10K Indian Voices Report
Authors Sagar Bahadur
Executive Director, Asia & Head of Regional Strategy, Acumen
Dr. Bhawna Kumar
Director, TNE & Institutional Partnerships, Acumen
Dr. Ishan Cader
Senior Director, Consultancy, THE (Times Higher Education)
Nikunj Agarwal
Research Analyst, Acumen Market Research
Market Research
Dr. Parul Malik
Professor, NDIM
Published: September 2025
Foreward
India is writing the next chapter of global higher education as a driving force shaped by the ambitions of millions of learners. Acumen’s report listens carefully to 10,000 student voices across 160 cities in India and turns their insights into a practical blueprint for action.
The message is clear: internationalisation should be at the core of India’s higher education landscape. An overwhelming majority of students want global exposure, but they are redefining how it should be delivered—favouring embedded and hybrid models such as visiting foreign faculty and internationally recognised certifications, over costlier, full-degree overseas routes.
Students also welcome International Branch Campuses on one condition: genuine quality parity and employability outcomes. The strongest appetite comes from India’s rising Tier-2 and Tier-3 cities, where aspiration is high and access must catch up. If we take this seriously, internationalisation at home—including joint ,dual and twinning degrees, embedded credentials, global faculty—should become embedded across India’s institutions
Destinations like the US, Australia and the UK will continue to inspire, but the real opportunity is to bring the world to India—affordably, credibly, and at scale.
Times Higher Education is delighted to support Acumen in this report, providing data from India’s leading research-intensive universities, giving a snapshot of how internationalisation is already changing Indian higher education.
Phil Baty Chief Global Affairs Officer, Times Higher Education
Executive Summary
This report draws on responses from 10,000 students across 160 Indian cities to examine evolving aspirations and preferences for international education. Conducted against the backdrop of NEP 2020 reforms and expanding TNE pathways, it captures both student perspectives and institutional realities shaping global exposure in India.
The analysis combines demand-side insights from the 10K Indian Voices survey with supply-side benchmarking data from the Times Higher Education World University Rankings and the All-India Survey on Higher Education (AISHE). Together, these provide a holistic view of how Indian students aspire to internationalisation, what they currently encounter within Indian universities, and how they perceive different models of global engagement.
Key findings include:
> 91% of students want international exposure in their higher education.
> Internationalisation at home remains limited: international students represent only 0.1% of total enrolment in India, international staff levels are modest, and research collaboration lags behind global peers, though recent progress is encouraging.
> Tier 2 and Tier 3 cities show the highest interest in IBCs (81% and 79%), underscoring untapped regional demand.
> Hybrid and embedded models (foreign faculty lectures: 49%, certifications: 45%) now outpace interest in full overseas degrees (23%).
> 77% express interest in IBCs, contingent on quality parity, recognition, and employability outcomes.
> Preferred destinations remain led by the USA (25%), Australia (25%), and UK (22%), influenced by cost and immigration pathways.
These findings signal a shift toward affordable, scalable, and outcome-driven models of global education. To meet this demand, institutions must embed internationalisation into domestic delivery, design credible IBCs, expand internationalisation at home, and widen access for high-aspiration Tier 2 and Tier 3 markets.
At Acumen, we have always believed that the future of higher education is being written not in policy rooms alone, but in the voices and choices of students. This report, Acumen 10K Voices - The Next Billion Learners, is a testament to that belief.
For almost two decades, Acumen has worked at the intersection of global education and student aspirations, connecting institutions, governments, and young people across continents. What we are witnessing today is nothing short of a seismic shift: internationalisation has moved from the margins to the mainstream, from a privilege of the few to an aspiration of the many.
The voices of 10,000 Indian students captured here reveal not just dreams of studying abroad, but a reimagining of how global credentials, branch campuses, and joint degrees can, and must be brought closer to home. These voices remind us that access, affordability, and employability are central to the next phase of internationalisation.
As the world navigates policy changes, shifting geopolitics, and increasing mobility constraints, India offers international universities new doors to growth and collaboration. The alignment with India’s New Education Policy makes this moment even more significant. India is poised to contribute the next billion learners to the global knowledge economy. The choices we make today about partnerships, policies, and pedagogies will define how inclusive, future-ready, and globally connected that journey will be. At Acumen, we remain deeply committed to amplifying student voices and building pathways that turn aspirations into opportunities. This report is not just research. It is a call to action for institutions, governments, and stakeholders everywhere, to reimagine higher education for the next billion learners.
