specific Centres of Excellence
(CoEs) must be established in Central Universities to serve as nodal points for engagement
with designated countries. These CoEs could conduct country-specific research, offer short-term
courses and align programme development with sectors of expertise in the said country that can
strengthen India’s leadership in critical domains for flexible and immersive learning to attract
international students. 162Internationalisation of Higher Education in India
Action Pathway:
zDesignate every Central University to host a Centre of Excellence for a specific country. This
will enable the University to emerge as the host institution and nodal point for the said
country, develop expertise on that country through multidisciplinary research, and align
thematic or disciplinary strengths (e.g., technology, humanities, agriculture) of the said
country with India’s requirements.
zCurrently, there are 54 Central Universities in India. Each of them can focus on 1 of the 54
countries with which the Government has signed MoU in higher education.
zThese CoEs should receive dedicated funding, policy guidance, and staffing support to
facilitate bilateral programmes, joint degrees and research collaborations. This will enable
them to develop country specific expertise over the decade, which will help India with in-
house expertise across 54 countries.
zDevelop joint academic programmes and design credit-bearing, high-quality short-duration
courses for international students in popular domains under CoEs.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zUGC
zAICTE
zState Governments
zUniversities
Indian Practice: Centres of Excellence and Area Studies Centres in Universities
The Government of India has 36 Centres of Excellence under Centres of Excellence under the
Scheme of Training and Research in Frontier Areas of Science & Technology (FAST) and 30
Centres of Excellence under Technical Educational Quality Improvement Programme (TEQIP).
This ensures that universities have excellent infrastructure to facilitate world class education
in India. It has also approved the creation of 3 AI Centres of Excellence, with a total financial
outlay of INR 990 crore over a 5-year period. These three CoEs for AI are led by top HEIs, in
collaboration with industry partners and startups.
The UGC initiated the Area Studies Programme in 1963 across various universities in India with
the aim to promote in-depth research and understanding of specific geographical, cultural and
social regions. The objective has been to deepen India’s engagement with global regions, both
in academic and policy contexts. As on March 31, 2020, 35 Area Studies Centers were functioning
in various universities. For example, Jawaharlal Nehru University’s School of International
Studies (SIS) had 14 centres including 5 Functional Centres and 9 Area Studies Centres. The
centres for area studies focused on the following regions/countries: Africa, Canada, USA, Latin
America, Asia, Europe, Indo-Pacific and Russia.
F. Design Institutional Strategy for Internationalisation
Context: As per the survey conducted during the study, 79% of respondent HEIs integrated
internationalisation into their academic strategies, 65% had dedicated international offices and
52% supported incoming student mobility.
Action Pathway: INIs and Top 100 NIRF ‘Overall’ ranked HEIs may transition to structured,
long-term strategic planning for internationalisation. In the medium-term, institutions require
a comprehensive strategy with focus on conferences, marketing, single window admission
procedures, dedicated budgets, among others. 163
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Actors Responsible:
zUniversities
zUGC
zAICTE
Indian Practice: Three-Year Strategic Plan for Internationalisation by JNU
Jawaharlal Nehru University (JNU), has developed a three-year strategic plan for
internationalisation under the EU-funded RISHII project. This plan aligns with the National
Education Policy (NEP) 2020 and aims to build institutional capacity for sustainable global
engagement. The strategy is anchored around four key pillars:
zInstitutional International Strategy: Developing a university-wide roadmap for structured
and strategic global engagement.
zInternational Office Reform: Restructuring the International Office to more effectively
manage partnerships, academic mobility, and international student support.
zMobility & Culture: Promoting academic exchanges and creating a more internationalised
campus environment.
zCurriculum Internationalisation: Integrating global perspectives and competencies into
academic programmes and teaching.
Performance Success Indicators:
zStrategy document finalized and publicly released
zAnnual performance reports against set targets in Leading Central and State Public Universities
(Top 100 - ‘Overall’ NIRF Rankings) and all INIs
zTime taken to process equivalency; Stakeholder satisfaction levels
zNumber of customized internationalisation plans implemented
zIncrease in type-specific international academic and research partnerships
zIncrease in inbound student and faculty mobility to the University
zIncrease in delivery of dual/twinning and other programmes with international universities.
zPercentage implementation of NEP 2020 internationalisation provisions
zCreate deliverables for all the MoUs/MRQs/MMPAs signed by India with strategic countries
in higher education and monitor implementation and performance on quarterly basis
zPilot implementation of Internationalisation Plans in leading HEIs
zIncrease in number of Indian HEIs featured in global rankings (THE/QS)
zSubstantial rise in inbound international student numbers from strategic regions
Global Practice: Federal-Länder Strategy of Germany
According to research, only about 10% of the countries in the world had national strategies
on the internationalisation of higher education by 2018. To stay ahead of the curve India may
prioritise building the same. In 2024, Germany adopted the Federal-Länder Strategy for the
internationalisation of HEIs in Germany. The four fields for action for reference:
A. HEIs as drivers of international mobility: Improving a welcoming culture for international
students and researchers. Offering foreign language and intercultural study programmes.
Encouraging the acquisition of German language skills. Addressing students and researchers
with special needs (e.g. people with caring responsibilities or health impairments) and 164Internationalisation of Higher Education in India
underrepresented student groups (e.g. first generation students, student teachers,
students at universities of applied sciences) at German universities in a targeted manner.
B. Improving legal and structural framework conditions: Regulatory conditions for
international students through accelerated visa and residence procedures, flexible access
routes to HEIs and optimised recognition practices. Diversification of HEI staff and the
needs-based provision of accommodation.
C. International cooperation in a global context: Creating crisis-proofed structures at HEIs.
Commitment to protecting academic freedom. Further strengthening of the European
Higher Education Area. More intensive cooperation with democratically oriented countries
and geographical diversification of partnerships, especially in the Global South.
D. Utilising digital transformation: Strategically dovetailing digitalisation and
internationalisation, creation of data protection-secure infrastructures and development
of common standards for digital exchange. Virtual formats complementing physical
mobility and expanding access to international education.
2. Promote creation of Global Higher Education Hubs through an Ecosystem Approach
Context: Universities may be integrated as active partners in India’s long-term strategic vision,
including the 2047 roadmap, contributing not only to academic excellence but also to regional
economic transformation. To transform India into a global hub for higher education, it is
important to set-up integrated, future-ready higher education and research hubs that combine
state-of-the-art infrastructure with digital innovation. These campuses must be centrally located
and well-connected, offering ample space not just for academic buildings but also for residential
facilities, green zones, sports complexes, libraries, cafeterias, museums, and recreational areas
to foster holistic development. In parallel, they must be digitally advanced, featuring smart
classrooms, high-speed connectivity, and AI-enabled safety systems to ensure a secure, efficient,
and technologically enriched learning environment. Setting up such hubs will attract young
talent, encourage research, and support innovation in the higher education ecosystem.
Policy Recommendation 2:
zDevelop regional higher education hubs focused on Science, Engineering, Arts, Maths, Management,
Medicine (STEAM 3) sectors through an ecosystem approach involving universities, industry,
government, and civil society. These hubs should serve as education-led regional innovation
ecosystems through structured collaboration among universities, industry, R&D labs, local
governments, and society.
zReplicate the GIFT City approach by creating global higher education, research and innovation
hubs based on strengths of state/regional ecosystems.
zProvide special incentives and policy/regulatory enablers to establish high potential Indian
and international universities in these clusters.
zCreate international innovation and entrepreneurship sub-clusters via partnerships between
Indian and global HEIs. These partnerships should institutionalize international innovation
centres with shared IP policies, cross-border mentoring networks, and funding/financing access.
zAlign Hubs with National Missions by strategically positioning hubs in alignment with Digital
India, Startup India, Aatmanirbhar Bharat, Make in India, and Gati Shakti.
zLeverage existing sectoral expertise available in existing innovation clusters e.g. fintech in
GIFT City, biotech in Hyderabad, AI in Bengaluru. 165
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Performance Success Indicators:
zNumber of operational regional hubs
zNumber of operational regional hubs
zIncrease in public-private academic projects
zNumber of innovation master plans created and implemented
zGrowth in sector-specific excellence and global recognition of regional hubs
zNumber of co-incubated startups
zSpecial incentives released for creation of the higher education hubs
zIncrease in industry-academia collaborative projects
zRegional employment outcomes linked to cluster development
Global Practice: Golden Triangle, UK, and Silicon Valley, USA
The cluster, known as the Golden Triangle, is a rich network of renowned research centres,
healthcare providers and medical charities in a compact region which is home to four of the
ten best universities in the world for healthcare: University of Oxford, University of Cambridge,
Imperial College London, and University College London.
It has five out of seven of the UK’s academic health science centres and is home to the
leading medical research institutes including the Wellcome Trust, the Medical Research Council,
Cancer Research UK, and the national Cell Therapy Catapult, focusing on stem cell research
and industrialisation. The golden triangle is home to a large percentage of the UK’s biotech
industry, ranging from huge pharmaceutical companies such as AstraZeneca and GSK, to top
biotech companies such as Immunocore and Horizon.
Silicon Valley: Its higher education ecosystem is a vibrant hub of innovation and talent
development, particularly focused on technology, engineering, and innovation. It features
a strong network of universities, colleges, and research institutions that serve as both
academic centers and economic drivers, contributing significantly to the region's technological
advancement.
Diverse Institutions: Silicon Valley boasts a wide range of higher education institutions,
including prestigious universities like UC Berkeley and Stanford University, as well as numerous
community colleges and smaller specialized institutions.
Focus on Technology and Innovation: Many programmes and research areas within Silicon
Valley's higher education institutions are dedicated to technological advancements, engineering,
and entrepreneurial ventures.
Strong Industry Connections: Universities actively collaborate with local tech companies,
offering internships, research opportunities, and partnerships that bridge the gap between
academia and industry.
Role in Talent Development: Higher education institutions play a crucial role in nurturing a
skilled workforce, preparing students for careers in the tech industry and contributing to the
region's economic growth.
Entrepreneurial Spirit: Universities in Silicon Valley often foster an entrepreneurial environment,
providing resources and support for students and faculty to develop and launch new ventures. 166Internationalisation of Higher Education in India
II. REGULATION
3. Ensure Ease of Regulation for Inbound and Outbound Mobility
Context: Cumbersome administrative processes, including complex visa procedures and regulatory
hurdles, often deter international students and faculty from choosing India as an academic
destination. These barriers limit the potential for meaningful academic exchange and collaboration.
Easing mobility procedures is essential to position India as a globally connected education hub.
Policy Recommendation 3:
Streamline administrative procedures to enable the seamless movement of students, faculty, and
institutions across borders. This includes simplifying visa processes, reducing documentation
burdens, and addressing regulatory bottlenecks that impede international collaborations and
academic mobility.
Implementation Roadmap:
A. Streamline Data Repository (for outbound international students):
Context: There is currently no comprehensive, real-time generic database of Indian students
abroad. This gap inhibits targeted policy interventions.
Action Pathway: A centralized platform may be developed for accurate data collection and
monitoring, leveraging immigration, university, and consular records. This system may enable
real-time analytics and inform funding, scholarship targeting, and capacity building.
Actors Responsible:
zMinistry of Education
zUGC
zBureau of Immigration
zIndian Missions Abroad
B. Improve Regulatory Transparency for Teaching Partnerships
Context: Attracting high-caliber international faculty and researchers remains a challenge for
Indian universities, primarily due to relatively lower salary packages and unclear tax frameworks.
In contrast, multilateral institutions such as the World Bank and the United Nations offer tax-
free salaries, making them highly competitive in recruiting global talent. To enhance the global
academic profile of Indian institutions, there is a need to create a more enabling environment
both financially and administratively that may position India as an attractive destination for
international teaching and research collaborations.
Action Pathway: A tax moratorium for international faculty engaging in long-term teaching or
collaborative research in Indian universities may be considered to attract global talent to Indian
universities.
Actors Responsible:
zMinistry of Education
zMinistry of Finance
zUGC
zAICTE
C. Introduce Licensing Processes for Recruitment Agencies 167
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Context: India currently has a regulatory model only for employment recruiters under Recruiting
Agents under the Emigration Act, 1983. This may be expanded to include student recruitment
agents as well. Unregulated education agents often mislead prospective students, leading to
exploitation.
Action Pathway: Establish a Verified National Agent Registry, and license and monitor agents
through a rigorous compliance framework. This will include clear registration criteria, periodic
audits, grievance redress mechanisms, and collaboration with immigration departments to track
agent practices.
Actors Responsible:
zMinistry of Education
zBureau of Immigration
zMinistry of External Affairs
D. Transform the Visa Process for International Students, Researchers and Faculty in India
Context: Cumbersome visa processes, lack of student-friendly immigration services and limited
coordination with embassies undermine India’s attractiveness as the destination for Higher
Education. Simplifying and accelerating visa processing for international students, researchers
and faculty is essential for India's global education competitiveness.
Action Pathway:
zA centralized visa facilitation system with dedicated education visa desks at major Indian
Missions abroad and integrated post-admission visa approval protocols may be developed.
zThe complete list of required documents for each application type should be clearly listed
on the e-FRRO (Electronic Foreigners Regional Registration Office) portal prior to submission.
A copy of this list may also be shared with the institute to facilitate accurate guidance and
support for applicants.
zLong-term research and faculty visas must be prioritized. Currently, the processing time for
receiving FRRO certificates typically ranges from 7 to 10 working days and, in some cases,
may extend to 15–20 days. Streamlining the review and approval process could help minimize
this duration.
zProvide upfront visibility of all applicable charges for visa-related services such as registration,
extension, or exit permits on the e-FRRO portal before submission, to support transparency
and allow applicants to plan and complete payments efficiently.
zFor students who are required to obtain Police Clearance upon arrival, a prior notification
may be provided to both the student and the host institute (Nodal Officer).
zClear communication and simplification of the associated procedures would be beneficial
in ensuring timely compliance and a smoother onboarding experience.
Actors Responsible:
zMinistry of External Affairs
zBureau of Immigration
E. Create Study-based Stipend-based Internships
Context: Simplified visa regimes and clear post-study work pathways are critical for attracting
and retaining international students. Countries with robust academic mobility ecosystems offer
structured internships and post-study work options. India can enhance its competitiveness by
operationalising similar models and building on initiatives like the G20 Talent Visa to build soft
power and position India as an education hub. 168Internationalisation of Higher Education in India
Action Pathway:
zIntroduce Study-based Stipend-based Internships for a duration of 1-2 years for international
students studying in Leading Indian HEIs.
zDevelop specialised education-linked visa categories with streamlined processes for
international students.
Actors Responsible:
zMinistry of Home Affairs
zMinistry of Education
zMinistry of External Affairs
zIndustry Bodies (e.g., CII, FICCI)
Performance Success Indicators:
zNumber of fellowships awarded
zCollaborative outputs published or programmes launched
zNumber of co-developed academic programmes launched
zReduction in approval timelines
zReduction in student visa fraud cases
zNumber of licensed agents enrolled
Indian Practice: G20 Talent Visa
The G20 Talent Visa was announced by Prime Minister Narendra Modi during the G20 Leaders'
Summit on September 9, 2023 under India's Presidency. The G20 Talent Visa is classified
under the S-5 sub-category of student visa and facilitates entry into India for scientists,
researchers, faculty members, scholars and academicians from G20 countries for projects,
training programmes, post-doctoral research, fellowships and related activities. The Ministry
of Home Affairs (MHA) serves as the nodal agency for this visa.
Special provisions for grant of visa to Scientist, Researcher, Faculty, Scholar and Academician
to nationals of G20 Countries of the Visa Manual 2019 states that Indian Missions will grant S-5
visa on gratis basis, with multiple entries for a period up to 1 year to Scientists, Researchers,
Academician, Faculty and Scholar of G20 group countries.
The following activities are permitted on G20 Talent Visa under S-5 visa:
1. Contact building through Joint Workshops/ Seminars/Frontiers Symposia/ Exhibitions
2. Visitation, Fellowships and Students Internships
3. Exploratory visits and lectures by Eminent Scientists and Nobel Laureates
4. Fielding young researchers/ scholars to International meets with Peers
5. Provide support for Joint R&D projects, project based mobility exchanges, Training and
Advanced Schools
6. Access to Advanced Facilities & Participation in Mega-science/ consortia projects
7. Facilitate and promote Joint R&D Clusters, Virtual R&D Networked Centers, Multi-institutional
R&D projects
8. Promote pre-commercial R&D and Innovation, Academia - Industry applied & industrial
R&D projects, Innovation and Entrepreneurship, Innovative Platforms
9. Facilitate Technology Development, Technology Transfer & Joint Ventures; and Organize
annual technology summit 169
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
The introduction of this visa category reflects India's broader vision of leveraging international
academic cooperation for mutual benefit. It provides a structured framework for knowledge
sharing and research collaboration, potentially leading to breakthrough innovations and
academic achievements that could benefit both India and its G20 partners.
4. Ensure Ease of Regulation for establishing Standalone Onshore Campuses in India
Context: Global university rankings such as Times Higher Education (THE) and Quacquarelli
Symonds (QS) assign a significant portion of their overall scores to reputation or perception
surveys, with THE dedicating about 33% to reputation and QS assigning nearly 40% of their total
score to reputation. Moreover, this is primarily gathered from the perception of academic experts
in developed countries, which skews the rankings in favour of established universities from the
Global North. To create a more equitable and context-sensitive evaluation system, the eligibility
criteria for International Universities desirous of establishing campuses/offering programmes
in India may go beyond sole reliance on global rankings. Universities should be assessed on a
broader set of strengths including academic innovation, faculty expertise, infrastructure quality,
and demonstrable regional, national and international impact. Institutions demonstrating strong
performance in regionally or nationally accepted ranking frameworks comparable to India’s
National Institutional Ranking Framework (NIRF) should be considered eligible. This approach
promotes inclusivity and diversity, maintaining high academic standards while recognizing
merit and impact beyond conventional global perception metrics. While GIFT City has defined
regulations, a similar model may be looked at to provide ease of regulation for building Onshore
Campuses elsewhere in the country as there is lack of clarity on several procedural aspects.
Policy Recommendation 4:
Broaden institutional eligibility criteria and streamline regulatory processes to make India an
attractive global destination for setting up onshore campuses of leading global universities
through systematic simplification, digitalization and clarity.
Implementation Roadmap:
A. Facilitate the Evaluation of Institutions that may not appear in the Top 500 Global Rankings
Context: As per the Setting up and Operation of Campuses of Foreign Higher Educational Institutions
in India Regulations, 2023, the eligibility criteria for Foreign Higher Educational Institutions (FHEIs)
seeking to establish campuses in India are clearly defined under Section 3 (Eligibility).
