JIGNASA International Journal of Commerce & Management – January 2018 Page 63

A SWOT Analysis Of Cross Border Higher Education in India

Dr.Usha Devi.N

Associate Professor

Dept. of Commerce,

MLA First Grade College for Women

Abstract: In this study, an effort is made to explore the cross border education matrix

of India.The aim of the study is to highlight the strengths and opportunities as well as

weakness and threats of India’s cross border higher education system by undertaking

a SWOT analysis.The study revealed that present system of education focused more on

academic examination but not on holistic development of the students. Therefore,

there is urgent need for reorientation of the present Indian higher education system. In

order to sustain the estimated rate of growth, there is need to increase the number of

institutes and also the quality of higher education in India.

Keywords: Higher education, curriculum, research, funding, partnership,

infrastructure, governance.

1. THEORETICAL BACKGROUND:

In the knowledge race of the 21st century, Cross border higher education can be seen as one of

the ways a country responds to the impact of globalization, yet at the same time respects the

individuality of the nation.

Higher education has become more international in the last twenty years by having more students

choosing to study abroad, enroll in foreign educational programs and institutions in their home

country or simply using internet to take courses at colleges or universities in other countries. This

can also be referred to as cross-border education.

According to UNESCO 2005, Cross-border higher education includes higher education that

takes place in situations where the teacher, student, program, institution/provider or course

materials cross national jurisdictional borders.

Cross-border higher education may include higher education by public/private and not-for-

profit/for-profit providers. It encompasses a wide range of modalities, in a continuum from face-

to-face (taking various forms such as students travelling abroad and campuses abroad) to

distance learning (using a range of technologies and including e-learning).

Significance of Cross Border Education

Student mobility serves the dual purpose of enhancing mutual understanding between countries,

in addition to promoting educational and professional engagements at the international level.

Cross border education will also be a route to economic prosperity, reduced income inequalities

and social cohesion.

To create and sustain entrepreneurship and enterprise development by equipping graduates with

the skills needed to identify new business opportunities and to start up companies, or with the

qualifications required by employers at international level, promotion of cross border education

has become need of the hour.

JIGNASA International Journal of Commerce & Management – January 2018 Page 64

DEVELOPMENT OF CROSS- BORDER EDUCATION Indian students

Table-1: Internationally mobile student’s world wide

Sl.NO COUNTRY NUMBER

1. China 7,94,365

2. India 1,89,470

3. Republic of Korea 1,25,670

4. Germany 1,19,576

5. Saudi Arabia 64,535

6. France 64,416

7. United States 68,136

8. Malaysia 65,570

9. Vietnam 63,800

10. Iran 61,549

Source: UNESCO institute for statistics-2016

In 2016, over 189 thousand Indian students were enrolled in higher education institutions abroad.

This population accounts for 4.7% of the total internationally mobile students worldwide and is

the second largest source of foreign students after China (17.3%). Despite its magnitude, this

population represents a small proportion (0.7%) of total higher education enrolment in India

(29.18 million).

Table-2: Top 10 destinations of Indian students

Sl.NO COUNTRY NUMBER

1 United States 97,120

2 United Kingdom 29,713

3 Australia 11,684

4 Canada 8,142

5 Arab 7,310

6 New Zealand 7,248

7 Germany 4,312

8 Russia 3,351

9 Ukraine 2,516

10 France 1,955

Source: UNESCO institute for statistics-2016

Indian foreign students are dispersed over 50 countries of the world. Out of the 189, 472 Indian

foreign students in 2016, more than 85% students were concentrated in six countries: the United

States (51%), United Kingdom (16%), Australia (6%), Canada (4%), United Arab Emirates (4%)

and New Zealand (4%).

JIGNASA International Journal of Commerce & Management – January 2018 Page 65

It is noted that between 2008 and 2016, the popularity of Australia as a destination for Indian

students has declined. There were 55% fewer students in 2016 (11,684) as compared to 2008

(26,520).

Foreign students

India is gradually emerging as a preferred destination for foreign students, particularly from the

South Asian region. The growth in the number of foreign students in India has been impressive.

The recent data for 2015‐16 shows that within a year, India received 5625 more students, an

increase of almost 20.43% from the last year 2015-16. In 2016, these students came from 153

countries. India is slowly expanding not only in terms of the number of students but also the

number countries from which these students come.

(http://prayatna.typepad.com/education/foreign_universities_in_india/index.html)

According to the All India Survey on Higher Education (AISHE) 2015‐16, Nepal contributed

the highest percentage of foreign students in India. Of the total foreign students, nearly 19%

were from Nepal, followed by, in descending order, Bhutan, Iran, Afghanistan, Malaysia, Sudan

and Iraq.