Executive Director, Asia & Head of Regional Strategy
Sagar Bahadur
Introduction
India represents one of the world’s largest and fastest-growing education markets, with over 40 million students currently enrolled in domestic higher education. Yet, only a small fraction—around 900,000 students in 2024 (approximately 2%) are projected to study abroad, highlighting a vast aspiration-opportunity gap. For the remaining majority, financial constraints, limited guidance, and cultural factors often prevent overseas mobility, despite a strong desire for global exposure.
India’s Education Pipeline: The Real TNE Opportunity
Under the National Education Policy 2020, the government aims to boost the Gross Enrolment Ratio (GER) in higher education to 50% by 2035, which will require adding approximately 26 million new enrollments over the next decade. While 40 million students are currently enrolled in higher education, India’s school system serves over 260 million learners, nearly 100 million of whom are in secondary and senior secondary (Grades 9–12), the next wave of higher education entrants. Even if just 10% of this post–Grade 10 segment pursues transnational or hybrid global learning by 2035, that would be over 10 million students, a market more than ten times the current outbound mobility of 900,000. For TNE providers, the message is clear: the future of global education in India will be shaped as much by today’s school classrooms as by its universities.
Industry insights suggest that by 2030, India could support international education opportunities for an additional 13 million students through flexible, locally delivered programs. This underscores the need to rethink how internationalisation is designed and delivered, moving beyond traditional outbound mobility to embrace scalable, in-country models of global learning.
The National Education Policy (NEP) 2020 and updated UGC guidelines have further accelerated this shift, paving the way for innovative joint, dual, and twinning degree programs, alongside frameworks enabling International Branch Campuses (IBCs). These reforms signal an inflection point for Transnational Education (TNE) in India, one that demands a deeper understanding of student aspirations as a foundation for institutional strategy.
Against this backdrop, this report presents findings from a nationwide survey of 10,000 students across 160 cities, exploring how they view internationalisation, their preferred models of global exposure, perceptions of IBCs, and destination choices. By amplifying student voices, it offers a grounded perspective on how institutions and policymakers can respond to evolving expectations and build affordable, accessible, and credible pathways to global education that meet India’s scale and diversity.
Methodology
To authentically capture student perceptions of internationalisation in higher education, this study employed a primary data collection approach using a structured online questionnaire. The survey targeted students across diverse academic levels, regions, and socioeconomic backgrounds, ensuring a representative view of evolving aspirations in India’s education landscape.
Survey Instrument
The questionnaire combined closed-ended questions for quantitative analysis with open-ended prompts to gather qualitative insights. Core areas of focus included:
> Demographics: Age, gender, location, and type of institution attended.
> Academic Profile: Current education stage (senior secondary, undergraduate, postgraduate).
> Internationalisation Preferences: Interest in global exposure and preferred engagement modes (e.g., international branch campuses, embedded certifications, foreign faculty, study abroad).
> Destination Choices: Preferred countries for overseas education and associated motivations.
> IBC Perceptions: Willingness to enrol in International Branch Campuses in India, including expectations and concerns.
Data Analysis
Responses were analysed using quantitative frequency analysis for demographic splits and preference trends, complemented by thematic coding of open-ended responses to surface recurring motivations, concerns, and expectations. The findings are presented through percentages, distribution patterns, and direct student voices, grounding the report in evidence while offering clear insights for institutional and policy stakeholders.
Chapter 1: Who We Spoke To Respondent Profile
Our survey engaged 10,000 students aged 15–34 from 160 cities across India, spanning Tier 1, Tier 2, and Tier 3 regions. Respondents were nearly gender-balanced (55% female, 45% male) and represented diverse academic stages, from senior secondary students to postgraduates, across both government and private institutions.
Gender
The respondent pool was 55% female and 45% male, reflecting a nearbalanced gender split. This is significant in the Indian context where female participation in higher education has historically faced structural barriers such as mobility constraints and safety concerns. The findings indicate that women are increasingly aspirational and actively seeking global exposure, highlighting the importance of gender-responsive internationalisation models, including targeted scholarships and culturally sensitive support structures.
There is a growing insecurity in the global education landscape prompting many students and parents to reconsider the value of an expensive foreign degree. This demanddriven era calls for globally relevant, locally delivered education.
