Several UK universities are exploring the establishment of campuses in India. Indeed, some are very advanced in their planning. As these plans materialise, India could soon host one of the largest clusters of UK foreign branch campuses anywhere in the world.
Having seen similar developments unfold in Malaysia over the past two decades, this raises an interesting question: should these institutions operate entirely independently, or might there be advantages in cooperating in certain areas?
A lesson from Malaysia
Foreign branch campuses are not a new phenomenon. Over the past two decades, universities from the United Kingdom have established campuses in a number of countries, including Malaysia and China. These campuses are usually developed as individual institutional entities. Each university builds its own partnerships, develops its own academic programmes and establishes its own governance arrangements in the host country. From the outside, these ventures appear to be largely independent.
However, experience suggests that when several universities from the same country operate in the same jurisdiction, a different dynamic can begin to emerge. In Malaysia, for example, a group of UK universities eventually developed an informal collaboration that became known as the UK5. The institutions were always competitors. They recruited students from similar markets, developed overlapping programmes and sought to strengthen their own institutional brands within the country.
At the same time, they also recognised that they shared a number of common interests and challenges. Operating in a new regulatory environment requires dialogue with ministries, engagement with regulatory agencies and ongoing interaction with diplomatic representatives. Over time, the universities discovered that sharing information and occasionally coordinating their engagement with external stakeholders could be beneficial. The collaboration therefore provided a forum through which institutions could exchange insights, discuss regulatory developments and engage constructively with government agencies and the British High Commission.
Importantly, this cooperation did not remove competition between institutions. Each campus continued to pursue its own strategic objectives. What it did create, however, was a mechanism for collaboration in areas where institutional interests aligned. In practice, this proved useful in navigating a complex regulatory environment and in strengthening relationships with stakeholders across the sector.
It is also worth noting that this collaboration emerged gradually. The first UK branch campus in Malaysia opened in 2000, but the network only took shape many years later as additional institutions established their presence and the benefits of coordination became more apparent.
India may have a unique opportunity
India’s recent regulatory reforms have created the possibility for international universities to establish campuses within the country. As a result, several UK institutions are now exploring plans to develop a presence there. If these projects move forward, India could soon host a significant cluster of UK foreign branch campuses.
This situation may differ in an important way from earlier waves of transnational education expansion. In Malaysia, the branch campuses arrived gradually over a long period of time. In India, by contrast, several institutions may enter the market within a relatively short timeframe. That creates a unique opportunity in which multiple universities from the same country could begin operating in the same environment almost simultaneously.
UK entrants into India can think about collaboration much earlier than would otherwise be possible. Instead of waiting for networks to develop informally over many years, universities establishing campuses in India could consider creating a structured framework for dialogue and cooperation from the outset.
There are several areas in which this might prove useful. Universities entering a new regulatory system often face similar operational questions, including interpretation of policy frameworks, engagement with government agencies and the practical challenges of establishing governance and administrative systems. Regular dialogue between institutions could allow them to share insights, discuss regulatory developments and coordinate engagement with key stakeholders.
A collaborative network might also facilitate more structured interaction with ministries and regulators, as well as engagement with diplomatic representatives such as the British High Commission. In some circumstances, institutions might even explore limited shared resources in areas such as regulatory compliance or administrative support. The exact scope of such collaboration would naturally depend on the preferences of the universities involved, but the principle of early coordination could be valuable.
Competitors can still cooperate
Universities are inherently competitive organisations. They compete for students, partnerships, research funding and reputation. Foreign branch campuses are no exception. Institutions entering a new market will understandably wish to differentiate themselves and develop distinctive academic offerings.
However, competition does not necessarily preclude cooperation in areas where interests overlap. In emerging transnational education environments, universities often face similar challenges as they establish their operations and build relationships with local stakeholders. In such circumstances, structured dialogue between institutions can sometimes help create a more stable and coherent environment for everyone involved.
There is also a broader sectoral dimension to consider. When several universities from the same country establish campuses in a host nation, their collective presence inevitably shapes perceptions of that country’s higher education system. Constructive cooperation between institutions can therefore strengthen the credibility of the sector as a whole while still allowing individual universities to pursue their own strategic goals.
The experience of earlier branch campus ecosystems suggests that such collaboration does not undermine institutional autonomy. Rather, it provides a forum in which institutions can exchange experience, discuss common challenges and occasionally coordinate engagement with external stakeholders.
A moment to think ahead
India could soon become home to one of the most significant clusters of UK foreign branch campuses anywhere in the world. This development will bring many opportunities for students, institutions and the wider higher education sector. It will also introduce new complexities as universities navigate regulatory frameworks, establish governance systems and build their long-term presence in the country.
Looking back at experiences in places such as Malaysia, one lesson becomes clear. Collaboration between institutions often emerges only after several years of operating in the same environment, once common challenges become apparent and relationships between campuses develop organically.
India may present an opportunity to think about these questions earlier. With several universities potentially entering the market at roughly the same time, it may be possible to consider whether some form of structured dialogue or collaboration could be beneficial from the outset.
Universities entering India will undoubtedly compete. That is a natural and healthy feature of higher education systems. The more interesting question, however, is whether they might also find value in cooperating where their interests align.
About the author
Professor Graham Kendall has been involved in foreign branch campus development and international higher education for more than two decades. He was part of the leadership team at the University of Nottingham’s Malaysia campus and served as Provost and CEO of the institution.
During this period, several UK universities established campuses in Malaysia. Over time, these institutions developed an informal collaboration known as the UK5, which provided a forum for sharing insights and engaging collectively with government agencies and diplomatic representatives.
If your institution is exploring foreign branch campuses, international expansion or transnational education strategy, Graham is always happy to exchange ideas with colleagues across the sector.