Even though, the share of foreign students from the top ten countries has increased in a year’s

time, the rise is not uniform. The top ten countries of foreign students in India constitute 62% of

the total foreign students in the country. The rise in the number of students from Nepal and

Bhutan has been the highest, while the number from United States, China and Iran has declined

compared with 2015‐16.

Out of the total foreign students, 76% came to India for under‐graduate studies and 18% came

for post‐graduate studies. In 2015‐16, India received 920 students for Ph.D. In comparison to

under‐graduate and post‐graduate foreign students, India still has few foreign students at the

doctoral level and receives majority of students from Iran, Thailand, Myanmar, Yemen, Ethiopia

and Iraq. The majority of foreign Ph.D. students were enrolled in Karnataka (25%), followed by

Delhi (23%).

2. NEED FOR THE STUDY:

Lack of capacity and quality encourage 260,000 (2016) Indian students to leave India every year

for foreign universities. India requires additional 15,000 to 20,000 PhDs per year; the present

structure may not be able to deliver. R&D in India is suffering. The problem is exacerbated by

the low staff salaries that do not allow faculty to go to countries with high cost of living. On the

other hand, attracting international staff has been more difficult to accomplish especially from

Europe and America because they are expensive to sustain for most of the Indian institutions.

(http://prayatna.typepad.com/education/2015/16/cnr_rao_committ.html)

JIGNASA International Journal of Commerce & Management – January 2018 Page 66

This reality is challenging policy makers to look for strategies to enhance the quality of higher

education in India. Therefore, an attempt has been made to develop conceptual model that

facilitates institutions in India to sustain the best quality practices and provide total satisfaction to

the students.

3. METHODOLOGY

This study is undertaken to present a descriptive and prescriptive argumentation on the

management of the quality of cross-border higher education in India. It is descriptive because it

is primarily a literature review and it is prescriptive because it reflects the author’s opinion of the

policy directions for the future in India concerning this matter.

3.1. SWOT ANALYSIS

In the current study, SWOT analysis is used as a mechanism to evaluate the strengths,

weaknesses, opportunities and threats of institutions, as it is an effective way to understand the

existing level of cross border education in India as well as guides to take further action for

improvements

Strengths

• Internationally recognized academic programs and professional courses

• Ideal location and size and regional vicinity

• Increasing flow of publications and research activities

• International fully and partially funded scholarships

• Good reputation of India’s medical and engineering education globally

• Partnerships and strategic alliances with developed countries

• Government increasing efforts to assist universities for the enhancement of higher education

Weaknesses

• Lack of appropriate budget for Internationalization

• Weak Legal System

• Inappropriate funding

• Lack of faculty development

• Lack of equipment and facilities for advance research

• Inadequate facilities for student welfare, counselling and career guidance

Underdeveloped research culture

• Limited resources for faculty and staff development

Opportunities

• Increased chances of international collaboration and partnerships in support of university

initiatives, and programs

• Prospects for Foreign Aids from World Bank and IMF

• Use of distance education and e-learning and adoption of latest information and

communications technologies

JIGNASA International Journal of Commerce & Management – January 2018 Page 67

• Strategic positioning for the organizations of international seminars and development programs

within the context of globalization

• Increased chances of developing and enhancing of capacity to accommodate more international

• students and research collaboration activities

• Improvement in quality of cross border higher education

Threats

• Stakeholder resistance to develop an international environment in HEIs

• Fiscal uncertainty, mismanagement, and corruption through misuse of power

• Politically represented academic and decision-making bodies in universities

• Fear of terrorism

• Intellectual property rights, patent and copyrights issues

• Inappropriate distribution of national and international funding

• Less developed infrastructure of the universities as compares to international standards

3.2 CONCEPTUAL MODEL - THE ROAD TO REALIZE THE VISION

Review of literature conveys that only few institutions in India have student-centric learning model. To

build a 21st century model for higher education that is of high quality, yet equitable and affordable and

makes India a role-model for a higher education system that is not just the best in the world but the best

for the world, the author has suggested following student-centric learning driven model. This model is

designed on the basis of literature review and face validity test.