Top Indian institutions like NDIM are taking a lead by bringing global exposure to students on-campus. Through visiting international faculty, short-term immersion programs, and Centres of Excellence in Japanese and Korean business cultures, we have built globally oriented learning pathways that are both practical and affordable.”
Mr. V.M. Bansal Chairman,
of Management
Figure 1: Gender
New Delhi Institute
Age
Most respondents fell within the 15–23 age bracket, spanning senior secondary students and those at undergraduate and early postgraduate levels. This is the formative stage when students are actively exploring higher education pathways and considering options for global exposure. A smaller proportion of respondents (aged 24+) represented lifelong learners and professionals seeking international certifications or advanced qualifications, signalling an emerging interest in continuing education tied to global employability.
Education Level
Nearly 47% of respondents were at the post-Class 12 stage, actively preparing for undergraduate study. Another 22% were current senior secondary students (Class 11–12) already exploring global pathways early, often influenced by peers and school counselling. 21% were graduates considering postgraduate opportunities, with clearer ROI-driven motivations such as employability and career advancement. The remaining cohort (10%) reflected postgraduate alumni seeking short-term certifications or executive education to upskill.
Geography
Responses came from students across Tier 1 (metro), Tier 2 (emerging urban), and Tier 3 (semi-urban and rural) cities, reflecting India’s diverse education landscape.
While Tier 1 students benefit from greater access to global education fairs, international curriculum schools, and counselling, Tier 2 and Tier 3 students often “first-generation global learners” expressed equal or greater aspiration for internationalisation but face significant access barriers related to cost, guidance, and local availability of pathways.
Institution Type
A majority (59%) of respondents were enrolled in private institutions, which typically have greater exposure to international curricula and outreach from foreign universities. Importantly, 41% came from government institutions, underscoring that aspirations for global education are no longer confined to elite or private school segments. This highlights a growing need for inclusive, affordable TNE models accessible to public-sector students.
Figure 3: Geography
Figure 5: Institution
Figure 4: Education
Figure 2: Age
Chapter 2: Key Findings
This chapter presents the core insights drawn from our survey of 10,000 students across 160 cities in India. The findings provide a data-driven understanding of how Indian students view internationalisation in higher education, what they expect from global learning opportunities, and how these expectations vary by region, institution type, and stage of study.
The data reveals clear patterns that highlight both opportunities and challenges for institutions, policymakers, and transnational education providers. From the growing demand for global exposure and hybrid delivery models to the sharp aspirations emerging from Tier 2 and Tier 3 cities, these findings offer a lens into how international education is being redefined by the next generation of learners.
Rather than focusing solely on outbound mobility, students increasingly view internationalisation as an integrated part of their educational journey— accessible within India through embedded programs, visiting faculty, joint degrees, and emerging models such as International Branch Campuses. Each section of this chapter combines key statistics with contextual interpretation, outlining what these findings mean for the future of transnational education and providing an evidence base for targeted action.
Aspirations for Internationalisation
Our research revealed that 91 percent of surveyed students want some form of international exposure in their higher education journey. This indicates that internationalisation is no longer an optional aspiration but is now viewed as a fundamental component of academic success and future career readiness. Students increasingly associate global exposure with acquiring relevant skills, improving employability, and staying competitive in an evolving job market.
The data also highlights that internationalisation is being redefined by students themselves. Instead of equating it solely with studying abroad, they now view it as gaining access to world-class teaching, global credentials, and exposure to diverse ideas from within India itself. This shift underscores a growing demand for embedded pathways, hybrid programs, and short-term global components that can provide the benefits of international education without the barriers of full overseas mobility.
Decoded:
10K - Global exposure is the new baseline
Student demand for global exposure signals a fundamental shift in expectations. Internationalisation must be woven into everyday learning rather than treated as an elite pathway. Institutions should design flexible, embedded formats that make international experiences accessible to all students, not just those able to study abroad.
Figure 6: Internationalisation
Decoded:
10K - Women see internationalisation as empowerment
Female students are using global education as a tool for advancement, but face greater barriers to mobility.
Expanding accessible hybrid programs and in-country internationalisation can help address these inequities.
Aspirations by Gender
A gender-wise analysis of aspirations reveals that 91 percent of female students express interest in international exposure compared to 90 percent of male students. While the difference is modest, it is notable in the Indian context where mobility and safety concerns have historically limited opportunities for women to pursue overseas study. This indicates that female students increasingly view internationalisation as a lever for empowerment and career advancement, provided it is delivered through accessible and secure formats.