Action Pathway: To facilitate the evaluation of institutions that may not appear in the Top 500
global rankings but still maintain high standards, an expert review panel may be constituted.
This panel may include academic leaders, internationalisation experts, and representatives
from regulatory bodies, tasked with conducting a comprehensive assessment of the institution’s
credentials through research impact, teaching quality, infrastructure, governance standards,
employability, faculty and student-led innovation and entrepreneurship.
Actors Responsible:
zMinistry of Education
zUGC
B. Strengthen Single Window Clearance for Onshore Campuses
Context: Foreign universities often face delays and unclear procedures when attempting to
establish campuses in India. Fragmented approvals across ministries create inefficiencies and
discourage international investment. A coordinated single-window system is crucial to reduce
entry barriers and attract credible global institutions. 170Internationalisation of Higher Education in India
Action Pathway: Develop an integrated single-window digital platform to streamline all necessary
approvals and regulatory clearances for foreign institutions. Establish standard operating
procedures (SOPs) to improve transparency, efficiency and accountability in decision-making.
Actors Responsible:
zMinistry of Home Affairs
zMinistry of Education
zMinistry of External Affairs
zMinistry of Finance
zUGC
zDPIIT
C. Enable Full Digitalization of Legal and Academic Processes
Context: Manual, paper-based regulatory procedures and lack of acceptance of digital documents
(including e-signatures) delay international academic partnerships. Aligning with global digital
norms is critical to ensure smoother, faster, and cost-effective operations for foreign institutions.
Digitalization enhances transparency and global trust.
Action Pathway:
zIndia has been the pioneer of the best UPI platform. Similar efforts are recommended for
fostering digital credentials and verification systems, which are the backbone of successful
mobility. These could be enhanced through blended mobility programmes combining online
and physical presence and cross-border virtual internships, enabling remote participation
zHost joint webinars between universities across countries to foster diverse perspectives by
bringing together participants from varied cultural and academic backgrounds
zModernize legal and regulatory procedures to accept digital documentation, contracts,
certifications, and e-signatures
zIntroduce legal reforms recognizing digital and cross-border e-signatures, ensuring parity
with international norms
zFully digitalized academic workflows, including institutional registration, MoUs, credit
recognition, and faculty/student exchange mechanisms
Actors Responsible:
zMinistry of Education
zMinistry of Law and Justice
zUGC
D. Provide Clarity on International Tax and Financial Frameworks for Onshore Universities
Context: Lack of clarity around tax obligations and financial compliance creates uncertainty for
foreign universities exploring Indian entry. A predictable financial framework is key to building
investor confidence and facilitating long-term institutional presence.
Action Pathway: Release comprehensive FAQs, guidance documents, and standard compliance
procedures to address the fiscal and operational concerns of foreign universities. Institutionalize
tax incentives and clearly outline financial obligations (e.g., repatriation, royalty payments,
taxation on revenue) to improve predictability. Set up a centralized help desk to address real-
time queries and support international institutions.
Actors Responsible:
zMinistry of Education
zMinistry of Finance 171
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Performance Success Indicators:
zNumber of institutions evaluated and approved beyond top 500
zGrowth in foreign collaborations with these institutions
zNumber of international institutions citing tax clarity as a factor for entry
zNumber of formal joint ventures or branch campuses opened
zReduced processing time for international collaborations
zReduction in time for approvals and establishment of international campuses in India
5. Permit "Campus Within a Campus" Model with Sunset Clause for FHEIs
Context: The financial sustainability of British HEIs is under increasing strain as the UK is
increasingly facing budget deficits (every 4 in 10 universities), course cuts, and staff reductions.
Hence, many FHEIs are unable or unwilling to make greenfield capital investments abroad due to
resource constraints, inflation, and declining domestic enrolments. At the same time, India stands
at the cusp of becoming a global higher education hub as envisioned in NEP 2020. However, the
International Branch Campus (IBC) model of establishing physical capital infrastructure in India
may not be economically viable for many FHEIs in the current circumstance given the high real
estate costs in most metros and capital cities. Permitting FHEIs to establish their IBC in existing
Indian HEI campuses can provide a cost-effective route to globalise education, decentralise
access, and accelerate regional development. These integrated campuses can serve as Global
Centres of Excellence in priority areas such as AI, health, agriculture, and green transition, help
greater exchange of ideas with the host HEI, and lead to faster establishment of the IBCs in
India. With global precedents of ‘campus in campus’ in countries like China, Singapore, UAE, and
Malaysia, India risks losing competitiveness without similar models.
Policy Recommendation 5:
Establish integrated or co-located campuses within Indian public and private HEIs with a
brownfield investment approach governed by a 10-year sunset clause and commercial rent-
based models to ensure sustainability. Thereafter, the IBC may be mandated to have its own
greenfield campus.
Implementation Roadmap:
A. Permit Building Co-located Campuses with Sunset Clause
Context: Most public and private Indian HEIs are strategically located across diverse regions
with large land resources, offering a unique opportunity to optimize existing land availability.
Action Pathway:
zEstablish co-located HEIs that leverage the existing land and other ecosystemic resources
in existing public and private HEIs to significantly lower capex for the FHEI.
zIntroduce a 10-year sunset clause for “Campus Within a Campus” partnerships, with
mandatory performance evaluations after 5 years based on enrolment, research output,
institutional capacity building, academic and research collaborations with host HEI, and
impact on student outcomes.
Actors Responsible:
zMinistry of Education
zUGC
zState Governments
zLeading Universities
zFHEIs 172Internationalisation of Higher Education in India
B. Explore Commercial Rent-Based Lease Mechanism
Context: Many Indian HEIs require funding to upgrade facilities. FHEIs benefit from not having
to invest upfront in infrastructure. The proximity may lead to collaboration on other fronts like
curriculum co-development, degree programme engagement and learning from each other’s
best practices. For example, Navitas, a global education provider, operates on-campus pathway
programmes in Australia, Canada, and the UK, facilitating access for thousands of international
students each year through embedded academic transition programmes that align with the host
institution’s curriculum.
Action Pathway: Structure co-location models on a commercial rent basis, enabling host Indian
HEIs to generate revenue while offering affordable global credentials to Indian students.
Actors Responsible:
zMinistry of Education
zUGC
zState Governments
zLeading Universities
zFHEIs
C. Create Pathway Programmes for Equity and Access
Context: Many Indian students, especially from Tier 2/3 cities may need academic and linguistic
support before enrolling in international programmes. INTO University, UK offers on-campus
centres within leading universities such as Oregon State University (USA), University of Exeter
(UK), and University of Western Australia. These centres deliver intensive language and academic
bridge programmes that prepare students for entry into undergraduate and postgraduate degrees,
including those who may not meet initial language or academic entry requirements. Study Group
partners with institutions like Durham University and Lancaster University (UK), and University
of Sydney (Australia) to run International Study Centers (ISCs) directly on campus. These ISCs
provide language, cultural acclimatization, and academic preparation by integrating students
into university life and improving progression and retention outcomes.
Action Pathway: Allow FHEIs to run pathway centres for language training, academic bridging,
and digital learning.
Actors Responsible:
zMinistry of Education
zUGC
zState Governments
zUniversities
zFHEIs
Performance Success Indicators:
zNumber of FHEIs establishing co-located programmes within 3 years
zResearch output (joint publications, patents) from integrated campuses
zEnrolment of Indian and international students in co-located programmes
zImprovement in NAAC/NIRF/global rankings of host Indian universities
zAnnual revenue generated by Indian host institutions via rent and joint programmes 173
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
6. Promote GIFT IFSC as a Global Hub for Onshore Campuses
Context: GIFT City, India's only International Financial Services Centre, provides a unique regulatory
and operational environment that can attract globally reputed universities. Its SEZ and Non-Resident
status framework offers opportunities to establish high-quality offshore education campuses with
the benefits of global connectivity, tax neutrality, and institutional autonomy. Expanding subject
offerings, easing eligibility criteria, addressing legal clarity, and building world-class infrastructure
are essential to enhance its competitiveness as a preferred education destination.
Policy Recommendation 6:
Establish GIFT IFSC as a model international education zone by expanding academic disciplines
beyond finance, widening the pool of eligible universities, and ensuring regulatory and
infrastructural readiness. This may be achieved by aligning policies with global standards and
ensuring a conducive operational and living environment for students and faculty.
Implementation Roadmap:
A. Expand Permissible Subject Areas
Context: Given the global shift towards multidisciplinary education and the growing domestic
demand for a diverse and skilled workforce, expanding the disciplinary offerings will increase
the attractiveness of GIFT IFSC campuses.
Action Pathway: The permissible subject areas in GIFT IFSC may be expanded to include related
disciplines such as Business and Management Studies, Economics, Law and Legal Studies,
Architecture and Urban Design, Sports Science, and other in-demand sectors.
Actors Responsible:
zInternational Financial Services Centres Authority (IFSCA)
zMinistry of Education
zMinistry of Finance
B. Earmark Special Education Zone within GIFT SEZ IFSC
Context: In order to ensure the orderly development of GIFT City-IFSC as an international
academic hub, designated areas with integrated academic infrastructure are essential in IFSC.
Action Pathway: A dedicated zone within the GIFT SEZ-IFSC may be reserved for IBCs and OECs,
including common infrastructure such as conference halls, libraries, and auditoriums, with
modern teaching and research facilities.
Actors Responsible:
zIFSCA
zMinistry of Education
C. Develop World-Class Sports and Recreation Facilities
Context: Recreational infrastructure enhances student life and is a major consideration for
international faculty and students when choosing a campus.
Action Pathway: A common sports and recreation centre may be developed in GIFT City through
PPP model, offering world class amenities.
Actors Responsible:
zMinistry of Youth Affairs and Sports 174Internationalisation of Higher Education in India
zGIFT City Co. Ltd.
zIFSCA
D. Promote Affordable and High-Quality Student Accommodation
Context: Lack of suitable student housing can undermine the campus experience. Both
affordability and quality are critical for international students.
Action Pathway: Promote the development of high-quality student dormitories and service
apartments in and around GIFT City through PPP.
Actors Responsible:
zIFSCA
zGIFT City Co. Ltd.
zState Government
E. Clarify Applicability of FCRA for IBCs/OECs in GIFT IFSC
Context: International Branch Campuses (IBCs) and Offshore Education Centres (OECs) operating
in GIFT IFSC function as non-resident entities under a special jurisdiction, and funds received
by them typically do not re-enter the Indian financial system. Presently, foreign universities
operating in GIFT IFSC are operational on for-profit basis and therefore provisions of Foreign
Contribution Regulation Act (FCRA) are not prima facie applicable to them for operationalizing
their campuses in GIFT IFSC. However, there is still ambiguity around the applicability of the
FCRA when such IBUs/OECs receive foreign grants for research and innovation purposes. This
has led to compliance burdens and uncertainty for foreign universities. This regulatory confusion
can deter credible international institutions from establishing campuses in GIFT IFSC and may
limit the flow of legitimate international funding into India’s education sector.
Action Pathway: A policy clarification may be issued to IBCs and OECs set up in GIFT IFSC
regarding the applicability of FCRA provisions and compliance obligations with respect to their
unique non-resident status, particularly when such IBCs/OECs receive foreign grants for carrying
out research and innovation in permissible subject areas. This clarification would enhance ease
of doing business and improve the attractiveness of GIFT IFSC for foreign educational institutions.
Actors Responsible:
zMinistry of Home Affairs
zMinistry of Finance
zMinistry of Education
zIFSCA
F. Expand the eligibility criteria for Foreign Universities
Context: Currently, IFSCA Regulations 2022 only permit foreign universities which have secured a
position within Top 500 in global overall ranking and / or subject ranking in the latest QS World
Universities ranking. This creates a regulatory barrier for globally reputed foreign universities to
set up IBCs in IFSC only because they do not participate in QS Ranking.
Action Pathway: IFSCA may consider expanding the eligibility criteria to include other globally
recognized University Rankings including region and discipline specific rankings.
Actors Responsible:
zIFSCA 175
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Performance Success Indicators:
zNumber of foreign universities approved to operate in GIFT IFSC
zDiversity of subject offerings initiated in the zone
zNumber of students enrolled in IBC/OECs in GIFT City
zTime taken for FCRA clarification and regulatory approvals
zNumber of infrastructure projects completed in the education zone
zStudent/faculty satisfaction with accommodation and campus amenities
7. Expand NIRF to include Internationalisation Metrics for Global Competitiveness
Context: As India aspires to become a global knowledge hub, internationalisation of Indian HEIs
is essential. However, currently NIRF, which significantly shapes institutional priorities, lacks a
robust set of indicators to measure and reward internationalisation. This creates a misalignment
between India’s global aspirations and the performance metrics used to assess the preparedness
of its institutions. Moreover, globally reputed rankings such as QS and THE also place significant
emphasis on international students, faculty, research collaborations, and mobility.
Policy Recommendation 7:
Revise the NIRF criteria to incorporate dedicated internationalisation metrics for alignment
between domestic performance evaluations and global benchmarks.
Implementation Roadmap:
A. Integrate International Student and Faculty Ratios
Context: Presence of international students and faculty enhances classroom diversity, cultural
competence, and institutional visibility abroad.
Action Pathway: Include sub-parameters within the “Outreach and Inclusivity (OI)” or a new
“Globalisation and Partnerships (GP)” category to measure the percentage of enrolled international
students and globally recruited faculty.
B. Track International Research Collaborations
Context: Co-authored publications and joint research enhance knowledge transfer, innovation,
and global visibility.
Action Pathway: Expand the “Research and Professional Practice (RP)” metric to include co-
authored international publications, international research grants, and collaborative projects
with FHEIs.
C. Measure Student and Faculty Mobility
Context: Short-term study abroad experiences and collaborative degree programmes strengthen
academic networks and cultural understanding.
Action Pathway: Develop indicators to track short-term student/faculty exchanges, and dual/
twinning degree programme participation.
Performance Success Indicators:
zAdoption of internationalisation metrics by NIRF
zIncrease in international student enrolment across Top 100 ‘Overall’ NIRF-ranked HEIs 176Internationalisation of Higher Education in India
zMeasurable improvement in Indian HEIs’ QS and THE rankings
zEnhanced alignment between NIRF and India's internationalisation policy goals
D. Track Utilisation of Supernumerary Seats
Context: UGC ‘Guidelines for Admission and Supernumerary seats of International Students in
Undergraduate and Postgraduate Programmes in Higher Educational Institutions in India’ 2022
allow HEIs to create up to 25% supernumerary seats for international students. Also the AICTE
Approval Process Handbook 2024-27 allows 15% supernumerary seats for international students.
However, there is gross underutilisation of these provisions in most Leading HEIs. Moreover, there is
a lack of consolidated data on utilisation of supernumerary seats as permitted by UGC and AICTE.
Action Pathway:
zInclude the utilisation of supernumerary seats allocated for international students as a
performance metric for NIRF rankings in order to incentivise HEIs to ensure greater inward
student mobility.
zMaintain a database of HEI-level utilisation of supernumerary seats for international students.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zHEIs
8. Create a Framework for Multilateral Groupings to encourage Regional Mobility
Context: India’s growing regional and global partnerships in education require a structured
platform to facilitate academic mobility. While bilateral exchanges exist, the absence of a
multilateral framework limits scale and coordination. A regional academic mobility programme
can enhance mutual credit recognition, ease visa processes, and deepen academic integration
across Global South.
Policy Recommendation 8:
Create a multilateral academic mobility framework similar to the European Erasmus+ Programme,
tailored for regions such as ASEAN, BIMSTEC, BRICS, or any others. Dialogues may be initiated to
develop multilateral agreements enabling systematic student and faculty exchanges—including
PhD and postdoctoral levels. The framework could also be named after Rabindranath Tagore,
Asia’s first Nobel Laureate, and called the ‘Tagore Framework’.
Actors Responsible:
zMinistry of External Affairs
zMinistry of Education
zUGC
zRegional Organisations
Performance Success Indicators:
zNumber of institutions participating in the regional framework
zIncrease in exchange numbers for students and faculty within the region 177
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
III. FINANCE
9. Establish a National Research Sovereign Wealth Impact Fund
Context: India is the source of one of the world’s largest and most influential diasporas, with over
3.2 crore people of Indian origin residing across the globe. This diaspora represents a significant
reservoir of untapped philanthropic capital, technical expertise, and global influence that can be
harnessed to accelerate India’s transformation into a global hub of knowledge, innovation, and
development. While current initiatives like VAIBHAV, SPARC, and GIAN have created foundations
for diaspora collaboration, there is a need for a large-scale, structured, and long-term vehicle
to systematically channel diaspora investments into India’s research, higher education, and
innovation ecosystems.
Policy Recommendation 9:
Establish a National Research Sovereign Wealth Impact Fund - Bharat Vidya Kosh - a diaspora-
led, government-matched public trust fund with a sovereign wealth fund-like architecture to
finance research, innovation, and capacity building in Indian higher education and skilling.
Implementation Roadmap:
A. Fund Design and Governance
Context: Fragmented funding and limited long-term research finance inhibit India’s global
research competitiveness.
Action Pathway:
zCreate a USD 10 billion corpus: 50% from diaspora/philanthropy and 50% matched by the
Government of India.
zGovernance Structure:
zLegal Entity: Not-for-profit (Section 8 Company/Trust) under the relevant Ministry with FCRA
approval; local tax-compliant nonprofits abroad (e.g., 501(c)(3) in the US).
zChapter Chairs: Indian Ambassadors/High Commissioners in countries with significant
diaspora such as USA, UK, Canada, Australia, Japan, France, Switzerland, etc.
Actors Responsible:
zMinistry of Home Affairs
zMinistry of Finance
zMinistry of External Affairs
zMinistry of Education
zDept of Science and Technology
zIndian Missions abroad
B. Identify Core Investment Areas
Context: Priority sectors lack adequate long-term capital and global collaboration mechanisms
for higher education, research and skilling.
Action Pathway:
zResearch Grants: For frontier tech and AI, climate change and green transition, medicine and
public health, among other high impact areas.
zGlobal Talent Collaboration: Joint research chairs, fellowships, and visiting professorships. 178Internationalisation of Higher Education in India
zDigital Infrastructure for Education and Skilling: Investment in tier II/III city institutions.
zInternationalisation: Funding Indian Branch Campuses (IBCs) abroad and globalised curriculum
domestically.
zMedical R&D: Develop clinical research hubs and AI-led diagnostics for underserved areas.
Actors Responsible:
zMinistry of Education
zMinistry of Health and Family Welfare
zDepartment of Science and Technology
zDepartment of Biotechnology
zUGC
zAICTE
zDST
C. Foster Diaspora Engagement Mechanisms
Context: Diaspora lacks formal pathways for impactful and visible engagement with Indian
academia and development.