Curricula learner-centered education

liberal arts and experiential approach

multi-disciplinary courses

Skill based education

Entrepreneurship course

Life long learning

FacultyEase recruitment norms

Promote a tenure-based system

Develop reward system

Faculty exchange development

ResearchAdopt mentor model

Promote collaborations

Develop research centers

Promote collaborative research

facilitate industry involvement

Encourage community-based research

Attract best-in-class faculty

PartnershipsEnsure industry interaction

Promote tie-ups/

InfrastructureIncrease capacity

Entertain foreign players

Develop Virtual classrooms

Enable MOOCs platform

Utilize existing infrastructure

Higher Education Foundation

Funding Governance

Higher Education Architecture

Later Life Success of the Student

STUDENT-CENTRIC LEARNING-DRIVEN MODEL OF EDUCATION

JIGNASA International Journal of Commerce & Management – January 2018 Page 68

Highlights of student-centric learning driven model are narrated below:

1. CURRICULAM

A. Learner Centered Education

To understand the concepts better, student can adopt experiential learning, Pre-recorded lectures

given by best Faculty from the top institutions

B. Liberal Arts Education

Educational sector can use case study method for developing problem solving and critical

thinking skills, project-based approach to enable practical application of concepts , co-curricular

activities and sports to develop self confidence, leadership and team-building skills, Mathematics

and statistics subjects for developing analytical skills, introduce Yoga, as it promotes an

integrated development of body and mind.

C. Multi Disciplinary Course

Offer a wide range of options/add-ons to ensure intellecal development in addition to a student’s

core subject, Special emphasis should be on the study of English and other international

languages, Provide flexibility to students to change their subjects during their graduation courses

D. Skill Based Education

Several emerging industries such as biotech, gaming industry, retail sectors etc will need

specialized skills. Courses focusing on these emerging industries can be introduced to cater to the

additional requirement for manpower in these industries.

E. Entrepreneurship Course

Courses on entrepreneurship to build entrepreneurs and develop future business leaders for the

country should be strengthened.

F. Modules on General Awareness

Modules on general awareness like disaster management should be made mandatory for all

disciplines to disseminate knowledge for preparing the youth to face environmental crisis

confidently

II. FACULTY

• Involve industry professionals to take up part-time faculty assignments

• Depute faculty to relevant industries for short tenures to gain practical exposure to

industry practices

• Recruit faculty members with postgraduate and PHD degrees

• Promotion should be based on faculty members performance

• Reward the best performing faculty members

• Mandatory training programs for the faculty

• Visit to best Universities for training

JIGNASA International Journal of Commerce & Management – January 2018 Page 69

III. RESEARCH

A. Adopt Mentor Model to Develop Research

Leading international university with strong research capabilities will mentor four to five

research-focused institutions in India to help them develop their research capabilities, framework,

policies, governance structures, etc. This would provide Indian universities access to global

knowledge and help them become world class research focused institutions

B. Develop Centers of Research Excellence

Provide adequate funding for the creation of centers of excellence. Identify the requirements of

industries in India over the next 15 -20 to focus on areas that are of relevance in the larger

economic and social context. Attract reputed Indian faculty members working in top

international institutions to return to India and work in these centers of excellence

C. Promote Collaborative Research

Establish linkages between national research centers/research laboratories and centers of

excellence in the top universities to promote collaborative research, Increase expenditure on

R&D, Develop adequate infrastructure and the requisite environment for R&D

D. Develop Industry and Academia Collaborations

Encourage research activity at academic institutions in areas that are of relevance to Industry

Engage industry players to provide funding, mentoring, research projects, and Facilitate

industrial visits, Encourage live research projects that can be undertaken by higher education

students and mentored by industry professionals

E. Encourage Community Development Research

Encourage Institutions’ to conduct research that is relevant to the economic and social

requirements of the community

IV. PARTNERSHIPS

Involve Industry professionals in the institution’s governing body, Involvement of industry

experts in designing curricula, Regular seminars/ conferences, Live industry projects, Industry

professionals encouraged to take up faculty positions , Counseling / mentoring by industry

practitioners, Partnerships for internships and placement, Devise a policy to provide recognized

certification to higher education students for the skills training programs they attend

V. INFRASTRUCTURE

A. Undertake Strategic Expansion

Increase the intake capacity of the colleges to provide education to all social groups and

geographies

JIGNASA International Journal of Commerce & Management – January 2018 Page 70

B. Entertain foreign players

Allowing foreign universities to open branch campuses in India would bring in global best

practices to the country and enhance its existing knowledge base (UGC is planning to allow the

entry of the top 400 global universities to set up campuses in India on a not-for-profit basis)

C. Set up Virtual Classrooms

Enable best-in-class faculty to deliver teaching to students using the latest technology (web

conferencing)