These results tell us that institutions must adopt gender-sensitive strategies to support women in realising their global ambitions. Hybrid and in-country internationalisation models such as visiting faculty programs, embedded global certifications, and short-term immersion opportunities offer credible solutions for women who may face barriers to long-term mobility abroad.
Aspirations by Education Stage
When viewed through the lens of education stage, 88 percent of students pursuing high school (Class 11–12) expressed aspirations for international exposure, rising to 97 percent among students who had completed Class 12 and were entering undergraduate study. Among graduates preparing for postgraduate study, 85 percent showed strong interest, while 74 percent of students who had completed postgraduate education expressed aspirations for further internationalisation.
The highest aspiration levels among students transitioning from Class 12 to undergraduate study reflect how this is a pivotal decision-making stage, shaped by school-level counselling, peer influence, and online exposure to global opportunities. Graduates entering postgraduate study also demonstrate sustained interest, focusing on leveraging international credentials for career advancement and specialisation. In contrast, the comparatively lower figure among those who have completed postgraduate education suggests that motivations shift at later stages toward targeted certifications and professional development rather than full-scale international programs.
Aspirations by Type of Institution
When viewed through the lens of institution type, 92 percent of students from private schools or colleges expressed aspirations for international exposure, compared to 88 percent from government schools or colleges and 100 percent from international schools.
The high aspiration levels among private institution students reflect greater access to English-medium instruction, global-facing curricula, and career counselling resources that build early awareness of international pathways. Students from government institutions, while slightly lower, still display strong demand, indicating untapped potential if provided with targeted outreach and accessible TNE pathways. Meanwhile, the universal aspiration among international school students underscores how early immersion in global pedagogies directly correlates with higher inclination toward international education.
Decoded:
10K - Targeting Key Transition Stages
Aspirations peak at critical transition points, particularly after Class 12 and during entry into postgraduate study, when students are making pivotal academic and career decisions. Institutions and providers should focus their outreach and support at these moments by offering clear international pathways, counselling, and embedded global programs to capture demand at its highest.
Decoded:
10K – Expanding access beyond private and international schools Strong aspirations among government, school and college students reveal a significant opportunity to democratize internationalization. Expanding outreach, affordable TNE options, and counselling support can help bridge this gap and ensure equitable access to global learning pathways.
Figure 9: Institution Type
Decoded:
10K – First-gen global learners are driving demand
Aspirations are highest in India’s rising Tier 2 and Tier 3 cities. These students see internationalisation as transformative but lack access to pathways. Providers must invest in vernacular content, regional engagement, and affordable hybrid options to close this gap.
Aspiration by Geographic Location
A closer look at regional data highlights an aspiration-opportunity gap. While 78 percent of students from Tier 1 cities want global exposure, the figure rises sharply to 95 percent in Tier 2 cities and 90 percent in Tier 3 cities. Students in these emerging regions are often first-generation global learners who see internationalisation as a pathway to upward mobility and social advancement. Yet they face systemic barriers including limited access to counselling, fewer institutional partnerships, and financial constraints.
These findings show that internationalisation in India must extend far beyond metropolitan hubs. As Tier 2 and Tier 3 students increasingly see themselves as potential participants in global education, they are constrained not by motivation but by a lack of accessible models. Building regionally inclusive approaches such as localised recruitment drives, virtual global classrooms, and targeted scholarships, can help bridge this aspiration gap and empower these high-demand regions to participate fully in TNE opportunities.
Figure 10: Geographic Location
Chapter 3: Current Status of Internationalisation at Home
The strong demand for international exposure among Indian students must also be considered in light of the opportunities currently available to them within Indian universities. For the many students who will remain in India, global learning is shaped not only by aspirations but by the extent to which internationalisation is embedded into the domestic higher education system.
This chapter draws on data from the Times Higher Education (THE) World University Rankings and the All-India Survey on Higher Education (AISHE) to present a snapshot of the current environment. It highlights where Indian universities are making progress on internationalisation at home, how they compare with global peers, and what this means for students who want global learning without leaving India.