Action Pathway:
zDiaspora Impact Councils in each global chapter, coordinated by Indian Embassies.
zMatched Giving Platforms with government matching (1:1 or 2:1), plus awards and naming
rights.
zThematic Working Groups on Health, AI, Startups, Climate, Skills.
zFlagship Vehicles:
zViksit Labs in Indian universities led by diaspora faculty.
zBharat Innovation Fellows embedded in Indian R&D teams.
zSmart Skill Districts co-designed with diaspora and industry.
Actors Responsible:
zMinistry of External Affairs
zMinistry of Education
zDiaspora Networks
Performance Success Indicators:
zRaise USD 10 Billion corpus by 2030
zAward over 500 research grants in 5 years
zEstablish more than 100 global research chairs
zLaunch 10 Indian Branch Campuses internationally by 2030
zDigitally equip 100 Smart Skill Districts
zSet up 50 diaspora-led and funded “Viksit Labs” in Indian Universities
zIncrease the number of international joint publications and patents annually
zTriple international student enrolments in India by 2030 179
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Indian Practice: PM CARES Fund
Established during the COVID-19 pandemic, this centrally administered public charitable
trust demonstrated India's ability to rapidly mobilise large-scale philanthropic contributions,
including from the diaspora. It ensured transparency and single-window coordination under
the highest political leadership. The fund’s credibility, digital platform, and FCRA compliance
model can be replicated for NRSWIF’s operational design.
Global Practice: Programmes for Enhancing Research and Innovation
1. Israel – Yozma Programme and Israel Innovation Authority, 1993
The Yozma Programme was pivotal in developing Israel’s high-tech sector through public-private
co-investments in startups. It created a virtuous cycle of state-backed VC funds, international
participation, and startup acceleration. India can draw from this model for funding diaspora-
led R&D startups under NRSWIF.
2. Singapore – National Research Foundation (NRF), 2006
Singapore’s NRF funds strategic research in AI, sustainability, health, and digital transformation,
aligned with national goals. It is governed with strong central oversight and engages international
talent and institutions. Its long-term, mission-driven funding architecture is a strong reference
for NRSWIF’s sectoral investments.
3. UAE – Mohammed bin Rashid Innovation Fund (MBRIF), 2016
The MBRIF provides debt and equity support to innovators in education, healthcare, clean
energy, and tech. It includes a global mentor network and leverages sovereign support to
catalyse private investment. Its approach to blending innovation financing with ecosystem
development is highly relevant for NRSWIF’s vision.
4. South Korea – Global Research & Development Centres (GRDC), 2005
South Korea’s GRDC Programme was created to globalize its R&D sector by supporting
partnerships between Korean HEIsand global firms and researchers. Administered by the Ministry
of Science and ICT, the programme funds the establishment of R&D centres operated jointly
with MNCs and foreign universities, thereby accelerating knowledge transfer and innovation.
GRDC projects are often aligned with industrial policy goals in areas such as semiconductors,
robotics, health, biotechnology, and green technology. Korea’s strategy reflects a strong state-
led model that leverages global networks for domestic capacity-building
10. Establish a Comprehensive Flagship Scholarship Programme to Enhance International
Student Mobility to India
Context: India currently lacks a flagship scholarship programme for international students that
projects its soft power and academic leadership globally. Creating a prestigious programme
modeled after global benchmarks such as Fulbright (US), Chevening (UK), and DAAD (Germany) will
position India as a key contributor to global knowledge exchange. This scholarship would enable
inward and outward student exchanges at the master’s level with global partner universities to
attract high quality talent and strengthen academic diplomacy. The Scholarship may be awarded
to international students to support their academic study in Indian Central and State Public
Universities and Institutes of National Importance. It may cover degree-oriented or coursework-
based programmes for master’s study.
Policy Recommendation 10:
zLaunch a prestigious scholarship programme ‘Vishwa Bandhu Scholarship’ for international
students for 2-year master’s programmes modeled after global benchmarks. 180Internationalisation of Higher Education in India
zDesign a globally benchmarked scholarship architecture with programme structure, financial
package, eligibility, and post-award obligations against top global scholarships.
zCreate a centralised digital scholarship management portal for a single application interface
and consistent information flow.
zProvide comprehensive financial support and offer competitive stipends, tuition support,
research grants, accommodation and travel allowance, and health insurance.
zProvide study-based internships and offer opportunities to pursue study-based internships
for 1 year as part of the programme.
zEstablish a global alumni network for long-term engagement, build an alumni database and
country chapters for organised alumni engagement.
Actors Responsible:
zMinistry of Education
zMinistry of Finance
zMinistry of External Affairs
zUniversities
Performance Success Indicators:
zNumber of scholarships awarded annually.
zDiversity of host countries involved, especially strategic partner regions.
Indian Practice: Indian Council for Cultural Relations (ICCR) Scholarships for international students
In the academic year 2022-23, ICCR supported about 7,000 foreign students from 190+ countries
who currently study across 200+ Central and State Universities, NITs and agricultural institutions.
Approximately 15,885 applications were received and 3,878 scholarships were offered. Scholarship
programmes were managed and administered at the local level by ICCR zonal offices. As of
2023, 6 cities of India have a major concentration of foreign students supported by ICCR
scholarships - Ahmedabad, Bengaluru, Delhi, Hyderabad, Pune, Kolkata.
Scholarships cover various streams including Dance, Music, Yoga, and Ayurveda, across
undergraduate, postgraduate, and Ph.D. levels. Notable ICCR schemes include the Atal
Bihari Vajpayee General Scholarship, Lata Mangeshkar Dance and Music Scholarship, African
Scholarship Scheme, and AYUSH Scholarships for BIMSTEC and other regions.
Global Practice: Government Funded Scholarships/ Fellowships
The Fulbright Program (USA) is the U.S. government’s flagship academic exchange initiative,
launched in 1946 to promote mutual understanding. It supports around 9,000 grants annually,
including 2,000 U.S. students and 4,000 foreign students. With participation from over 160
countries, the programme has supported over 400,000 alumni, including 62 Nobel Laureates and
40 heads of state. The programme is primarily funded through the U.S. Congress, supplemented
by host country contributions.
The Chevening Scholarship (UK), established in 1983, is a UK government-funded global
scholarship for one-year master's degrees. Over 1,650 scholarships are awarded to students from
140+ countries, with India receiving more than 30 scholarships annually. Chevening’s annual
expenditure stands at approximately £50–59 million, funded by the Foreign, Commonwealth &
Development Office (FCDO) and partner organisations. The programme has a network of over
50,000 global alumni, many in leadership roles. 181
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
The DAAD Programme (Germany) is the world’s largest academic exchange body, founded in
1925. In 2023, DAAD funded around 1,40,800 individuals, including 18,748 scholarship holders, and
had a total budget of €839.3 million. Since 1950, it has supported 1.8 million German and 1.25
million international scholars. With 57 global offices, DAAD plays a central role in fostering higher
education partnerships, focusing on fields like engineering, economics, and social sciences.
11. Revamp Global Talent Attraction Programmes to Strategically Engage World Class
Researchers, Faculty and Professionals through a Flagship Fellowship Programme
Context: India's aspiration to emerge as a global knowledge and talent hub depends on the quality
of its human capital. Moreover, it has a vast and accomplished scientific diaspora that represents
an untapped reservoir of knowledge, expertise, and innovation. While programmes such as GIAN
(Global Initiative of Academic Networks) and VAJRA (Visiting Advanced Joint Research) have
attempted to engage diaspora researchers, faculty and professionals, their current design (which
is pre-NEP 2020), limited flexibility, and procedural bottlenecks have constrained participation.
Leading global economies have revamped their global talent attraction and diaspora engagement
strategies with simplified processes, hybrid collaboration models, and incentives aligned with
international standards. To effectively attract world class academic and professional talent and
integrate diaspora expertise into India’s research ecosystem and position Indian HEIs as globally
networked hubs of excellence, India needs a Flagship Fellowship Programme to Strategically
Engage Worldclass Researchers, Faculty and Professionals, especially from the diaspora. The
Fellowship may be awarded every year to early-career individuals or mid-career professionals,
doctoral and postdoctoral researchers, and faculty members. It may support independent research,
teaching, or professional projects in India rather than coursework or degree study.
Policy Recommendation 11:
Launch a prestigious international fellowship programme ‘Vishwa Bandhu Fellowship’ to create
globally competitive, streamlined, and flexible frameworks for attracting and retaining top
researchers, faculty and professionals, especially from the diaspora. Offer diverse engagement
models, seamless onboarding processes, and tangible incentives to facilitate high-impact
research and long-term collaboration.
Implementation Roadmap:
A. Introduce Permanent and Tenure-Track Academic Pathways
Context: Globally mobile researchers and international faculty are more likely to consider long-
term academic careers in India if clear tenure-track and leadership progression pathways are
institutionalised, backed by performance-based incentives and autonomy for host universities.
Action Pathway:
zInternational faculty selected under the programme may be eligible for 5-year renewable
contracts, with tenure-track conversion after 3 years based on performance (research,
teaching, mentorship).
zHost Indian Universities may be empowered to create Programme Faculty Tracks within their
sanctioned faculty strength with fast-track confirmation and promotion processes.
zFaculty can eventually progress to Chair Professorships and Deanships through national
competitive processes.
Actors Responsible:
zMinistry of Education 182Internationalisation of Higher Education in India
B. Provide Globally Competitive Compensation and Research Support
Context: Attracting top-tier faculty requires offering globally competitive salary and research
incentives, aligned with international norms and supported by seamless administrative processes
to ensure timely fund access and project execution.
Action Pathway:
zSalary packages and one-time signing bonus matching international benchmarks and may
be given.
zResearch Grants over 5 years may be provided based on high impact and cutting edge project
proposals with fast-track approval processes and dedicated fund disbursement mechanisms.
zDedicated funding may be provided to establish advanced labs, recruit international
researchers, and purchase equipment through simple and timely procurement mechanisms.
zTransparent IP and royalty sharing guidelines may be notified under a uniform Framework.
zDedicated IP cell at each host institution to assist with patents, technology transfer, and
legal documentation.
Actors Responsible:
zMinistry of Education
C. Create a Single-Window Administrative Portal
Context: Administrative bottlenecks including visa delays, onboarding barriers, and inconsistent
financial processes have deterred foreign talent. A unified digital experience is essential for
ensuring a seamless transition and encouraging research-focused relocation to India.
Action Pathway: Unified Portal may be created to integrate Visa clearance, Bank accounts, PAN,
tax IDs, housing allotment, research grant disbursement, institutional onboarding, among other
key processes for ease of research and transition into the Indian University ecosystem.
Actors Responsible:
zMinistry of Education
D. Create Institutional Autonomy with Accountability
Context: Autonomy in faculty recruitment, promotion, and compensation is critical for universities
aspiring to compete in global talent markets. Delegated authority, when combined with
accountability for outcomes, can foster institutional agility and excellence.
Action Pathway: Top 50 NIRF ‘Research Institutions’ category HEIs may be given delegated
authority to hire faculty through international searches, offer compensation within defined bands
and fast-track processing of contracts and promotions.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zUniversities
E. Provide a Relocation and Family Integration Package
Context: International academics often consider family wellbeing, housing, healthcare, and
children's education before accepting positions abroad. Competitive relocation packages are 183
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
therefore central to making India an attractive academic destination.
Action Pathway:
zHousing subsidy or on-campus housing may be provided.
zSpousal employment, admission support in international schools for children, and subsidized
healthcare packages for dependents.
zAnnual home visit allowance for non-resident foreign nationals.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zUniversities
F. Curate special fellowships for early- and mid-career professionals
Context: Special semester/year-long non-degree fellowships may be curated for international
early- and mid-career professionals on the lines of the Hubert H. Humphrey Fellowship (under
Fulbright Programme) and Gurukul Fellowship (under Chevening Programme), among others, in
collaboration with leading Indian Institutes of National Importance that would host them.
Action Pathway:
zStipend and other facilities may be provided at par with the benchmarked programmes.
zNo post-study work opportunities would be permitted.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zUniversities
Performance Success Indicators:
zIncrease in number of international researchers, faculty and professionals (including Indian
diaspora) participating annually through revamped programmes.
zReduction in average time for regulatory approvals and onboarding of international
researchers, faculty and professionals.
zNumber of collaborative research projects initiated and completed involving international
researchers, faculty and professionals.
zPublications and patents co-authored/co-filed by international researchers, faculty and
Indian institutions.
zSatisfaction rate of international researchers, faculty and professionals measured through
periodic surveys.
zEstablishment of clear IPR frameworks and number of successful technology transfers arising
from international and diaspora collaborations.
Indian Practice: VAIBHAV Fellowship
The VAIshvik BHArtiya Vaigyanik (VAIBHAV) Fellowship Programme was launched in 2023 by
the Department of Science & Technology (DST) to award outstanding scientists/technologists 184Internationalisation of Higher Education in India
of Indian origin (NRI/OCI/PIO) engaged in research activities in their respective countries. It
envisages collaboration between scientists of the Indian Diaspora with Indian HEIs, Universities
and public funded Scientific Institutions. The selected fellows work in 18 identified knowledge
verticals including quantum technology, health, pharma, electronics, agriculture, energy,
computer sciences and material sciences amongst others. They may spend up to two months
in a year for a maximum of 3 years with a fellowship grant of INR 4 lakh per month for
international and domestic travel, accommodation and contingencies. A total of three VAIBHAV
fellowship calls have been announced, with awards granted under two: 22 Fellows recommended
in the 2023 call and 17 Fellows in the 2024 call.
Indian Practice: Tamil Talents Plan
The Government of Tamil Nadu launched the Tamil Talents Plan in May 2025 to attract global
Tamil researchers from all over the world. This would include an incentive and support
package, as well as a new framework to collaborate with foreign universities. An annual
conclave would also be organised where diaspora researchers can engage with academic
leaders, students and policymakers. For achieving this vision, Rs.100 crore has been allocated
for establishing two basic sciences and mathematics research centres in Chennai and
Coimbatore, in collaboration with IISc and TIFR. Additionally, Rs 100 crore has been stipulated
for the Chennai Science Centre.
The government proposes to provide internationally competitive salaries, start-up research
grants, relocation aid including housing and fast-tracked visa processing. The framework will
include establishing joint research labs, co-supervising research scholars and undertaking
collaborative research of national and international importance to boost basic science
research. The Tamil Nadu State Council for Higher Education (TANSCHE) will identify centres of
excellence and research chairs in state universities that can host these scholars. The Council
is developing a collaboration framework between state-funded institutions and returning
researchers. TANSCHE will keep the researcher registry updated through outreach, academic
networks, and community ties.
12. Leverage Bilateral and Multilateral Joint Research Funds to advance Internationalisation
Context: Joint research funding programmes between India and other countries provide an
effective springboard for initiating and expanding international collaborations. These schemes
not only offer financial resources but also serve as vehicles for building institutional capacity,
fostering cross-border knowledge exchange, and strengthening India's global academic footprint.
Many HEIs remain unaware or under-equipped to access these resources systematically. Strategic
engagement with these programmes can embed internationalisation into the research ecosystem,
build faculty competencies, and create pathways for sustainable partnerships.
Policy Recommendation 12:
Leading Indian Central and State Public Universities may proactively tap into bilateral and multilateral
joint research funding programmes to support internationalisation. This may be achieved by
developing institutional capacities to access and manage such funds, building global academic
consortia, and aligning institutional priorities with national and international funding opportunities.
Implementation Roadmap:
A. Tap into Bilateral Joint Funding Platforms
Context: Bilateral funding platforms such as FICORE (Finland-India) and AISRF (Australia-India) 185
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
have demonstrated success in supporting collaborative research and academic exchanges.
However, Indian Universities often underutilize these opportunities due to limited awareness
or lack of institutional coordination.
Action Pathway: Leading Indian Central and State Public Universities may identify and prioritise
relevant bilateral funding opportunities and create internal task forces or designated research
offices to develop proposals, manage compliance, and support faculty engagement. Capacity building
workshops may be conducted to enhance proposal-writing and partnership development skills.
Actors Responsible:
zUniversities
zMinistry of Education
zDepartment of Science and Technology
zIROs and Sponsored Research Offices
B. Strengthen Institutional Preparedness and Visibility
Context: Foreign research funders often prefer institutions with demonstrated capacity for
collaboration and clear strategic research goals. Without institutional visibility and preparedness,
even eligible universities may miss out on partnerships.
Action Pathway:
zGain membership in international programmes and platforms: Membership in organisations
such as the Association of Commonwealth Universities (ACU), International Association of
Universities (IAU), Worldwide Universities Network (WUN), and professional platforms like
NAFSA, EAIE (European Association for International Education), and APAIE (Asia-Pacific
Association for International Education) for joint research, co-branded programmes, and
policy dialogue on global education priorities.
zJoin Reputable Global Networks: Prioritise engagement with international academic
associations to strengthen institutional visibility, credibility, and collaboration potential.
zPromote Faculty Mobility and Joint Research Degrees: Develop consortium-based models that
support faculty exchanges, collaborative research projects, and joint Ph.D. or dual degree
programmes.
zAppoint Dedicated International Partnership Officers: Establish roles or teams responsible for
managing global memberships, initiating proposals, and sustaining long-term engagement
in international alliances.
Actors Responsible:
zMinistry of Education
zUniversities
Indian Practice: O.P. Jindal Global University (JGU) – Strategic Global Partnerships
Established in 2009, O.P. Jindal Global University (JGU) is a private university acknowledged as
an ‘Institute of Eminence’ by the Department of Higher Education, Govt. of India. It has over 525
active partnerships spanning 75+ countries, and exemplifies how international collaborations
can be strategically integrated into institutional growth and reputation-building. Key Strategies:
zMembership in Prestigious International Associations: JGU is an active member of global
organisations such as the Association of American Colleges and Universities (AAC&U),
the International Development and Public Policy Alliance (IDPA), and the International
Association of Law Schools (IALS) providing the university with access to academic
networks, best practices, and multilateral initiatives. 186Internationalisation of Higher Education in India
zDual Degree and Exchange Programmes: Through partnerships with HEIs like the University
of Leeds, and the Queen Mary University of London, UK and the University of California,
Riverside, and the American University, Washington, D.C., USA for dual degrees, and with
Hofstra University and the University of Georgia School of Law, USA for joint research,
student exchanges, and cross-border academic programmes, JGU gives students global
exposure and interdisciplinary learning experiences.
zCollaborative Research on Global Challenges: JGU collaborates with multilateral
organisations such as UNESCO to implement community-based research aligned with
the SDGs, enhancing the university’s global academic footprint.