D. Enable MOOCs Platform

Through the Massive Open Online Course (MOOC) platform, students from around the world

will have access to high-quality content generated by elite institutions, recorded lectures of

renowned faculty, a dispersed and diverse peer group, and certification from reputed universities,

global and Indian

E. Utilize Existing Infrastructure

Use other advanced media of connectivity such as wi-fi and mobile technology, Encourage

increased interactions between centers of excellence at top universities and other research

centers, Train and orient people in the age group of 25-35 years to use these knowledge

networks, since they will be future teachers and faculty members

VI. FUNDING

Govt. Funding

The following Criteria to be used to raise funds are: ► Number of qualified researchers, ►

Published research papers, ► Number of research students

Corporate Funding

Platforms for industry-academia collaboration should be developed to promote corporate funding

Alumni Funding

Alumni who have contributed toward development of their alma mater should be given due

recognition for their contributions, (periodic alumni meets, Create an alumni endowment fund,

felicitating outstanding alumni, regular correspondence)

VII. GOVERNANCE

Colleges need to Simplify rules & regulations, make accreditation Mandatory, Conduct academic

audit, international academics and administrators to take up leadership positions in Indian

universities, Define the roles & responsibilities of the stakeholders (top management, faculty,

students, alumni, employer) , Create Boards of Management with active participation of

academia, alumni, and industry

JIGNASA International Journal of Commerce & Management – January 2018 Page 71

3.3 IMPLICATIONS OF THE STUDY:

Methodological Implications

In this paper, author traced the patterns and trends of cross border education at global and

national level, examined the relevant policy environment and made a critical analysis of potential

benefits and challenges associated with this growing phenomenon in the higher education sub-

sector.

Discussions in this paper shall be limited to university education drawing insights from

secondary literature and reports from relevant bodies. In view of this, empirical studies are

recommended. Studies on regional partnerships in other fields are common with very few

focusing on cross border higher education as catalyst for regional development, an agenda this

paper proposes.

.

Practical Implications:

Several private universities have been established recently with the support of the corporate

sector. These include (illustrative): GD Goenka University (2013), Shiv Nadar University

(2011), Azim Premji University (2011), Jaypee University of Engineering & Technology (2010),

Dr. K.N. Modi University (2010), O.P. Jindal Global University (2009).

(www.col.org/colweb/site/pid/3617). These institutions are increasingly collaborating with internationally recognized research

intuitions and industry players to maximize industry interaction and promote research activities.

As the growth of community colleges is extremely beneficial to bridge the gap between the

academics and industry requirements, Mumbai University has signed an MOU with Hawaii

University to set up more community colleges in Mumbai. Though few universities have taken

initiative to reorient the higher education in India, it has become cry of the hour to increase the

number of institutes and also the quality of higher education in India.

(http://assamagribusiness.nic.in) Again, if higher education has to achieve excellence, quality, innovation and cutting edge R&D,

the first step should be to deregulate and unchain the Goddess of Learning. Competition will

induct quality, lower cost, innovation and excellence. Capitation fees will vanish once Higher

education is decontrolled & 'Controls' are removed. The actual fees will come down due to

competition. Poor students could get highly subsidized education and provide at least 10 to 20

million additional jobs in the field of education alone!

(www.businessdictionary.com) Experts believed that to convert the India’s vision statement into potentiality, India needs three

types of institutes – Foundation institutions, Career-focused institutions, Research-focused

institutions, supported by student centric learning driven model of education. Again, in today’s

classrooms, student should become an active participant in the education process and the role of

a professor should be that of a facilitator as opposed to an instructor and to engage students in

learning experiences that not only enable them to learn content but also to develop greater

passion for learning and become lifelong learners. (http://stvp.stanford.edu)

JIGNASA International Journal of Commerce & Management – January 2018 Page 72

With well and a student-centric learning-driven model of education, India can improve its

enrolment numbers. Reorientation of higher education in India will facilitate to make India an

International hub for higher education and attract global learners from all over the world and

makes India a role-model for a higher education system that is not just the best in the world but

the best for the world

Let us hope that all these efforts would lead to one magnificent phenomenon that all of us are

longing to see – which also is the very purpose of Education – a smile on the face of the student

References:

1. http://www.readwriteweb.com

2. http://www.bhide.net

3. http://assamagribusiness.nic.in

4. http://en.wikipedia.org

5. http://stvp.stanford.edu

6. www.businessdictionary.com

7. www.col.org/colweb/site/pid/3617.

8. http://prayatna.typepad.com/education/2005/09/cnr_rao_committ.html

9. http://prayatna.typepad.com/education/foreign_universities_in_india/index.html

10. https://www.timeshighereducation.com/features/200-most-international-universities-

world-2016

11. http://www.unesco.org/new/en/education/resources/online-materials/publications/