Framing Internationalisation at Home
Many Indian students seek the experience of international higher education, but how do Indian students currently interface with internationalisation at home? They can benefit through cross-cultural exchange with international students, encounter different pedagogical styles through international faculty, and gain from exposure to cutting edge research and innovation through international academic collaborations. All of these can help Indian students transform their horizons, developing global outlooks, innovative and critical mindsets, and driving India’s own ambitions in science and technology. Internationalisation at home has become an increasingly important policy priority, especially in the context of the National Education Policy (NEP) 2020 and subsequent University Grants Commission (UGC) guidelines. These reforms emphasise not only sending more Indian students abroad, but also embedding international elements into the domestic education system so that a much wider share of students can access global perspectives without leaving the country.
For India, where over 43 million students are enrolled in higher education but fewer than 2 percent study overseas, the importance of internationalisation at home cannot be overstated. It is the most practical way to bridge the aspiration–opportunity gap revealed in this survey, ensuring that international exposure is not limited to a privileged minority but is built into the everyday academic experience of students across institutions and regions.
Data Sources and Scope
The Times Higher Education (THE) World University Rankings (WUR) collects global data annually from institutions to monitor and evaluate their performance.Each year, a growing number of Indian institutions have submitted data to THE World University Rankings, reflecting an expanding pool of research-intensive universities that meet the threshold for inclusion.
Table 1: Indian Institutions Reporting to THE WUR
In the WUR 2026 edition, a record 163 institutions from India submitted data. While this is a fraction of India’s higher education system, these institutions can be considered research-intensive because they meet the threshold for global publication output.
The internationalisation pillar of WUR uses three key indicators that shape the level of internationalisation a student may experience at university:
> The percentage of international students in the overall student cohort
> The percentage of international staff
> The percentage of research at an institution that is coauthored with international academics
The last metric is particularly significant for postgraduate students, who benefit most from exposure to research-active teaching developed through global collaborations.
It is also worth noting that the All-India Survey of Higher Education (AISHE) reported 46,878 international students in Indian higher education in 2021–22, out of a total of more than 43 million students. This represented only 0.1 percent of total enrollment, a very small share in a system of more than 1,350 universities, 52,500 affiliated colleges, and 16,500 standalone institutions. Many of these institutions are not yet active in internationalisation efforts
Growth in International Student Enrolment
International student enrolment is often the most visible marker of internationalisation at home. For Indian students, studying alongside peers from different countries brings direct opportunities for cultural exchange, exposure to new perspectives, and preparation for participation in a global workforce. The presence of international students on campus also signals to domestic students that their institutions are recognised internationally and are part of wider academic networks.
The following analysis focuses on globally ranked, research-intensive Indian higher education institutions that are pursuing a global outlook, engaging in international research, recruiting international staff, and increasingly diversifying their international student intake.
The data below is drawn from the previous five years available data from 2019 to 2023 inclusive. Each year’s data is based on the the number of Indian institutions that submittted data to the THE World University Rankings.
Figure 11 shows that the percentage of international students in leading Indian universities has been rising, with a temporary decline in 2020/21 due to global COVID-19 travel restrictions. Since then, there has been healthy acceleration, with universities responding positively to NEP 2020’s call to increase international student recruitment.
As a benchmark, in 2023 there were 4.7 percent international students in Chinese universities (n=97), 18.5 percent in Malaysian universities (n=34), and 37.1 percent in UK universities (n=172). This illustrates that while growth in India is promising, there remains significant room for expansion to meet international standards.
Presence of International Staff
Faculty mobility is a key dimension of internationalisation at home. For students, the presence of international faculty introduces new teaching methods, diverse assessment practices, and global perspectives that broaden the classroom experience. It also strengthens the credibility of Indian universities in international networks, signalling their ability to attract global talent.
Decoded:
10K – Limited Peer Diversity on Indian Campuses
Although international student enrolment is rising in India’s research-intensive universities, their presence remains far below global benchmarks. This matters because 91% of Indian students in our survey aspire to international exposure, yet very few will encounter global peers in their daily classrooms. For most, especially outside elite institutions, peer-topeer cross-cultural learning opportunities remain limited. Expanding international student recruitment is therefore essential if India is to match the aspirations of its next billion learners.
The share of international staff at Indian universities has shown an upward trajectory over the past five years. This is an encouraging sign, but comparative benchmarks remain modest. In 2023, 11.1 percent of staff were international in China, 13.7 percent in Malaysia, and 29.3 percent in the UK. For Indian students, this means they are still less likely to encounter international academics and benefit from diverse teaching and assessment approaches.