Indian Practices: Bilateral Collaborations
1. FICORE – Finnish Indian Consortia for Research and Education
FICORE is part of Finland’s 185 million Euro Global Pilots programme (2020–24), and functions
as a flagship model of structured bilateral engagement. Involving 23 IITs and 15 Finnish HEIs,
FICORE has contributed to large-scale capacity building, collaborative research, and education
ecosystem strengthening through targeted funding and institutional networking.
2. AISRF – Australia-India Strategic Research Fund
AISRF is one of India’s most productive bilateral science funding platforms, supporting over 370
collaborative research projects in critical fields like quantum computing, biotech, and renewable
energy. It is jointly funded by the Indian and Australian Governments and demonstrates how
policy-aligned, co-funded initiatives can drive cutting-edge academic collaborations.
Performance Success Indicators:
zNumber of Leading Central and State Public Universities participating in bilateral/multilateral
research funding programmes
zNumber of joint projects and international research grants secured
zIncrease in collaborative publications, patents, and innovations from funded research
zFaculty and researcher participation rates in joint research programmes
zImproved institutional visibility in global research networks 187
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
IV. BRANDING, COMMUNICATION AND OUTREACH (BCO)
13. Create country-specific BCO Strategies for high potential source markets
Context: Branding, Communication and Outreach for Indian Higher Education may emphasize India's
unique academic offerings, such as Indology, Indian languages, AYUSH systems, yoga, arts, and culture,
alongside internationally relevant STEAM3 curricula. Customized branding strategies may be created
for different geographies in Europe, the Americas, East, Central and West Asia, Anglophone Africa,
reflecting region-specific interests and student migration trends. Market research may inform these
strategies, identifying regional demand for specific disciplines and tailoring messaging accordingly.
We need to frame a BCO strategy that not only projects India’s academic strengths but also frames
education as a unique opportunity to access the world’s largest emerging marketplace.
Policy Recommendation 13:
zDevelop Country/region-specific strategies for attracting global students
zLeverage strategic partnerships with digital platforms and education fairs to execute focused
marketing campaigns
Implementation Roadmap:
A. Enable Fast-Track Financial Services for International Students
Context: The overall experience of international students in India with respect to financial services
is procedurally complex. Hence, there is a need to ease regulatory bottlenecks and promote a more
enabling environment. Streamlining financial service access through targeted regulatory simplification
will support ease of living and strengthen India’s appeal as a global education destination.
Action Pathway: Facilitate swift and simple processes for foreign students to open bank accounts,
access remittance services, and avail other financial products.
Actors Responsible:
zMinistry of Finance
zEdCIL
B. Position India as part of a Globally Mobile Study Experience
Context: Flexible academic pathways and semester exchange arrangements are increasingly
popular in global education. Promoting these models helps Indian HEIs integrate into global
mobility networks. It enhances student inflow by offering affordable and academically diverse
options.
Action Pathway: Promote India as a component of a global higher education journey by
encouraging credit transfer arrangements like 1+1, 2+2, and other semester exchange models.
Actors Responsible:
zUniversities
zUGC
zPartner Foreign Institutions
Indian Practice: National Credit Framework (NCrF) and Academic Bank of Credits (ABC)
The NCrF launched in 2023 was aimed at reshaping India's education system. It introduced a
flexible, credit-based system designed to facilitate seamless mobility between academic and 188Internationalisation of Higher Education in India
vocational pathways, thereby promoting lifelong learning. NCrF spans all levels of education
and aligns with existing qualification frameworks to promote broad-based, multidisciplinary
learning with multiple entry and exit options.
The Academic Bank of Credits (ABC) and the Automated Permanent Academic Account Registry
(APAAR) are two interconnected initiatives under the NCrF. ABC was launched in 2021 and is a
secure digital platform designed to facilitate the seamless storage, transfer and accumulation
of academic credits across institutions, empowering students with unprecedented academic
mobility. A total of 2,399 HEIs (Universities, Autonomous colleges, INIs, Standalone institutions)
registered on ABC and 1.3 crore unique IDs with credits were active as of 2025. APAAR,
launched in 2023, provides a unique ID to students. As of June 2025, 4.1 crore APAAR IDs were
created and 3.8 crore credit records linked in the higher education sector.
By leveraging ABC and APAAR, NCrF has integrated diverse learning pathways, removed rigid
distinctions, and ensured recognition of all forms of education and skill development.
Performance Success Indicators:
zNumber of students enrolled through targeted campaigns
zRegional brand recognition improvements
zIncrease in international student enrollment by 25% year-on-year
zGlobal brand recognition metrics for "Study in India"
14. Create university-specific BCO Strategies for high potential source markets
Context: Many Indian universities are actively entering into international collaborations; however,
these often remain symbolic, with minimal impact on student mobility, joint research, or global
visibility. This is primarily due to the lack of a focused and strategic approach to global BCO.
Universities need to go beyond signing MoUs and position themselves as proactive global actors
by showcasing their unique academic strengths, research expertise, regional priorities, and
national and international contributions.
Policy Recommendation 14:
Each Leading Central and State Public University must develop a customized global BCO strategy
rooted in its academic strengths, research capabilities, regional priorities, and national and
international contributions.
Global Practice: Russell Group, UK
To strengthen the branding and visibility of State Public Universities in India, a strategic
grouping of the top 25 institutions (According to NIRF Top 50 SPUs list) can be established,
inspired by the Russell Group model in the UK. Formed in 1994, the Russell Group is a self-
selected consortium of 24 leading public research universities that collectively advocate
for their interests, particularly in policy and funding dialogues with the government and
Parliament. The group is widely recognized for its emphasis on cutting-edge research,
excellence in teaching, and robust linkages with industry and the broader public sector.
Implementation Roadmap:
A. Initiate University-level collaborations for Research and Engagement
Context: Each Leading Central University (CU) and State Public University (SPU) has unique academic 189
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
and research strengths that may be leveraged for internationalisation. By tailoring their own blueprints
with specific deliverables and timelines, institutions may align with national goals while emphasizing
their niche areas—such as cutting-edge research, Indian knowledge systems, or technology transfer.
Effective strategies may include forming relationships with foreign institutions, joining international
consortia, and increasing visibility through research collaborations, student mobility programmes,
and thematic academic summits. Additional action points may cover international student services,
website internationalisation, and coordinated social media outreach. Collaboration with the Ministry
of External Affairs, Ministry of Education, and Overseas Indian Embassies will be crucial to align
institutional efforts with India’s broader diplomatic and educational agenda.
Action Pathway: As part of their Institution Development Plan (IDP), each Leading CU and SPU
may formulate an internationalisation blueprint with clearly defined objectives and timelines.
These institutional strategies should focus on areas of strength and engage in international
collaborations, student and faculty mobility, and global branding. Partnerships may be supported
by cooperation with relevant ministries and overseas diplomatic missions.
Actors Responsible:
zUniversities
zMinistry of Education
zMinistry of External Affairs
zState Governments
Indian Practice: Scheme for Promotion of Academic and Research Collaboration
The Scheme for Promotion of Academic and Research Collaboration (SPARC) was launched in 2018
to enhance scientific training, foster cutting-edge research, develop sustainable technological
solutions and elevate the global presence of Indian science. It enables renowned international
faculty to engage in teaching and research at Indian HEIs, providing Indian students with
opportunities to train in premier global laboratories and facilitating the joint development of
specialized courses, scholarly books, patents, technologies and actionable research outcomes.
SPARC has partnered with top HEIs from 28 countries, approving 658 proposals across two phases.
In the third phase, it focuses on key areas such as advanced materials, critical minerals, energy,
climate change, agri-tech, semiconductors, AI, quantum computing, MedTech, space, defence,
smart mobility, and Industry 4.0, and has a budget outlay of INR 425 crores from 2021-2026.
B. Establish On-Ground Teams to Promote International Collaboration within Indian Embassies
Abroad
Context: Supporting institutional internationalisation strategies at a global-level requires
proactive facilitation in key countries. Indian embassies abroad may serve as a critical pathway
for promoting higher education collaboration. The appointment of dedicated liaison officers
in target countries may help Indian HEIs form institutional partnerships, resolve operational
challenges (including visas), and promote Indian higher education through targeted activities
such as roadshows, alumni meetings, webinars, and cultural exchanges.
Action Pathway: Dedicated on-ground liaison officers may be appointed within Indian embassies
in target countries to promote international collaboration. These officers may actively engage
local universities, industries, and student bodies to facilitate partnerships and promote Indian
HEIs. Regular promotional events and problem-solving support may be integrated into their roles.
Actors Responsible:
zIndian Universities
zMinistry of External Affairs 190Internationalisation of Higher Education in India
zMinistry of Education
zIndian Missions Abroad
C. Improve Employer Perception of Dual/Degree Programmes
Context: The Indian Institutes of Technology (IITs) have long been recognized for producing
graduates of exceptional caliber, earning accolades from global industry leaders. Bill Gates,
founder of Microsoft Inc., during his visit to IIT Delhi in February 2024, remarked that "The
computer industry has benefited greatly from the tradition of the IIT. It is a World Treasure.”
Similarly, Sundar Pichai, CEO of Alphabet Inc. and an alumnus of IIT Kharagpur, during one of his
visits to his Alma mater, mentioned, “The education and technological foundation I gained at IIT
paved the way for my journey to Google and my efforts to make technology more accessible. As AI
continues to advance, the role of IIT-Kharagpur in the tech field will become even more pivotal”.
These endorsements among other things underscore the global respect for IITs and highlight the
potential of Indian HEIs. To build global demand for joint and dual degree programmes offered
by Leading CUs and SPUs, a comprehensive communication strategy is essential. This strategy
should emphasize the international relevance of these programmes, showcasing their alignment
with global industry standards and the success of their alumni.
Action Pathway:
zTo build global demand for joint and dual degree programmes offered by Leading CUs and
SPUs, a communication strategy may be developed that highlights their international relevance.
Multinational companies operating in both India and partner countries can help co-brand
degree programmes, offer internships, and provide testimonials on employability outcomes.
zEmployability metrics such as placement records, alumni success and impact stories, and
skill alignment with global job markets may be embedded into the programme evaluation
process and prominently communicated through employer-oriented platforms.
zAcademic programmes can be co-designed with industry input to ensure global market
readiness.
Actors Responsible:
zUniversities
zMinistry of Education
zIndustry Chambers
D. Upgrade International Relations Offices (IROs)
Context: The UGC Guidelines for Internationalisation of Higher Education, 2021 encourages
establishment of an Office for International Affairs (OIA) in every institution to elaborate on
the structural and functional framework. The objective is to:
zCreate strategic partnerships with foreign HEIs.
zSupport faculty mobility and international research collaboration.
zPromote Indian education abroad through branding and marketing efforts.
zEnsure comprehensive student welfare, academic integration, and institutional transparency
for international students.
A lack of dedicated and professionalised International Relations Offices in many Indian HEIs
hampers the ability to forge and sustain global partnerships.
Action Pathway: Establish professionally staffed IROs in universities for global partnership
development. 191
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Actors Responsible:
zUGC
zAIU (Association of Indian Universities)
zUniversities
Indian Practice: Sharda University - Leveraging the Office of International Relations
Sharda University, a private university established in 2009 and ranked 87 in NIRF 2025
‘Universities’ category is located in Delhi-NCR. Its International Relations Department (IRD) is
among the earliest international offices to be formalised within an Indian private university.
Key Institutional Initiatives:
a. Global Recruitment and Representation: Through targeted outreach in over 120 cities
across 65+ countries, its IRD has enrolled over 7,000 international students from 95+
countries since 2009.
b. Global Networks and Diplomacy: Its IRD has spearheaded the signing of 300+ global
MoUs along with active participation at national and international platforms like FICCI,
EAIE, NAFSA, and EURIE, ICEF.
c. International Collaborations:
zPartnership through Erasmus+ and bilateral agreements with universities in several
countries including Mexico, Germany, South Korea, Slovenia, Greece, Croatia, France,
Spain, Portugal, USA, UK, Cyprus, Azerbaijan, Turkey, Russia, Brazil, Ukraine, Chile,
Colombia, Argentina, Ecuador, and China.
zInternational MDPs for students and managers from Cameroon, Burkina Faso, Vietnam,
Bhutan, Nepal, and China.
zJoint programmes / credit transfer with reputed universities in USA, Australia, UK,
Greece, and Spain.
zSharda University Uzbekistan Campus established in 2019 through a Presidential
Decree in the Republic of Uzbekistan.
E. Leverage Language of Learning as a Window of Opportunity
Context: India’s position as the second-largest English-speaking country offers a strategic edge in
attracting students and institutions from Anglophone nations. Simultaneously, its rich linguistic
diversity and growing interest in regional languages present opportunities for cultural exchange
and academic collaboration. However, both these opportunities have not been leveraged to our
advantage.
Action Pathway: Promote India as a global destination for English-medium higher education,
especially to countries in Anglophone Africa, Southeast and Central Asia and the Global South.
Launch initiatives to internationalise Indian languages and integrate foreign language learning
within Indian HEIs to foster reciprocal cultural and educational mobility, and create world ready
talent to meet the global talent shortages.
Actors Responsible:
zUniversities
zIndian Missions Abroad
zAll Regulatory Bodies 192Internationalisation of Higher Education in India
Performance Success Indicators:
zNumber of international partnerships formed
zIncrease in foreign applications linked to university marketing efforts
zStudent placement rates in international roles
zEmployer feedback on programme graduates
zFaster issue resolution; Number of local engagements and partnerships facilitated through
ground presence
15. Create an Indian Alumni Ambassador Network (AAN)
Context: Without international acknowledgement of India’s Higher Education system, it would be
difficult to attract international students to Leading Indian HEIs. Thousands of IIT alumni have
powered the Silicon Valley success story. They may have gained advanced degrees overseas,
but their basic undergraduate degree (and in some cases the first postgraduate degree) is
from Indian HEIs. To make Indian Higher Education an attractive proposition for students from
these geographies, there is an urgent need to highlight the global success of alumni of Indian
HEIs across professions – science and tech, business and finance, economics and humanities,
research and academia. This would help in changing the perception of Indian HEIs in the minds
of prospective global students. Hence, identification of distinguished alumni of Indian HEIs
over the last 50 years, who have achieved outstanding success in their respective professions
in India and overseas can act as a useful strategy to increase inbound mobility.
Policy Recommendation 15:
Launch an Alumni Ambassador Network (AAN): Bharat ki AAN, to identify and engage top 100
Indian-origin alumni from each Leading HEI (INIs and Top 100 ‘Overall’ NIRF Ranking Institutions)
as brand ambassadors of Indian Higher Education.
Implementation Roadmap:
A. Initiate Identification and Repository Creation
Context: There is no accessible, verified, or structured national database of eminent alumni of
Indian HEIs, despite their significant contributions globally.
Action Pathway:
zDevelop an objective framework to identify the top 100 alumni from each Leading HEI across
diverse sectors
zCollect data in partnership with HEIs using parameters like professional achievements,
awards, contributions to alma mater, social impact, and global influence
zBuild a live, dynamic alumni database (with profiles, sectors, geographies) accessible to
institutions, ministries, and international stakeholders
Actors Responsible:
zUniversities
zMinistry of Education
zMinistry of External Affairs
B. Initiate Chapter-wise Alumni Mobilisation
Context: Dispersed global presence of Indian alumni makes localized engagement essential for
sustained outreach and partnership development. 193
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Action Pathway:
zEstablish regional alumni chapters in key geographies (North America, EU, South East and
West Asia, Africa, West Asia, Oceania).
zPartner with Indian Missions abroad and leading diaspora organisations to convene annual
AAN meets.
zAssign regional leads to coordinate alumni engagement and represent India’s higher
education at international fora.
Actors Responsible:
zUniversities
zMinistry of Education
zMinistry of External Affairs
C. Leverage Alumni Engagement for Nation Building
Context: Eminent alumni can contribute to India’s knowledge diplomacy, policy advisory,
innovation, and research translation if structurally engaged.
Action Pathway:
zAlumni may serve as mentors, guest faculty or R&D collaborators through a structured
onboarding mechanism.
zOrganise an annual ‘Bharat ki AAN’ Summit in India to connect these distinguished alumni
with policymakers, institutions, and students.
Actors Responsible:
zUniversities
zMinistry of Education
zMinistry of External Affairs
Performance Success Indicators:
z1,000+ high-impact alumni profiles identified and onboarded in the first year
z10 regional chapters established in 2 years
z5 annual AAN events held globally
zAAN brand visibility across 25+ global education events
16. Launch a Flagship Annual International Higher Education and Research Conference
Context: India currently ranks 6th globally in terms of patent applications and ranks 3rd globally
in scientific publications. While India has successfully positioned itself as a convenor of global
discourse through initiatives such as the Voice of Global South Summit and the Raisina Dialogue,
a comparable initiative is yet to emerge in the higher education and research domain, despite
India’s rapidly growing academic and research footprint and heft.
Policy Recommendation 16:
Host a flagship Annual International Higher Education and Research Conference - Bharat Vidya
Manthan - to improve India's global standing in the higher education and research landscape.
The event will serve as a platform for fostering academic diplomacy, strengthening institutional
partnerships, showcasing India’s academic strengths to a global audience, and conveying India’s
potential and heft in becoming a global hub of knowledge and innovation. 194Internationalisation of Higher Education in India
Implementation Roadmap:
A. Co-Host Thematic Editions with Global Institutions and Knowledge Partners
Context: India's ambition to emerge as a global knowledge hub requires the creation of high-
impact platforms that promote international academic collaboration, thought leadership, and
cross-cultural dialogue.The global academic challenges increasingly demand global collaboration.
Action Pathway: Each edition of the annual conference may be co-designed in partnership with
a world-class international university or consortium, and an Indian university with recognized
expertise in the thematic focus area—such as sustainability and climate, frontier technologies,
global health and wellbeing, economics and finance, business and entrepreneurship, among
others. This collaborative approach will foster cross-border academic exchange and amplify
India’s leadership in global knowledge domains.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zIndian Embassies and High Commissions Overseas
zCentral and State Public Universities
zInstitute of National Importance (INIs)
zInternational organisation
zForeign Partner Institutions
B. Launch an ‘India Knowledge Dialogue’ leading up to the Annual Conference
Context: Global visibility and academic engagement require sustained outreach along with
annual events. Pre-conference events such as Seminars, Exhibitions and Workshops as organized
by various working groups under India’s G20 Presidency, help build momentum and identify
emerging themes.
Action Pathway: Initiate a year-round "India Knowledge Dialogue"- Bharat Vidya Samvaad - led
by Indian embassies and INIs in key partner countries. This series will serve as feeder events
for the flagship conference, support thematic planning and foster continuous academic and
policy-level engagement.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zIndian Embassies and High Commissions Overseas
zCentral and State Public Universities
zInstitute of National Importance (INIs)
zForeign Partner Institutions
Performance Success Indicators:
zNumber of thematic conferences held
zParticipation from foreign faculty and students.
