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.
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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%).

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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 65

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 66

• 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.

STUDENT-CENTRIC LEARNING-DRIVEN MODEL OF EDUCATION

Later Life Success of the Student

Higher Education Architecture

Curricula Faculty Research Partnerships Infrastructure

learner-centered education
liberal arts and experiential
approach
multi-disciplinary courses
Skill based education
Entrepreneurship course
Life long learning
Ease recruitment norms
Promote a tenure-based
system
Develop reward system
Faculty exchange
development
Attract best-in-class faculty
Adopt mentor model Ensure industry interaction Increase capacity
Promote collaborations Promote tie-ups/ Entertain foreign players
Develop research centers Develop Virtual classrooms
Promote collaborative Enable MOOCs platform
research Utilize existing
facilitate industry infrastructure
involvement
Encourage community-
based research

Higher Education Foundation

Funding Governance

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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

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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

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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 70

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 71
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/

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