17. Promote Global Academic and Research Exchange Programmes
Context: Despite a growing interest in internationalisation, Indian HEIs face challenges in
facilitating balanced two-way mobility for students, researchers, and faculty. Most mobility 195
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
remains outbound, with limited inbound participation due to administrative bottlenecks, unclear
credit recognition, lack of joint programmes, and insufficient financial support. Additionally, the
absence of standardised mobility frameworks and inadequate incentives for foreign scholars to
engage with Indian institutions constraints global academic integration. Strengthening two-way
mobility is essential not only to internationalise the campus experience in India but also to improve
the global exposure and competencies of Indian students and faculty. It further contributes to the
development of multicultural learning environments and shared research agendas.
Policy Recommendation 17:
Enhance structured two-way mobility frameworks for students, researchers and faculty. This
includes creating centralized guidelines for credit equivalence, signing bilateral mobility
agreements, and offering grants for outbound and inbound mobility. Twinning programmes,
dual-degree options, and research sabbaticals must be encouraged.
Implementation Roadmap:
A. Scale Virtual Exchanges and Joint Digital Classrooms
Context: In accordance with the UGC (Credit Framework for Online Learning Courses through
SWAYAM) Regulations, 2021, UGC allows universities to grant credits for online courses, specifically
those offered through the SWAYAM platform, with a maximum of 40% of a programme's courses
being completed online. Virtual exchanges, hybrid learning models, and joint teaching modules
with international faculty offer scalable international exposure. These online courses that are
offered by some of the top universities of the world which may benefit the students immensely
and hence may be considered to be added in the ambit of the scope of this regulation.
Action Pathway: A percentage of credits that is granted through SWAYAM portal may be redirected
to also include online courses delivered by world class universities through institutional and
systemic arrangements.
Actors Responsible:
zMinistry of Education
zUGC
zPartner Universities
B. Design an Action Plan to improve international rankings of the Indian Universities
Context: Students are influenced by international ranking of the university as it directly impacts
their employment prospects. There is a need to work towards elevating the INIs and leading
Central and State Public Universities (Top 100 NIRF - ‘Overall’ ranked institutions) rankings in
the Global Rankings to increase inward mobility.
Action Pathway:
zDesign university-led strategic plans (as part of the Institution Development Plans) focused
on elevating Indian institutions' visibility and performance in global university rankings (e.g.,
QS, THE).
zInstitutions demonstrating year-on-year improvement in their international rankings may
be provided with financial or other incentives (e.g., international travel grants, research
capacity-building support, etc) to further accelerate their upward trajectory and global
competitiveness.
Actors Responsible:
zMinistry of Education
zUGC 196Internationalisation of Higher Education in India
zNational Board of Accreditation (NBA)
zHigher Education Institutions (HEIs)
C. Establish International Summer Schools to Attract Global South Students
Context: Summer schools are an effective tool to enhance student mobility, promote Indian higher
education, and foster cross-cultural understanding. They can play a pivotal role in introducing
international students—particularly from the Global South to Indian academic excellence, societal
diversity, and research strengths.
Action Pathway: Support Top 5 IITs, Top 5 IIMs, and Top 5 Central Universities (NIRF Rankings) to
organize structured, international summer schools of 6-8 weeks duration. Each institution may
host up to 500 students annually, with a special focus on attracting participants from Global
South countries. These summer schools should integrate thematic teaching, research labs, field
immersion, and Indian cultural experiences to create familiarity and boost inward student mobility.
Actors Responsible:
zMinistry of Education
zUniversity Grants Commission (UGC)
zTop 5 IITs, Top 5 IIMs, Top 5 Central Universities
zIndian Missions in key partner countries
Indian Practice: IIT Bombay International Summer School 2025
The 2025 International Summer School at IIT Bombay is an exclusive two week in-person
programme designed for international undergraduate, postgraduate and PhD students. It is
taught by esteemed faculty and offers a diverse selection of courses like Unmanned Aerial
Vehicles, Biostatistics in Medical Research and Health Care, Flow, Electro and Mechano Organic
Chemistry, AI, Data Science, Cyber-Security, Climate Intelligence, Financial Derivatives Pricing
and Observational Astrophysics amongst others. The courses are conducted in English and
participants who successfully complete the programme receive a certificate. The institute provides
complimentary on-campus accommodation along with free airport pick-up and drop-off services
Global Practice: Summer School programme at the London School of Economics (LSE)
The programme offers short-term academic courses in areas such as International Relations,
Political Theory, Media, Sociology, and related disciplines. These courses are taught by regular
LSE faculty who are actively engaged in research and policy advisory roles. The structure
allows for intensive academic engagement over a few weeks, often attracting participants from
multiple countries.
Beyond course delivery, the programme facilitates academic networking, peer learning, and
exposure to contemporary global debates. Importantly, it serves as a platform for building
institutional linkages through visiting scholars, joint research discussions, and curriculum
development activities.
This model demonstrates how short-term, faculty-led programmes can support both individual
learning outcomes and broader institutional collaboration. The emphasis on outcome-oriented
engagement such as co-authored research proposals or shared teaching resources contributes
to long-term academic partnerships.
D. Launch a National Faculty Mobility Scheme for Global Academic Exchange
Context: Academic exchange of faculty is a key pillar of internationalisation, allowing for global 197
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
research collaboration and enhancement of teaching practices. India must strategically facilitate
outbound mobility for Indian faculty while also hosting international scholars to deepen
academic linkages and enrich classroom experiences.
Action Pathway: Create a National Faculty Mobility Scheme to support 250 Indian faculty members
annually, selected through a challenge process across 20 national priority areas (e.g., green
transition, frontier technologies, public health, renewable energy, advanced manufacturing
technologies, space research, defence, among others). The scheme may also enable top Indian
institutions to host international faculty for co-teaching and joint research.
Actors Responsible:
zMinistry of Education
zUniversity Grants Commission (UGC)
zIndian HEIs with established global networks
Performance Success Indicators:
zIncrease in inbound and outbound mobility numbers
zNumber of diaspora-linked partnerships; Enrollment of diaspora-affiliated students in India
zNumber of co-taught online courses; Participation in virtual mobility programmes
zNumber of credit-aligned programmes launched; Students completing pathways
zNumber of faculty-led programmes and return visits;
zCollaborative research or teaching initiatives launched
zNumber of international students participating annually
zStudent satisfaction and cultural engagement metrics
zNumber of co-authored publications and joint research proposals
zIntegration of global content in Indian curricula
zFaculty feedback and policy impact assessment
18. Revamp “Study in India” as a One Stop Solution for International Students
Context: The Study in India (SII) Programme launched in 2018, aims to promote India on the
world stage as a preferred higher education destination. The programme has reached more
than 136 countries, partnered with 600+ colleges providing 8,000+ courses across multiple
disciplines. Although fundamental efforts have been made to attract international students,
the SII initiative has not met its target of enrolling 2,00,000 students by 2023. Even in 2025,
the number of international students coming to India is less than 50,000. Key gaps persist in
branding, coordination, infrastructure and student services. Enhancing India’s appeal as a global
education destination requires an integrated and student-centric approach that supports the
entire international student lifecycle, from initial interest to post-study outcomes.
Policy Recommendation 18:
Transform the current initiative into a comprehensive, centrally coordinated and brand-driven
campaign to address all international student needs across the five key stages of mobility: pre-
departure, transit, stay, integration and return.
Implementation Roadmap:
A. Enhance User Experience and Digital Interface (UX/UI)
Context: Fragmented website, lack of user-friendly application portal and inconsistent information 198Internationalisation of Higher Education in India
deter international applicants from navigating the Indian higher education system effectively.
Action Pathway:
zDevelop a unified digital platform as the central portal for international student engagement,
featuring application tracking, programme comparison and real-time support.
zEnsure multi-language support and region-specific content.
zIntegrate chatbot assistance, student testimonials and AI-driven course matching tools.
Actors Responsible:
zMinistry of Education
zEdCIL
Indian Practice: Study in India (SII) Education Fairs
The Ministry of Education along with EdCIL organises ‘Study in India Education Fairs’ at multiple
locations across the world. The aim is to reach out to the international students and create
greater awareness of educational opportunities in India. The fairs provide opportunities for
students to interact with representatives from top Indian universities, explore different courses,
learn about scholarship opportunities and receive guidance on navigating the admission process.
A series of SII Fairs were successfully organised in 2025 at Nairobi (Kenya), Kampala (Uganda),
Kigali (Rwanda), Kumasi (Ghana) and Colombo (Sri Lanka) to strengthen global engagement and
promote Indian higher education. These fairs featured bilateral meetings with the respective
Ministries of Education, round-table conferences with Vice-Chancellors and Directors of local HEIs,
career counselling sessions, school visits, interactive engagements with students and parents to
address academic pathways and opportunities in India. Building on this momentum, fairs are in
the pipeline for 2025 in Ethiopia, Malawi, Zimbabwe, Mozambique, Nigeria and UAE.
B. Strengthen International Promotion and Scholarship Management through Public-Private
Partnerships (PPPs)
Context: While the SII initiative currently leverages Indian Embassies and Consulates for
international outreach, these diplomatic missions often face constraints in terms of dedicated
bandwidth, targeted incentives, and specialised marketing capabilities. In contrast, some of the
most impactful SII campaigns to date have successfully involved Public-Private Partnerships
(PPPs), wherein the private sector contributes towards brand positioning, student engagement,
scholarship administration, and end-to-end support services.
Action Pathway:
zInstitutionalise partnerships with specialised agencies to lead international promotion efforts.
Ensure contracts are tied to clearly defined goals, key performance indicators (KPIs) and
success metrics to drive accountability and maximise the impact of international student
recruitment campaigns.
zAdopt a PPP approach to enhance the administration of international scholarships. By
collaborating with professional scholarship management entities through structured PPP
models, the process can be made more efficient.
Actors Responsible:
zMinistry of Education
zEdCIL
zExpert Organisations 199
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
C. Align SII with International Branch Campus Objectives
Context: Foreign universities establishing campuses in India are expected to attract international
students. However, there is currently no structured process to align their international student
recruitment strategies with national initiatives like SII. Without alignment, institutional efforts
and government ambitions may work at cross purposes or fall short of their potential.
Action Pathway: Mandate foreign institutions, as part of the UGC approval process, to submit
international student recruitment strategies that identify enabling conditions needed for success.
This will allow the government and other stakeholders to coordinate efforts and develop
supportive mechanisms to meet shared objectives.
Actors Responsible:
zMinistry of Education
zEdCIL
zInternational Branch Campuses
D. Clearly Define and Align SII with Broader Economic and Diplomatic Strategy
Context: SII lacks an explicit connection to India’s broader foreign policy and economic goals.
Since its stated objective is to improve the soft power of India and use it as a tool in diplomacy,
SII must be positioned as part of a larger and coherent diplomatic and strategic framework.
Action Pathway: Align SII’s target geographies with India’s foreign policy priorities. For instance, if
the goal is to attract more students from the Global South, this objective should be integrated into
multilateral and bilateral engagements such as BIMSTEC, ASEAN, BRICS or any others. Similarly,
to recruit students from developed nations and upper middle income countries, leverage trade
negotiations and international education agreements to promote reciprocal mobility—drawing
lessons from EU-UK student flows.
Actors Responsible:
zMinistry of Education
zMinistry of External Affairs
zEdCIL
Performance Success Indicators:
zApplication completion rate through the SII portal reaches at least 70% of initiated
applications
zIncrease the share of international students from developed countries annually
zIncrease lead-to-enrolment conversion rate from recruitment campaigns
zReduced time from scholarship application to award decision to 60 days or less
zNumber of bilateral or multilateral agreements that include SII and international student
mobility objectives 200Internationalisation of Higher Education in India
V. CURRICULUM AND CULTURE
19. Foster Curriculum Innovation and Capacity Building to Enable Global Academic
Integration
Context: In the context of internationalisation, Indian HEIs need to evolve beyond disciplinary
silos and equip students with globally relevant, interdisciplinary, and soft skills. Integrating
cross-disciplinary content—such as scientific reasoning in humanities programmes or ethics and
communication in STEM curricula—is vital for holistic education aligned with NEP 2020. Faculty
serve as the linchpin for implementing curriculum reform and driving international partnerships,
and their training in intercultural pedagogy, programme design, and global best practices is
essential to this transformation.
Policy Recommendation 19:
Promote curricular reforms in Leading Indian HEIs to embed interdisciplinary coursework,
reflective and communication skills, and international academic standards across programmes.
Simultaneously, invest in comprehensive capacity-building for faculty and academic administrators
to foster global-ready institutions and facilitate the seamless implementation of collaborative
international degree programmes.
Implementation Roadmap:
A. Introduce Interdisciplinary Curriculum Components
Context: Most Indian HEIs continue to operate within rigid disciplinary structures, which limit
students’ exposure to cross-cutting knowledge areas. Integrating interdisciplinary coursework
encourages critical thinking, adaptability, and broader worldview skills that are crucial in a
rapidly changing global job market.
Action Pathway: Ensure that every undergraduate and postgraduate programme includes
coursework from outside the primary discipline. For instance, STEM programmes may integrate
management and social science modules.
Actors Responsible:
zUGC
zAICTE
zLeading Central and State Public Universities
B. Embed Reflective Writing and Communication Modules
Context: International classrooms demand strong intercultural communication and reflective
capabilities. Students in India often lack early exposure to these skills, which can limit their
ability to thrive in global education or professional settings.
Action Pathway: Mandate foundational communication and reflective writing modules in the first
year of all degree programmes. These modules will support intercultural competence, classroom
inclusivity, and effective articulation—skills necessary for both domestic and international
engagement.
Actors Responsible:
zHEIs
zUGC
zState Councils for Higher Education 201
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
C. Launch Faculty Capacity-Building Programmes for Internationalisation
Context: Many faculty members lack formal training in designing and delivering globally-oriented
curricula or engaging in cross-border collaboration. Building their capacity is key to ensuring
quality implementation of internationalisation efforts.
Action Pathway: Design and implement structured training programmes for faculty covering
international curriculum development, intercultural teaching and learning, virtual and physical
mobility frameworks, and quality assurance. These may include core and elective training
modules, faculty exchanges, and mentorship platforms. This may be provided through the iGOT
Karmayogi platform of the Capacity Building Commission or integrated within existing teacher
training initiatives such as the Malaviya Mission Teacher Training Programme.
Actors Responsible:
zUGC
zAICTE
zCapacity Building Commission
Performance Success Indicators:
zPercentage of HEIs with interdisciplinary components in all programmes
zNumber of HEIs implementing reflective writing/communication modules
zNumber of joint/dual/twinning degree programmes successfully launched
zFaculty participation rate in internationalisation training
zStudent and faculty satisfaction with revised curricula
zImproved institutional readiness scores under NAAC/UGC internationalisation indicators
20. Embed Industry Engagement and Internships into Curriculum
Context: Integrating industry engagement into internationalisation efforts is essential for HEIs in
order to prepare career-ready graduates and attract global recognition. International universities
are advancing student outcomes by forging deep partnerships with industry co-developing
curricula, embedding practical training, and creating pathways for applied research.
As evidenced by several world class universities, a structured academia-industry interface
enhances both academic relevance and international appeal. Students exposed to real-world
challenges through placements, innovation projects, and knowledge transfer gain the skills and
confidence needed to thrive in global careers.
Policy Recommendation 20:
Integrate employability and industry engagement into the internationalisation strategies of INIs
and top 100 ‘Overall’ NIRF Ranking Universities’
Implementation Roadmap:
A. Introduce Interdisciplinary Curriculum Components
Context: Incorporating hands-on industry experience within academic programmes enhances
student employability, fosters workplace readiness, and aligns higher education with real-world
needs.
Action Pathway: Develop structured, credit-bearing internship models or sandwich-year formats
embedded within degree programmes, in collaboration with industry partners. These may be
tailored by sector and offered across disciplines to enhance practical exposure. 202Internationalisation of Higher Education in India
Actors Responsible:
zIndustry and Universities
B. Establish Applied Research and Innovation Hubs
Context: HEIs have limited structured platforms where students can engage in applied research
in collaboration with industry. Creating shared research spaces can nurture innovation, problem-
solving, and entrepreneurship in alignment with global trends.
Action Pathway: Establish joint research centres or applied innovation clusters within HEIs in
collaboration with industry, where students and faculty can work on live industry projects. These
hubs may also serve as incubators for startups and applied research.
Actors Responsible:
zIndustry and Universities
C. Design Knowledge Transfer Partnerships (KTPs)
Context: Small and medium enterprises (SMEs) often lack in-house R&D capabilities but have
sector-specific challenges that can be addressed through academic collaboration. Linking faculty
expertise with SME needs can promote mutual learning and regional economic development.
Action Pathway: Design government-supported Knowledge Transfer Partnership (KTP) schemes
that connect academic researchers and students with SMEs to work on innovation projects,
technology development, and business process enhancements.
Actors Responsible:
zIndustry and Universities
D. Invite Industry Participation in Curriculum Design
Context: Rapid industry transformation demands dynamic academic content. Static curricula,
not co-developed with practitioners, often fail to equip students with skills relevant to current
job markets.
Action Pathway: Involve industry leaders and professionals in curriculum advisory boards to co-
create course content, offer industry-relevant certifications, deliver guest lectures, and support
upskilling initiatives aligned with global standards.
Actors Responsible:
zIndustry and Universities
E. Track and Publicise Graduate Outcomes
Context: Transparent employability data builds trust with prospective students and international
partners. However, many Indian HEIs do not systematically collect or showcase graduate
placement outcomes.
Action Pathway: Develop institutional mechanisms to track graduate outcomes including
job placements, average starting salaries, and employer satisfaction. Use these metrics in
international outreach, marketing, and rankings to enhance institutional credibility.
Actors Responsible:
zIndustry and Universities 203
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Performance Success Indicators:
zIncrease in the percentage of degree programmes offering structured, credit-bearing
internships or sandwich-year models
zGrowth in the number of students completing industry placements annually
zNumber of industry-academia R&D hubs or innovation clusters operational within HEIs
zVolume of joint publications, patents, or product innovations emerging from applied research
centres
zNumber of Knowledge Transfer Partnership (KTP) projects launched with SMEs
zProportion of faculty and students engaged in KTPs and innovation-driven consultancy
zNumber of academic programmes co-designed with industry input or advisory board
participation
zFrequency of industry-led lectures, certifications, and experiential learning sessions integrated
into curricula
Global Practice: Brunel University London – Embedding Industry Engagement for Global
Employability
Brunel University London has positioned industry engagement and employability as central
pillars of its internationalisation strategy. By cultivating strong ties with industry, the university
ensures that its students graduate with not only academic knowledge but also the practical
skills and confidence to thrive in a competitive global job market. Key Initiatives:
zProfessional Placements (Sandwich Year): Most undergraduate programmes offer a paid,
one-year industry placement embedded within the degree structure. Partner organisations
include Intel, GSK, British Airways, Jaguar Land Rover, the NHS, and various SMEs.
zBrunel Innovation Centre (BIC): A joint R&D hub with TWI Ltd focused on advanced
manufacturing and structural integrity. It provides PhD and postgraduate students with
hands-on research experience on industry-linked projects.
zKnowledge Transfer Partnerships (KTPs): Government-supported collaborations between
Brunel academics and businesses such as Holland & Barrett, as well as SMEs in sectors
like MedTech and sustainability.
zCo-Innovate Programme: Designed to support innovation in London’s SME sector,
this programme engages students and researchers in live projects involving product
development, design, and market entry.
zEmployer-led Curriculum and Guest Lectures: Industry partners contribute to module
design, deliver guest lectures, and lead field visits and workshops. Past speakers include
professionals from IBM, Accenture, and Siemens.
21. Enhance Multicultural Experiences at Indian University Campuses
Context: India is increasingly positioning itself as a preferred destination for higher education,
particularly for students from the Global South. However, while academic offerings have expanded,
the overall campus experience for international students often falls short of global expectations.
Key challenges include inadequate hostel facilities, safety concerns, limited cultural orientation,
language barriers, and insufficient access to academic and emotional support services. These
gaps affect student retention, satisfaction, and word-of-mouth reputation, which are critical for
attracting more international students. A holistic, student-centric approach is therefore essential
to ensure that international students not only enrol but thrive in Indian institutions. 204Internationalisation of Higher Education in India
Policy Recommendation 21:
zImprove international students' experiences in India, universities may adopt baseline global
standards for housing, campus safety, academic support, student and faculty counselling,
and cultural orientation.
zProvide language assistance, organise mentorship programmes and multicultural events to
facilitate smoother integration in a supportive learning environment.
Implementation Roadmap:
A. Upgrade Student Services and Campus Infrastructure
Context: To enhance students’ experience in India, universities must upgrade their infrastructure
and safety protocols to meet global benchmarks.
Action Pathway: Create a uniform infrastructure and safety protocol framework that is applicable
to all INIs and Leading CUs and SPUs to ensure a standard experience for international students,
researchers and faculty across Indian HEIs. Develop virtual learning platforms, e-libraries with
high speed internet, modern labs and student friendly amenities.
Actors Responsible:
zMinistry of Education
zMinistry of Home Affairs
zUGC
zIndian Universities
B. Provide Investment Incentives for Student Accommodation
Context: Inadequate student housing is a major concern for international students studying in
India. Many students are unable to secure on-campus accommodation due to limited hostel
capacity, forcing them to seek housing in paying guest accommodations or rented apartments
outside. This exposes them to risks such as overcharging, poor living conditions, furnishing
proof of residence (e.g., Aadhaar card), exploitation by landlords or intermediaries and lack of
clear legal recourse.
Action Pathway: Encourage PPP in high-quality international student accommodation and related
facilities.
Actors Responsible:
zCentral and State Governments
zUniversities
zIndustry
C. Integrate Alumni Networks for Cultural Immersion
Context: International alumni can serve as vital connectors to academic, professional, and diplomatic
communities abroad. They offer invaluable support through student mentorship, internship and
job facilitation, academic collaborations, and institutional advocacy. When strategically engaged,
alumni become more than donors, they become ambassadors, recruiters, and global champions of
their alma mater. In today’s globally competitive higher education landscape, alumni are not just
former students, they are strategic assets. As Indian HEIs expand their internationalisation efforts,
the potential of global alumni networks must be fully recognised and purposefully harnessed. 205
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Actors Responsible:
zCreate a standalone Alumni Relations Cell or integrate alumni engagement functions within
the International Students Office (ISO) or Office of International Affairs (OIA) to ensure
structured and consistent outreach to international alumni communities.
zCreate a database by identifying regional clusters of alumni and mapping their expertise
and influence across industries, academia, and geographic regions. This database can serve
as the foundation for targeted engagement, collaboration, and networking.
zFacilitate the formation of country-specific and regional alumni chapters (e.g., North America,
Europe, Southeast Asia) to support local engagement, event organisation, and representation
in international initiatives.
zBuild robust digital alumni portals to enable sustained virtual interaction, knowledge-sharing,
and networking opportunities. Features may include alumni directories, discussion forums,
job boards, newsletters, and event registration.
zConnect current students with international alumni to offer career guidance, application
support, and global exposure. A digital platform linking international students with alumni
mentors may be created in INIs, Leading Central and State Public Universities.
zLeverage alumni in international university fairs, promotional campaigns, ambassador
programmes, and diplomatic education events. Their visibility in such settings can boost
credibility and student recruitment globally.
Actors Responsible:
zMinistry of Education
zEdCIL
zLeading Central and State Public Universities
Indian Practice: Ashoka University – Building a Global Alumni Community for International
Engagement
Ashoka University, a private university established in 2014, has positioned alumni engagement
as a strategic pillar of its internationalisation efforts. The Alumni Relations Office, working in
close coordination with the Office of International Programmes, embeds alumni engagement
directly into Ashoka’s internationalisation framework.
Key Initiatives
zGlobal Alumni Chapters: Ashoka has active alumni chapters in cities such as New York,
London, Singapore, and Dubai, serving as hubs for networking, career support, and
international brand visibility.
zCareer and Mentorship Support: Alumni host webinars, workshops, and mentorship
sessions for students pursuing international careers and studies, and frequently help
secure internships and job placements.
zInternational Collaborations: Alumni networks have reinforced Ashoka’s partnerships with
institutions such as Sciences Po, King’s College London, and the University of California,
enabling exchanges, research, and faculty mobility.
zDigital Engagement: The Ashoka Alumni Network Portal enables ongoing virtual
engagement through mentorship matching, job boards, and chapter-based events.
zPhilanthropy with Purpose: Initiatives like the Ashoka Alumni Fund support scholarships,
global programmes, and research infrastructure. 206Internationalisation of Higher Education in India
Performance Success Indicators:
zStudent satisfaction surveys
zIncrease in foreign student retention
zNumber of collaborative faculty projects; Number of infrastructure-enhanced campuses
zNumber of India-focused research projects and collaborations
22. Integrate Global Approaches with Indian Culture and Philosophy in Teaching and
Research
Context: India’s growing engagement in the global higher education ecosystem presents an
opportunity to integrate and uniquely blend the best of global academic practices with the
nation’s rich philosophical and cultural traditions. Along with internationalisation, higher
education in India should remain rooted in Indian ethos while embracing global diversity. The
epistemological and ontological perspectives to knowledge creation from the Indian lens must
find a place along with the global perspectives in the teaching and research processes. The
systemic goal should be to build globally connected yet culturally grounded universities that
reflect the ancient Indian ideal of Vasudhaiva Kutumbakam (the world as one family), while
preserving and showcasing the richness of India’s civilisational heritage, and cultural fabric.
Policy Recommendation 22:
zEnsure the integration of global approaches with Indian philosophical, ethical, and cultural
dimensions in teaching, research, and management practices.
zPromote research in areas that provide solutions to pressing socioeconomic challenges in
India, and create global intellectual visibility for the rich Indian Knowledge Systems (IKS) in
the STEM and non-STEM areas.
Implementation Roadmap:
A. Ensure Pedagogical Synthesis of Global and Indian Perspectives for Educators
Context: Educators play a pivotal role in shaping learners’ perspectives and fostering an
inclusive, values-based academic environment. Integrating global pedagogical approaches
with India’s indigenous philosophies and evidence-based perspectives can significantly enrich
teaching quality and classroom engagement. By harmonizing globally recognized approaches
with foundational Indian concepts, educators can nurture globally competent learners rooted
in cultural consciousness. This synthesis will ensure that higher education pursuits remain both
contemporary and contextually relevant.
Action Pathway:
zBuild intercultural competence of faculty and administrators through capacity-building
initiatives that focus equally on global pedagogies and the integration of Indian philosophical,
ethical, and cultural dimensions in teaching, research, and management practices
zPromote faculty exchange programmes that facilitate mutual learning between Indian and
international educators on culturally responsive pedagogy
zEncourage classroom deliberations on socioeconomic decision making using perspectives
of both the Global South and the Global North such that the HEIs can create holistic and
inclusive mindsets that are required for creating world-ready talent
Actors Responsible:
zMinistry of Education 207
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
zUGC
zAICTE
zState Councils of Higher Education
zLeading Central and State Public Universities
zForeign HEIs operating branch campuses in India and/or delivering twinning, joint and dual
degree programmes
B. Ensure Curriculum Alignment for Inclusivity of Students
Context: Curriculum design is central to shaping student learning outcomes, values, and
worldviews. A culturally inclusive approach helps create learning environments that respect
pluralism, enhance belonging for both local and international students, and nurture graduates
with global outlooks anchored in local sensibilities. Aligning curricula with both global academic
standards and Indian cultural ethos ensures inclusivity, relevance, and holistic development.
It creates pathways for intercultural understanding and prepares students to become global
citizens who think locally and act globally.
Action Pathway:
zEncourage Indian and Foreign HEIs to embed Indian philosophical, ethical, and cultural
perspectives within globally benchmarked curricula across disciplines and integrate Indian
Knowledge Systems, local case studies, and regional languages.
zAcademic collaborations may include research on Indian culture and heritage, history and
philosophy, the role of democracy and diversity that has thrived in the Indian context, the
success of cooperative and competitive federalism, the role of decentralised governance and
citizenry in nation building, the impact of innovation and entrepreneurship in grassroots
growth and development, and such other unique Indian facets within the global frameworks
to strengthen India’s intellectual visibility.
Actors Responsible:
zMinistry of Education
zUGC
zAICTE
zState Councils of Higher Education
zLeading Central and State Public Universities
zForeign HEIs operating branch campuses in India and/or delivering twinning, joint and dual
degree programmes
Global Practice: Balancing Global Standards and Local Identity in Hong Kong's Higher Education
Hong Kong’s HEIs have been striving to balance global standards with local cultural identity as
part of their goal to become a regional higher-education hub. This dual aspiration of achieving
international excellence while maintaining cultural relevance has shaped the city’s approach
to internationalisation of higher education.
Hong Kong's Strategic Responses:
zLinguistic and Cultural Inclusivity: HEIs promote multilingual environments with bilingual
materials and language exchange sessions, recognizing both English and Cantonese to
preserve cultural identity while achieving global standards.
zCurriculum Balancing: HEIs have developed interdisciplinary courses integrating global
and local perspectives, such as sustainability programmes combining international best
practices with Hong Kong-specific ecological challenges. 208Internationalisation of Higher Education in India
zPedagogical Integration: HEIs have adopted hybrid teaching approaches that begin with
traditional content delivery then transition to interactive discussions and collaborative
projects, bridging Eastern and Western educational philosophies.
Performance Success Indicators:
zIncreased number of trained faculty
zCurricula revision across programmes and courses
zEnhanced student engagement and inclusivity
zGrowth in research on Indian knowledge systems
zRecognition of institutions for global–Indian integration 209
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
ANNEXURE I
List of Participating Universities in the Survey
S NoUniversity NameState Institution Type
1 Aditya UniversityAndhra Pradesh State Private University
2 Andhra UniversityAndhra Pradesh State Public University
3
Audisankara College of Engineering and
Technology
Andhra Pradesh Autonomous
4
Gandhi Institute of Technology and
Management (GITAM)
Andhra Pradesh
Deemed to be University
(Private)
5 Sri Padmavati Mahila Visvavidyalayam Andhra Pradesh State Public University
6 Furkating CollegeAssamAutonomous
7
Kumar Bhaskar Varma Sanskrit and Ancient
Studies University
Assam State Public University
8 Nowgong College AssamAutonomous
9 Tezpur UniversityAssam Central University
10
Dr. Rajendra Prasad Central Agricultural
University
Bihar State Public University
11 Nalanda UniversityBihar
Institute of National
Importance
12 Indian Institute of Management Raipur Chhattisgarh
Institute of National
Importance
13 Pandit Sundarlal Sharma (Open) University Chhattisgarh State Public University
14 Central Sanskrit UniversityDelhi Central University
15 Indian Institute of Technology DelhiDelhi
Institute of National
Importance
16 Jamia HamdardDelhi
Deemed to be University
(Public)
17 Jamia Millia IslamiaDelhi Central University
18 Jawaharlal Nehru UniversityDelhi Central University
19
Shri Lal Bahadur Shastri National Sanskrit
University
Delhi Central University
20 Ahmedabad UniversityGujarat State Private University
21
Dhirubhai Ambani Institute of Information and
Communication Technology
Gujarat State Private University
22 GSFC UniversityGujarat State Private University
23 Marwadi UniversityGujarat State Private University
24 Sardar Patel UniversityGujarat State Public University
25 The Maharaja Sayajirao University of Baroda Gujarat State Public University
26 Bhagat Phool Singh Mahila Vishwidyalaya Haryana State Public University
27 Central University of HaryanaHaryana Central University 210Internationalisation of Higher Education in India
S NoUniversity NameState Institution Type
28
Chaudhary Charan Singh Haryana Agricultural
University
Haryana State Public University
29 Indira Gandhi University Haryana State Public University
30 Kurukshetra UniversityHaryana State Public University
31 O.P. Jindal Global UniversityHaryana
Deemed to be University
(Private)
32 Central University of Himachal Pradesh
Himachal
Pradesh
Central University
33 G.B. Pant Memorial Govt. College
Himachal
Pradesh
Autonomous
34 Indian Institute of Technology Mandi
Himachal
Pradesh
Institute of National
Importance
35 Central University of Kashmir
Jammu and
Kashmir
Central University
36 Model Institute of Engineering and Technology
Jammu and
Kashmir
Autonomous
37 Vinoba Bhave UniversityJharkhand State Public University
38 Alvas CollegeKarnataka Autonomous
39 Central University of KarnatakaKarnataka Central University
40 Christ UniversityKarnataka
Deemed to be University
(Private)
41 Indian Institute of Management Bangalore Karnataka
Institute of National
Importance
42 Karnataka State Open UniversityKarnataka State Public University
43
KLE Academy of Higher Education and
Research
Karnataka
Deemed to be University
(Private)
44 Kristu Jayanti CollegeKarnataka Autonomous
45 Manipal Academy of Higher Education Karnataka
Deemed to be University
(Private)
46 National Law School of India University Karnataka State Public University
47 NITTE UniversityKarnataka
Deemed to be University
(Private)
48 RV College of EngineeringKarnataka Autonomous
49 Sri Siddhartha Academy of Higher Education Karnataka
Deemed to be University
(Private)
50 St Joseph's UniversityKarnataka State Private University
51 University of MysoreKarnataka State Public University
52 Yenepoya UniversityKarnataka
Deemed to be University
(Private)
53 Central University of KeralaKerala Central University
54 Cochin University of Science And Technology Kerala State Public University 211
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
S NoUniversity NameState Institution Type
55
Indian Institute of Science Education and
Research Thiruvananthapuram
Kerala
Institute of National
Importance
56 Indian Institute of Technology Palakkad Kerala
Institute of National
Importance
57 National Institute of Technology Calicut Kerala
Institute of National
Importance
58 Rajagiri College of Social Sciences Kerala Autonomous
59 Sacred Heart College Kerala Autonomous
60 Saintgits College of Engineering Kerala Autonomous
61 Sree Sankaracharya University of Sanskrit Kerala State Public University
62 Vimala CollegeKerala Autonomous
63 Amity University Madhya Pradesh State Private University
64 Dr. Harisingh Gour Vishwavidyalaya Madhya Pradesh Central University
65
Indian Institute of Information Technology
Bhopal
Madhya Pradesh
Institute of National
Importance
66 Indian Institute of Management Indore Madhya Pradesh
Institute of National
Importance
67
Maulana Azad National Institute of Technology
Bhopal
Madhya Pradesh
Institute of National
Importance
68
Rajmata Vijayaraje Scindia Krishi
Vishwavidyalaya
Madhya Pradesh State Public University
69 RKDF UniversityMadhya Pradesh State Private University
70 AISSMS Institute of Information Technology Maharashtra Autonomous
71 G H Raisoni College of Engineering Maharashtra Autonomous
72 Homi Bhabha National InstituteMaharashtra
Deemed to be University
(Public)
73
Indian Institute of Information Technology
Nagpur
Maharashtra
Institute of National
Importance
74 Indian Institute of Management Mumbai Maharashtra
Institute of National
Importance
75 Indian Institute of Technology Bombay Maharashtra
Institute of National
Importance
76
Indsearch Institute of Management Studies
and Research
Maharashtra Autonomous
77
Kavayitri Bahinabai Chaudhari North
Maharashtra University
Maharashtra State Public University
78 MIT Arts Commerce and Science College Maharashtra Autonomous
79 MIT Academy of EngineeringMaharashtra Autonomous
80 Shivaji UniversityMaharashtra State Public University
81 SNDT Women's UniversityMaharashtra State Public University
82
St. Francis Institute of Management and
Research
Maharashtra Autonomous 212Internationalisation of Higher Education in India
S NoUniversity NameState Institution Type
83
Narsee Monjee Institute of Management
Studies
Maharashtra
Deemed to be University
(Private)
84 Symbiosis International University Maharashtra
Deemed to be University
(Private)
85
Thakur Institute of Management Studies,
Career Development and Research
Maharashtra Autonomous
86 Walchand Institute of TechnologyMaharashtra Autonomous
87
Yashwantrao Chavan Maharashtra Open
University
Maharashtra State Public University
88 Yeshwantrao Chavan College of Engineering Maharashtra Autonomous
89 University of Science and Technology Meghalaya State Private University
90 Mizoram UniversityMizoram Central University
91 Berhampur UniversityOdisha State Public University
92 Gandhi Engineering CollegeOdisha Autonomous
93
Indian Institute of Science Education and
Research
Odisha
Institute of National
Importance
94 National Law University OdishaOdisha State Public University
95 Prananath CollegeOdisha Autonomous
96 Science College Autonomous Hinjilicut Odisha Autonomous
97 Shailabala Women's Autonomous College Odisha Autonomous
98 Utkal UniversityOdisha State Public University
99 XIM UniversityOdisha State Private University
100 Amity UniversityPunjab State Private University
101 Central University of PunjabPunjab Central University
102
Indian Institute of Science Education and
Research Mohali
Punjab
Institute of National
Importance
103 Lovely Professional UniversityPunjab State Private University
104
Birla Institute of Technology and Sciences
Pilani
Rajasthan
Deemed to be University
(Private)
105 Central University of RajasthanRajasthan Central University
106 Govind Guru Tribal UniversityRajasthan State Public University
107 Jai Minesh Adivasi UniversityRajasthan State Private University
108 Jai Narain Vyas UniversityRajasthan State Public University
109 Maharaja Surajmal Brij UniversityRajasthan State Public University
110 Manipal University JaipurRajasthan State Private University
111 Raj Rishi Bhartrihari Matsya University Rajasthan State Public University
112 University of RajasthanRajasthan State Public University
113 National Institute of Technology Sikkim Sikkim
Institute of National
Importance
114 Sikkim Manipal UniversitySikkim State Private University 213
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
S NoUniversity NameState Institution Type
115 Alagappa UniversityTamil Nadu State Public University
116 Anna UniversityTamil Nadu State Public University
117 Ayya Nadar Janaki Ammal CollegeTamil Nadu Autonomous
118 Bharathiar UniversityTamil Nadu State Public University
119 Chettinad Academy of Research and Education Tamil Nadu
Deemed to be University
(Private)
120 Dr. M.G.R. Educational and Research InstituteTamil Nadu
Deemed to be University
(Private)
121 Indian Institute of Management TiruchirappalliTamil Nadu
Institute of National
Importance
122 Indian Institute of Technology Madras Tamil Nadu
Institute of National
Importance
123 Jamal Mohamed CollegeTamil Nadu Autonomous
124 K.S.R. College of EngineeringTamil Nadu Autonomous
125 Karpagam Academy of Higher Education Tamil Nadu
Deemed to be University
(Private)
126 Knowledge Institute of TechnologyTamil Nadu Autonomous
127 KPR Institute of Engineering and Technology Tamil Nadu Autonomous
128 M.O.P. Vaishnav College for WomenTamil Nadu Autonomous
129 Madras School of Social WorkTamil Nadu Autonomous
130 Manonmaniam Sundaranar UniversityTamil Nadu State Public University
131
National Institute of Technical Teachers
Training and Research
Tamil Nadu
Deemed to be University
(Public)
132 PSG College of Arts and ScienceTamil Nadu Autonomous
133 PSGR Krishnammal College for WomenTamil Nadu Autonomous
134
Sathyabama Institute of Science and
Technology
Tamil Nadu
Deemed to be University
(Private)
135 Sona CollegeTamil Nadu Autonomous
136
Sri Chandrasekharendra Saraswathi Viswa
Mahavidyalaya
Tamil Nadu
Deemed to be University
(Private)
137 SRM Institute of Science and Technology Tamil Nadu
Deemed to be University
(Private)
138 St Joseph's College TrichyTamil Nadu Autonomous
139 Tamil Nadu Open UniversityTamil Nadu State Public University
140 Thassim Beevi Abdul Kader College For Women Tamil Nadu Autonomous
141 The American CollegeTamil Nadu Autonomous
142 Thiagarajar College of EngineeringTamil Nadu Autonomous
143
Vel Tech Rangarajan Dr Sagunthala RandD
Institute of Science And Technology
Tamil Nadu
Deemed to be University
(Private)
144 Vellore Institute of TechnologyTamil Nadu
Deemed to be University
(Private) 214Internationalisation of Higher Education in India
S NoUniversity NameState Institution Type
145 Women's Christian CollegeTamil Nadu State Private University
146 Anwarul Uloom College Telangana Autonomous
147
Gokaraju Rangaraju Institute of Engineering
and Technology
Telangana Autonomous
148 University of HyderabadTelangana Central University
149
Acharya Narendra Deva University of
Agriculture and Technology
Uttar Pradesh State Public University
150 Banaras Hindu UniversityUttar Pradesh Central University
151 Bundelkhand UniversityUttar Pradesh State Public University
152 Galgotias UniversityUttar Pradesh State Private University
153 Gautam Buddha UniversityUttar Pradesh State Public University
154 KIET Group of InstitutionsUttar Pradesh Autonomous
155
National Institute of Pharmaceutical Education
and Research Raebareli
Uttar Pradesh
Institute of National
Importance
156 Sharda UniversityUttar Pradesh State Private University
157 Graphic Era UniversityUttarakhand
Deemed to be University
(Private)
158 Indian Institute of Technology Roorkee Uttarakhand
Institute of National
Importance
159
Indian Institute of Science Education and
Research Kolkata
West Bengal
Institute of National
Importance
160 Ramakrishna Mission Residential College West Bengal Autonomous 215
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
ANNEXURE II
List of Key Informant Interviews
S NoNameDesignationOrganisation Country
1 Nigel de Silva Director - Global Partnerships Curtin University Australia
2 Ian Martin Vice ChancellorDeakin University Australia
3 Dr. Jana FreihöferDirector International
Technische Universität
Darmstadt
Germany
4 Dr Rao Vice ChancellorBITS Pilani India
5
Ms. Leena Arora
Kukreja
Regional Managing Director Coventry University India
6 Dr. Dipesh Shah Executive DirectorIFSCA, GIFT City India
7
Mr. Akshat
Ganeriwala
ManagerIFSCA, GIFT City India
8 Mr Alok Kumar National Officer
International Organization
for Migration in India
India
9 Ms. Meena SaxenaDirector
Narsee Monjee Institute of
Management Studies
India
10 Prof. Tom Curran
Vice Principal for
Internationalisation
University College Dublin
(UCD)
Ireland
11
Prof. Michal Bar-
Asher Siegel
VP BGU International
Ben-Gurion University of
the Negev
Israel
12 Yuji Nishikawa Advisor
Japan Science and
Technology Agency (JST)
Japan
13
Prof. Takeaki
Sakurai
Executive Officer/Regional
Director (North America &
India)
University of Tsukuba Japan
14
Prof. Asia
Khamzina
Deputy Vice-President for
International Affairs
Korea University Korea
15 Prof. Léon LaulusaExecutive President and Dean ESCP Business School France
16 Rahul Singh
Assistant Director, Global
Marketing and Strategy
Nanyang Technological
University Singapore
Singapore
17 Robert Kotze Senior Director
Stellenbosch University
International
South Africa
18
Prof. Saioa Herrero
Villalibre
Vice Dean of International
Relations
Bilbao School of
Engineering
Spain
19
Prof. Rajeev
Thottappillil
Professor Emeritus/ Project
Manager / International
Advisor
KTH Royal Institute of
Technology
Sweden
20 Kurtis Lockhart Executive Director
African School of
Economics
Tanzania
21
Prof. Oybek
Allamov
Deputy Director for Scientific
Affairs and Innovations
Tashkent University of
Information Technologies
Tashkent 216Internationalisation of Higher Education in India
S NoNameDesignationOrganisation Country
22
Ms.Nafisa
Erimmetova
Head of International
Cooperation Department
Tashkent University of
Information Technologies
Tashkent
23 Dr. Luc Verburgh
Advisor, Office of President &
CEO
Higher Colleges of
Technology
UAE
24 Michael HoulgateDeputy DirectorBritish Council UK
25
Prof. John Latham
CBE
Vice Chancellor and CEO Coventry University UK
26 Prof. Richard Wells
Deputy Vice Chancellor
(International)
Coventry University UK
27 Ms. Sonu Hemani Senior Partnerships Officer King’s College London UK
28
Prof. Sabu S.
Padmadas
Founding Executive Director,
India Centre for Inclusive
Growth & Sustainable
Development
University of Southampton UK
29 Rohit Kumar
Director - International
Recruitment, Partnerships
and Mobility (IRPM), External
Relation
University of York UK
30 Jeremy Histon Senior ConsultantEdifiedUK
31
Robin Matross
Helms
Vice President for Member-
ship and Educational Services
Association of Community
College Trustees
USA
32 Audrey DuHaime
Associate Vice President of
Global Initiatives and Strategy
The University of Chicago USA
33 Ms. Becky George
Assistant Vice Provost &
Senior International Officer,
Division of Global Engagement
University of California
Santa Cruz
USA
34 Bang Pham Country DirectorAcumenVietnam 217
ANNEXURE III
List of Participants in the National Workshop held on 29.03.2025
Inaugural Session and Special Presentations
Sr No. Speaker Designation Institution
1 Dr. Vinod Kumar PaulMember (Education)NITI Aayog
2 Dr. Sonia PantProgramme Director (Education) NITI Aayog
3 Dr. Shashank Shah
Director and Senior Specialist
(Higher Education)
NITI Aayog
4 Ms. Oshin DharapConsultant (Higher Education) NITI Aayog
5 Prof. Kamakoti VeezhinathanDirectorIIT Madras
6 Prof. Raghunathan Rengaswamy Dean (Global Engagement) IIT Madras
7 Prof. Preeti AghalayamDirector
IIT Madras - Zanzibar
Campus
8 Dr. (Mrs.) Pankaj MittalSecretary General
Association of Indian
Universities
9 Dr. Kuldeep DagarJoint Secretary
Association of Indian
Universities
10 Mr. Adrian MuttonFounder & Executive Chairman Acumen
11 Dr. Bhawna KumarHead (Transnational Education) Acumen
List of Speakers
Sr No. SpeakerDesignationInstitute
1 Ms Aarushi Jain
Partner (Head – Media,
Education & Gaming)
Cyril Amarchand
Mangaldas
2 Dr Aghila G. Director NIT Trichy
3 Ms Amrita Sadarangani
Senior Director & Head –
Global Research Alliances
Ashoka University
4 Dr Ankit Agarwal
Assistant Professor Department
Of Hydrology
IIT Roorkee
5 Dr Archana Thakur Joint Secretary
University Grants
Commission
6 Dr Ashok Daryani
Director - International
Relations
Sharda University
7 Dr B J Rao Vice Chancellor University Of Hyderabad
8 Mr Balakrisna B Head - Marketing IIM Bangalore
9 Dr Basab Choudury Associate Director - South Asia Deakin University
10 Prof Baskaran R
Director, Centre For
International Relation
Anna University
11 Ms Carey Arun Principal Commercial Officer US Embassy
12 Dr Chandrasekar
Executive Director (Corporate
Planning)
Edcil 218Internationalisation of Higher Education in India
Sr No. SpeakerDesignationInstitute
13 Mr Daniel Baxter Associate Dean International
Glasgow Caledonian
University
14 Dr Erik Lithander
Deputy Vice-Chancellor
(Strategic Engagement)
University of Auckland
15 Mr Etienne Rolland Piegue Consul General
Consul General of France
In Puducherry and
Chennai
16 Mr Jay Poria
Head, International Relations &
Partnerships, STEMM
Australian National
University
17 Prof Joby Joseph Provost IIT Delhi - Abu Dhabi
18 Dr Kiran Trivedi Associate Professor
University of Wollongong,
GIFT City Campus
19 Ms Louise Kinnaird Executive Director
Asia-Pacific Association
for International
Education (APAIE)
20 Ms Lucinda Malgas Manager
Asia-Pacific Association
for International
Education (APAIE)
21 Dr Mohit Dubey Vice Chancellor MIT ADT University Pune
22 Ms Pushpanathan Janaka Director South India British Council
23 Dr Roger Brindley
Former Vice Provost For Global
Programmes
Penn State University
24 Mr Sagar Bahadur
Executive Director - South &
South East Asia
Acumen - Sannam S4
25 Mr Siddharth Shahani Executive Vice President Atlast Skilltech University
26 Prof Sudarshan Kumar Dean (International Relations) IIT Bombay
27 Mr Tomas O’brien Senior Advisor
Australian Trade And
Investment Commission
28 Prof T. Kishen Kumar Reddy Vice Chancellor
Jawaharlal Nehru
Technological University
29 Dr Vaidhyasubramaniyam S Vice Chancellor SASTRA University
30 Dr Vijayakumar Chandrasekaran Vice-Chancellor I/C VIT Mauritius 219
ANNEXURE IV
List of India’s Memorandums of Understanding (MoUs)/ Educational Exchange Programmes (EEPs)
signed with other countries
1. Afghanistan
2. Armenia
3. Australia
4. Belarus
5. Botswana
6. Brazil
7. Burundi
8. Canada
9. Chile
10. China
11. Croatia
12. Czech Republic
13. Ecuador
14. Estonia
15. Ethiopia
16. France
17. Germany
18. Guyana
19. Hungary
20. Indonesia
21. Israel
22. Japan
23. Kuwait
24. Malaysia
25. Mauritius
26. Mexico
27. Mongolia
28. Morocco
29. Mozambique
30. Myanmar
31. New Zealand
32. Norway
33. Oman
34. Peru
35. Portugal
36. Qatar
37. Republic of Korea
38. Russia
39. Rwanda
40. Saudi Arabia
41. South Africa
42. Sri Lanka
43. Syria
44. Tajikistan
45. Tanzania
46. Thailand
47. Trinidad & Tobago
48. Turkmenistan
49. United Arab Emirates
50. United Kingdom
51. United States of America
52. Uzbekistan
53. Vietnam
54. Yemen
Source: Ministry of Education 220Internationalisation of Higher Education in India
ANNEXURE V
Survey Instrument for Internationalisation of Higher Education in India:
Prospect, Potential & Policy Recommendation
Introduction
The survey is being carried out to get insights on internationalisation of Indian Higher Education
for policy development. The project is being executed by IIT Madras, Association of Indian
Universities (AIU) and Acumen under the aegis of NITI Aayog.
Objective
The objective of this survey is to assess the status of internationalisation on the following
aspects of Indian Higher Education and develop a policy roadmap to make Indian education
competitive and India a global study destination, as envisioned in the National Education Policy
(NEP) 2020:
zInternational collaboration practices (research practices, publications, faculty/student
exchange) currently followed in India.
zOutcome of internationalisation initiatives (employability, program success).
zChallenges and opportunities faced by universities regarding internationalisation.
Instructions
1. This survey seeks responses from universities on various aspects of internationalisation.
2. The survey is meant to be filled by the Director/Dean of International Relations (In-charge)
or equivalent representative of Indian universities. (We advise you to consult with your
colleagues to gather the necessary information before filing the questionnaire.)
3. Universities that have affiliated colleges may fill up the data related to university campuses,
excluding the affiliated colleges.
4. We request data primarily from the current (2023–24) academic year. However, data from the
last three years is also sought for certain questions.
5. You may select the response(s) that best answer(s) the question with respect to your
institution.
6. Please try and answer all questions. In case you do not know or cannot answer a question
for any reason, please leave the question blank or select 'Not Applicable' as the option.
7. All questions that are marked with * must be answered.
8. The questionnaire contains the following sections:
zSection A: University’s general information
zSection B: Current status of internationalisation and international collaboration practices
zSection C: Outcome of internationalisation initiatives
zSection D: Challenges and opportunities faced by Indian universities
Disclaimer
The data collected in this survey will be kept confidential, and no individual institutional data
will be used in any other report, web page, or presentation. The information gathered through
this survey will be used solely for the Internationalisation of Higher Education: Policy Roadmap
for India report by NITI Aayog. 221
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
Contact Information
zKuldeep Dagar, Joint Secretary, AIU: Email Id: ds_ev@aiu.ac.in
zSivaguru Nathan: Email Id: sivaguru@ge.iitm.ac.in
A) UNIVERSITY GENERAL INFORMATION
FieldInput
University Name *(Text Input)
Place *(Text Input)
State *(Text Input)
Year of Establishment *(Year Input)
Contact Person
(Provide the contact details of the Director/Dean of International Relations (In-charge) or
equivalent representative of your university/institution).
FieldInput
Name * (First Name / Last Name)(Text Input)
Designation *(Text Input)
Email *(Text Input)
Phone Number (+91)(Text Input)
Institution Type * (Select Option)
Institution's Ranking and Accreditation. * (Select Option: Applicable / Not applicable)
Please provide the following data for students and faculty during the academic year 2023-24? *
Category Institution/UniversityUniversity affiliated colleges (if applicable)
Total number of students* (Number Input)(Number Input)
Students (Male) *(Number Input)(Number Input)
Students (Female) * (Number Input)(Number Input)
Total number of faculty * (Number Input)(Number Input)
Faculty (Male) *(Number Input)(Number Input)
Faculty (Female) * (Number Input)(Number Input)
B) CURRENT STATUS OF INTERNATIONALISATION
1. Does your institution have internationalisation as part of an academic strategy plan? *
zYes
zNo
2. Does your university have an office dedicated to international relations/internationalisation?*
zYes
zNo
3. Does your institute have incoming international student mobility? *
zYes
zNo 222Internationalisation of Higher Education in India
4. Does your institute have incoming international students enrolled under online mode? *
zYes
zNo
5. Does your institution have any of the following in place? (Select all that apply) *
5.1. International academic research collaborations
5.2. Academic degree programs in collaboration with international HEIs
5.3. Student exchange programs
5.4. Faculty exchange programs with international HEIs
5.5. Not applicable
6. Please give total number of formal agreements/MOUs with foreign universities/HEIs during
the last three academic years for each of the following. (Select all that apply) *
6.1. Academic research collaborations
6.2. Joint degree programs
6.3. Dual degree programs
6.4. Study abroad programs
6.5. Student exchange programs
6.6. Faculty exchange programs
6.7. Not applicable
7. In which of the following disciplines do you have active international research collaborations?
(Select all that apply)
zScience & Technology (including Engineering)
zSocial Sciences & Humanities
zManagement Studies
zMedical & Health Sciences
zNot applicable
zOthers
Facilities and Support for International Students
8. Pre-Arrival
8.1. Does your institution offer pre-arrival support services for international students, such
as visa application assistance or airport pick-up arrangements? (Select Option: Yes / No)
8.2. Does your institution have dedicated staff to assist with immigration procedures and
visa applications? (Select Option: Yes / No)
9. Accommodation and Food
9.1. Does your institution offer on-campus housing for international students? (Select
Option: Yes / No)
9.2. Does your institution facilitate international students to find accommodation outside
the campus? (Select Option: Yes / No)
9.3. Does your institution provide food options for international students? (Select Option:
Yes / No)
10. Orientation and Language Support
10.1. Does your institution offer an orientation program specifically for international 223
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
students? (Select Option: Yes / No)
10.2. Does your institution offer English language support for international students whose
first language is not English? (Select Option: Yes / No)
11. Social and Cultural Integration
11.1. Student club for international students? (Select Option: Yes / No)
11.2. Cultural events for international students? (Select Option: Yes / No)
11.3. Opportunities to connect international and domestic students (buddy programs etc.)?
(Select Option: Yes / No)
12. Academic Support
12.1. Academic advisors/mentors for international students? * (Select Option: Yes / No)
12.2. Specific program of study designed for international students? * (Select Option: Yes / No)
12.3. Workshops/seminars to help international students adjust to the Indian education
system? * (Select Option: Yes / No)
12.4. Disability support for international students with disabilities/special needs?* (Select
Option: Yes / No)
13. Financial/Funding Support
13.1. Scholarships or financial aid specifically for international students?* (Select Option:
Yes / No)
13.2. Extent of overlap between institute’s international admission process and application
processes of bodies like ICCR, SII etc. *
Not at all
Moderately
Significantly
Very Significantly
13.3. Impact of scholarship availability on international student enrolment.*
Not at all
Moderately
Significantly
Very Significantly
13.4. Does your institute provide funding for faculty/student to attend international
conferences? * (Select Option: Yes / No)
13.5. What expenses are covered? (Select all that apply)*
Registration fees
Travel costs (airfare, local transportation)
Accommodation
Daily allowances/per diem
Visa fees
Not applicable
Others
13.6. Sources of funding? (Select all that apply)*
Institutional budget
Government grants
Research project funds 224Internationalisation of Higher Education in India
Industry sponsorships
External funding agencies
Personal funds
Not applicable
Others
13.7. Criteria for approving funding requests? (Select all that apply)*
Relevance to faculty’s research
Importance of the conference
Faculty’s previous participation in conferences
Expected outcomes (publications, networking)
Availability of funds
Not applicable
Others
Other Facilities
14. Whether your institution has a specific annual budget for internationalisation?*
zYes
zNo
15. Whether your institution does any kind of marketing and publicity for programs at an
international level?*
zYes
zNo
16. Does your institution have professional consultant(s) for recruiting international students? *
zYes
zNo
17. Does your institution have single window admission system for international students? *
zYes
zNo
Internationalisation of Curriculum
18. Are there any specific programs or courses that have been developed with an international
focus?*
zYes
zNo
19. How are international perspectives integrated into the curriculum? (Check all that apply)
zIntegrated in the learning outcome of various courses/programs
zInternational case studies
zCollaborative projects with international institutions
zGuest lectures from international experts
zStudy abroad programs
zOthers 225
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
20. Are there professional development opportunities for faculty to learn about
internationalisation?
zYes
zNo
21. Please describe any specific initiatives aimed at supporting faculty in internationalising their
curriculum.
S. No.InitiativesType
1.
2.
3.
4.
Offshore Campuses
22. Does your institution have an already established campus or have plans of establishing an
offshore campus(es)? *
zYes
zNo
zOther (Please specify)
International Conferences
23. In the past three years, how many international conferences or workshops have been
organized by your institution (either independently or in collaboration with international
partners)? *
z1 to 3
z3 to 5
z6 to 10
zMore than 10
24. Please specify the number of conferences conducted under each of the following categories.
(If you have not conducted conferences or workshops in any category, please mention zero
and move on.)
24.1. How many international conferences were conducted over the last three years by the
institute/university? * (Number Input)
24.2. How many international conferences were attended by faculty/researcher scholars
funded by the institute/university in the last three years? * (Number Input)
25. What criteria or guidelines does your institute follow to classify a conference as an
“international conference”? 226Internationalisation of Higher Education in India
26. What are the expected outcomes from the international conferences/workshops organized
by your institute? (Please select all that apply) *
zEnhancing institute visibility
zGenerating joint publications
zShowcasing achievements and highlights
zFacilitating faculty or student mobility
zInitiating joint research projects
zNetworking opportunities
zMarketing or promotional initiatives
zEstablishing joint research ventures
zCurriculum development
zEnhancing institute rankings
zKnowledge transfer / Sharing of information
zProviding specific policy recommendations
zPromoting cultural exchange
zOthers
27. What are the sources of sponsorship for international conferences at your institute? (Please
select all that apply)*
zInstitutional funding allocation
zIndustry funding
zGovernment funding agencies
zResearch agencies
zResearch projects
zExternal funding agencies
zOthers
zNot applicable
28. What types of international workshops have been organized by your institute? (Please select
all that apply)*
zAcademic workshops
zTraining and skill development
zPanel discussions
zPoster presentations
zOthers
zNot applicable
29. What are the expected outcomes from faculty attending international conferences? (Please
select all that apply)*
zEnhanced research collaborations
zJoint publications
zNetworking opportunities
zIncreased visibility for the institute
zProfessional development 227
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
zKnowledge transfer
zOthers
zNot applicable
30. How does your institute measure the impact of faculty participation in international
conferences?
31. How many faculties on an average attend international conferences in a year? *
Year Number of faculty*
2021–22 * (Number Input)
2022–23 * (Number Input)
2023–24 * (Number Input)
C) OUTCOME OF INTERNATIONALISATION INITIATIVES
The construct of "Internationalisation Outcomes" in the context of higher education refers to the
measurable impacts and benefits derived from the internationalisation initiatives undertaken
by a university. These outcomes encompass various dimensions, including research, academic
programs, student and faculty development, institutional reputation, and financial resources.
Dimensions and Indicators of Internationalisation Outcomes
1. Research Productivity and Quality
2. Graduate Employability
3. Program Success and Development
4. Institutional Reputation and Global Standing
5. Faculty Development
6. Economic benefits
1. What were the primary objectives of the partnership? (Select all that apply) *
zCollaborative research
zJoint publications
zJoint academic degrees (joint, dual degrees, articulation arrangements etc)
zStudent/Faculty exchange
zCurriculum development
zFunding opportunities
zTechnology transfer
zTwinning programs
zCurriculum exchange
zOthers 228Internationalisation of Higher Education in India
2. To what extent have the objectives been met? *
zNot at all
zTo a small extent
zTo a moderate extent
zTo a great extent
3. What has been the impact of internationalisation on programs and the university's
development? (Please select one) *
zCollaborative academic programs (e.g., Joint, dual degrees, exchange programs) have
been successful and effective.
zThe number of students participating in exchange programs has increased.
zThere has been an increase in faculty members participating in exchange programs.
zPlacements have increased in numbers and packages
zInternational placements are gaining prominence in institutions
Rate the following statements on a scale of 1 (strongly disagree) to 5 (strongly agree)
zScale: 1. Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly agree
4. Please rate the following statements with respect to internationalisation in your university.
4.1. Internationalisation of our education programs has enhanced our global competitiveness
(Select Option)
4.2. Our university's global and national ranking is achieved due to Internationalisation of
our education programs (Select Option)
4.3. Internationalisation of our education programs has resulted in attracting high-quality
international faculty and researchers for our university. (Select Option)
4.4. Internationalisation has enhanced the academic reputation and prestige of our
university. (Select Option)
4.5. Internationalisation of education programs has resulted in providing students with a
global perspective and cross-cultural competence (Select Option)
4.6. Internationalisation has enhanced the cultural diversity of our student body (Select
Option)
4.7. Internationalisation has resulted in attracting international students for our university
(Select Option)
4.8. Our university has successfully diversified its funding sources through internationalisation.
(Select Option)
4.9. International partnerships have secured financial benefits and grants for our university
(Select Option)
4.10. University can charge a premium fee due to internationalisation of its education
programs. (Select Option)
4.11. The overall student experience has been enhanced by the international opportunities
provided (Select Option)
Rate the impact of internationalisation on the following aspects.
5. Impact of internationalisation on research
5.1. Our institution has seen an increase in the number of joint publications with
international partners. (Select Option)
5.2. Collaborative research projects have expanded in scope and count at our institution.
(Select Option) 229
5.3. The quality of our research has improved due to international collaborations (Select
Option)
5.4. Research output from our institution has received more citations and peer reviews due
to international collaborations. (Select Option)
5.5. The weighted field citation index has increased (Select Option)
6. Impact of internationalisation on graduate employability
6.1. Graduates from our institution have better employability rates due to international
experience (who have travelled to foreign campuses) (Select Option)
6.2. Our graduates are more successful in securing roles that value international perspectives.
The internationalisation of our curriculum enhances the employability of graduates in
the Indian labour market (Select Option)
6.3. International students develop social capital and cultural competence that helps them
adapt to the employment market (Select Option)
6.4. The presence of international students in classroom has enhanced the quality of
teaching/learning (Select Option)
7. Rate the impact internationalisation on faculty development
7.1. Faculty development has improved through international collaborations (Select Option)
7.2. Participation in international collaborations has enhanced faculty skills and knowledge
(Select Option)
7.3. International experiences have enriched our faculty's teaching and research capabilities.
(Select Option)
8. Rate economic benefits derived from internationalisation
8.1. Our institution has accessed more research grants due to international collaborations
(Select Option)
8.2. The institution has increased revenue from fees paid by international students (Select
Option)
8.3. International collaborations have led to more efficient use of resources and time (Select
Option)
8.4. Increase in philanthropic funding, consultancy and Industry connect (Select Option)
9. Rate the impact of internationalisation on operational and administrative costs
9.1. Maintaining international partnerships incurs significant operational and administrative
costs (Select Option)
9.2. Providing services for international students and faculty adds additional costs (Select
Option)
9.3. Training staff to manage international collaboration programs is resource-intensive
(Select Option)
10. Rate the challenges and concerns pertaining to internationalisation at your university/
institution
10.1. Our institution has experienced a loss of autonomy due to partnership power imbalances
(Select Option)
10.2. Securing stakeholder support for international partnerships is challenging (Select
Option)
10.3. Negotiating differences between institutional cultures, policies, and practices requires
significant effort (Select Option) 230Internationalisation of Higher Education in India
10.4. Students studying in a foreign language face language challenge which affects academic
results (Select Option)
10.5. There are issues with recognition and transfer of credits earned abroad (Select Option)
10.6. Emotional costs and stress affect students studying abroad (Select Option)
11. How has partnerships influenced the following aspects of course delivery?
11.1. Use of innovative teaching methods (Select Option)
11.2. Inclusion of practical and industry-relevant content (Select Option)
11.3. Interdisciplinary approaches (Select Option)
11.4. Student engagement and participation (Select Option)
12. Our students have gained a global perspective and cross-cultural competence through
internationalisation. * (Select Option)
13. What are the other outcomes of internationalisation at your institute/university that are not
captured above [200 words] *
14. How can the outcome of internationalisation be enhanced further? *
15. What are the expected outcomes of your university/institute's journey towards
internationalisation in the next five years? *
D) CHALLENGES AND OPPORTUNITIES FACED BY INDIAN UNIVERSITIES
1. What are the main challenges your institute/university faces to attract international students?
1.1. Perception about the quality of education in our university (Select Option)
1.2. Absence of strategic planning for internationalisation at the university (Select Option)
1.3. The cost of tuition and living expenses prohibit many international students in joining
our university. (Select Option) 231
1.4. Insufficient availability of scholarships and financial aid for international students is
a significant barrier. (Select Option)
1.5. Issues related to the recognition of qualifications and degrees obtained from the foreign
country discourages students from enrolling. (Select Option)
1.6. My university does not have a strong international reputation or ranking to attract
students from abroad. (Select Option)
1.7. Concerns about cultural adaptation and integration deter students from applying to
my university. (Select Option)
1.8. Lack of support services for international students, such as orientation programs,
language support, and housing assistance (Select Option)
1.9. My university does not offer a wide range of programs or courses (Select Option)
1.10. Availability of international hostels, food facilities and dedicated international cell
(Select Option)
2. What are the deterrents faced at a national level to attract international students in India?
(Please select all that apply) *
zPost program employment opportunities
zSafety and security of international students in India
zWeather conditions in India
zLack of global recognition of Indian qualifications
zInception about low quality of indian education system
zCultural difference and adjustment challenging
zStrict visa requirements and immigration policies are deterring international students
from applying to our university
zPerceptions of political instability, crime, or lack of personal safety are significant
deterrents for international students to join my university.
zRigid admission criteria and difficulties in transferring credits from other institutions
zLack of effective marketing and outreach efforts and low awareness of the university's
programs and opportunities
zIntense competition from other universities
zThe availability of food choices deters international students in joining my universities
zRigidity of admission system in our university
zAvailability of information at a single point with single window grievance redressal system
3. What are the top barriers that hinder the advancement of internationalisation at your
institution? [Please rank them from 1 to 5, with 1 being the most significant to 5 being
least significant]
3.1. Internationalisation is not a priority area for my university (Select Option)
3.2. Weak institutional leadership or vision and involvement in Internationalisation (Select
Option)
3.3. Administrative or bureaucratic hurdles (e.g., credit transfer issues, mismatched academic
calendars) (Select Option)
3.4. Lack of exposure to Faculty on international opportunities (Select Option)
3.5. Lack of modern facilities and Hostel infrastructure in my university is less appealing
for international students to join my university. (Select Option)
3.6. Insufficient financial resources allocated for Internationalisation (Select Option) 232Internationalisation of Higher Education in India
3.7. International involvement is not considered in promotion of faculty (Select Option)
3.8. Lack of foreign language proficiency (Select Option)
3.9. Inadequate or poorly funded offices/structures dedicated to Internationalisation (Select
Option)
3.10. Low faculty involvement or interest (Select Option)
3.11. Limited faculty capacity or expertise (Select Option)
3.12. The far-flung location of my universities or distance from the city is a significant factor
(Select Option)
3.13. Low student interest or participation (Select Option)
3.14. Rigid or inflexible curriculum that limits participation in international programs,
including student mobility (Select Option)
3.15. Others (please specify): (Open Text Box)
4. What are the most important external obstacles to advancing internationalisation at your
institution? (Please rank them from 1 to 5, where $1=$ most relevant to your university/
institution to $5=$ least relevant)
4.1. Internationalisation of higher education is not a state policy priority (Select Option)
4.2. Lack of interest in our institution by potential partner institutions (Select Option)
4.3. Over regulated education system with no flexibility in designing new courses/programs,
implementing assessment system, etc. (Select Option)
4.4. Regulatory hurdles and obstacles in employing foreign faculty (Select Option)
4.5. Difficulties of recognition and equivalences of qualifications, study programs and course
credits (Select Option)
4.6. Bureaucratic hurdles in staring our university program outside India through International
Branch Campus, Joint/Dual degree, Franchise and Validation Arrangements (Select
Option)
4.7. Language barrier (Select Option)
4.8. Limited funding to support internationalisation efforts/to promote our higher education
programmes internationally (Select Option)
4.9. Indian qualifications are not treated at par with other foreign qualifications (Select
Option)
4.10. Lack of funding/financial support for creating international quality infrastructure at our
university (Select Option)
4.11. Establish connections with foreign universities (Select Option)
4.12. Other (please specify): (Open Text Box)
5. What are the challenges faced by your universities in the internationalisation of the
curriculum? (Please rank them, where $1=$ most relevant to your university/institution to
$5=$ least relevant)
5.1. The existing curricula is too rigid to accommodate international perspectives and
content (Select Option)
5.2. The faculty does not have necessary skills, training and support to develop and deliver
internationalised content (Select Option)
5.3. Limited financial and material resources to develop, implement, and sustain
internationalised curricula (Select Option)
5.4. Ensuring that internationalised curricula are engaging and relevant to both local and 233
international students (Select Option)
5.5. Utilizing technology to deliver internationalised content, especially in regions with
limited access to technological resources (Select Option)
5.6. Local and national policies and regulations (Select Option)
5.7. Limited access to international institutions to co-develop and share curricula (Select
Option)
5.8. Not relevant to the current job market requirement (Select Option)
5.9. Bureaucracy within the universities like BoS, AC, EC (Select Option)
6. What are the three most significant potential risks of internationalisation for your institution?
(Please rank top three, where $1=$ most important)
6.1. Unequal sharing of benefits of internationalisation amongst partners (Select Option)
6.2. Brain drain of students to partnering foreign institutions (Select Option)
6.3. Excessive competition with other higher education institutions (Select Option)
6.4. Homogenization of curriculum (Select Option)
6.5. International opportunities accessible only to students with financial Resources (Select
Option)
6.6. Over-emphasis on internationalisation at the expense of other priorities of importance
for students (Select Option)
6.7. Overuse of English as a medium of instruction (Select Option)
6.8. Pursuit of international partnerships/policies only for reasons of prestige and financial
resources (Select Option)
6.9. Reputational risk derived from our institution's activity in transnational education (TNE)
(Select Option)
6.10. Too much focus on recruitment of fee-paying international students over quality
students (Select Option)
6.11. Commodification and commercialization of education (Select Option)
6.12. Loss of cultural identity due to internationalisation (Select Option)
6.13. Others (please specify): (Open Text Box)
Opportunities Available to Indian Universities for Internationalisation
7. What are the primary goals of your institution’s internationalisation strategy over the next
3-5 years? (Select all that apply) *
zIncrease the number of international students
zDevelop new international partnerships
zEnhance faculty exchange programs
zImprove curriculum to include global perspectives
zIncrease funding and scholarships for international students
zExpand globally through offshore campus
zExpand globally through TNE arrangements
zOthers
8. What are the five primary countries your institution collaborates with for student and faculty
exchange, academic research partnerships, etc? *
(Table/List for 5 Country Selections) 234Internationalisation of Higher Education in India
9. Which regions does your institution target for international collaborations? (Select all that
apply)*
zNorth America
zEurope
zAsia-Pacific
zLatin America
zMiddle East and Africa
zExpand globally through offshore campus
zOthers
10. What new programs or initiatives are being considered to attract international students?
(Select all that apply) *
zJoint degree/articulation programs
zOnline courses or hybrid programs
zShort-term study abroad programs
zSummer schools or workshops
zOthers
11. How does your institution plan to improve its global visibility and reputation? (Select all
that apply) *
zIncreased marketing and outreach
zParticipation in international education fairs
zStrengthening alumni networks abroad
zPublishing research in international journals
zHosting international conferences and events
zParticipating in the global ranking
zOther
12. What additional resources or support would be beneficial for your institution’s
internationalisation efforts? *
13. Are there any innovative approaches or best practices in internationalisation that your
institution is considering or has implemented? (Please provide details.) * 235
Policy Recommendations with Implementation Roadmap, Action Pathways and Performance Success Indicators
14. Can you describe any specific difficulties your institution faces towards internationalising
academic programs, forging research partnerships or attracting international students? *
15. In what ways do financial constraints affect your university's ability to support
internationalisation initiatives? *
16. What strategies have you implemented to overcome the lack of interest from potential
international partners? *
17. What strategies have you implemented to attract international students? *
18. What support services do you believe are lacking for international students and faculty? *
19. In what ways can government policies and support facilitate your institution’s
internationalisation efforts? * 236Internationalisation of Higher Education in India
20. How do you see the future of internationalisation at your university over the next five years. *
21. What opportunities do you see for the Indian Higher Education that could be achieved
through internationalisation? *
22. Do you have any suggestions for public policy changes or initiatives that could support the
internationalisation of higher education in India? * National Workshop on ' Internationalisation of Higher Education in India' organised by NITI Aayog in collaboration with its knowledge
partners IIT Madras, Association of Indian Universities, and Acumen at the IIT Madras Campus, Chennai, on March 29, 2025. 238Internationalisation of Higher Education in India