Decoded:
10K – Students Want Global Teaching Styles
International faculty numbers in India are slowly rising but remain far below levels in China, Malaysia, and the UK. This has direct implications for the 91% of Indian students who aspire to international exposure, many of whom link it to diverse teaching and assessment styles. With limited access to international faculty, most students, particularly in Tier 2 and Tier 3 cities, are still taught within domestic pedagogical frameworks. Expanding foreign faculty recruitment is critical to meet student demand for authentic global classroom experiences.
Figure 11: The percentage of international students at Indian HEIs
Figure 12: The percentage of international staff at Indian HEIs
Decoded:
10K – Global Research Links Shape Postgraduate Aspirations
International research collaboration has been India’s fastest growing area of internationalisation at home, surpassing China in co-authored outputs. For postgraduate students, this directly supports exposure to cutting-edge global research and enhances employability in knowledgeintensive sectors. Yet, with collaboration levels still trailing Malaysia and the UK, many students remain distant from the international research networks they aspire to join. Strengthening joint research ecosystems will be key to aligning student ambitions with institutional capacity.
International Research Collaboration
Research collaboration is another critical channel through which students experience internationalisation at home. For postgraduate learners especially, the opportunity to study within research environments that are connected to global networks enhances skills, visibility, and career opportunities. At the institutional level, international research partnerships also signal India’s growing integration into the global knowledge economy.
International research collaboration has been one of the strongest areas of progress. Between 2019 and 2023, the share of Indian research co-authored with international partners rose by more than seven percentage points. By 2023, India surpassed China, which recorded 24.4 percent internationally co-authored outputs. However, the figure still trails Malaysia (50.7 percent) and the UK (60.9 percent), showing both achievement and further opportunity.
Implications and Outlook
Overall, the data suggests that India is moving in the right direction on internationalisation at home. The last five years have seen progress in recruiting international students, hiring international faculty, and expanding research collaborations. These shifts align with the ambitions of NEP 2020 and are beginning to provide Indian students, especially in research-intensive universities, with greater exposure to global perspectives.
Despite these advances, internationalisation at home remains limited compared to global peers and is concentrated in a relatively small group of institutions. For most Indian students, particularly those outside Tier 1 cities and elite universities, internationalisation remains aspirational rather than embedded in their daily academic experience. Bridging this gap will require policy support and institutional commitment to extend internationalisation more broadly across the higher education system.
These realities of internationalisation at home set the stage for exploring how Indian students themselves prefer global exposure to be delivered, which is the focus of the next chapter.
Figure 13: The percentage of research with international co-authors at Indian HEI’s Source:
Chapter 4: Preferred Models of Internationalisation
While aspirations for international exposure are strong, students differ in how they want this exposure delivered. Rather than solely focusing on overseas mobility, many favour models that integrate global elements within India. This chapter examines students’ preferred internationalisation models, highlighting a shift toward cost-effective, accessible pathways that align with their career ambitions and financial realities.
When asked about preferred modes of global exposure, students showed a clear preference for models that bring internationalisation to India. Nearly half of the respondents indicated interest in lectures from foreign faculty delivered locally, while 45 percent favoured embedded international certifications. Dual degrees and short immersion programs were also well-received, but only 23 percent of students expressed interest in pursuing full degrees abroad.
These findings point to a pragmatic, outcomes-focused mindset among students. Rather than aspiring to longterm overseas stays, many now value global credentials that can be pursued within India while maintaining proximity to their support systems and reducing financial risk. This reflects a reorientation of priorities, where access to foreign faculty, global curriculum design, and internationally recognised certifications are viewed as credible substitutes for traditional study abroad models.
Within this shift, distinct preferences are emerging around how students want to structure their international exposure. While a small segment remains committed to fully relocating abroad, a larger share is gravitating toward hybrid models such as dual degrees and twinning programs. These models are not seen as replacements for overseas study but as complementary pathways that combine global credentials with local accessibility. This segmentation underscores the importance of differentiating between the “traditional study abroad” market and the growing demand for integrated, in-country internationalisation.
Fully Abroad
Despite the growing popularity of domestic internationalisation models, a committed segment of students, around 23 percent, still aspires to complete their entire degree overseas. For these students, studying abroad represents more than just education. It is a pathway to global mobility, migration opportunities, and prestige.
This group is often concentrated in Tier 1 cities, with access to financial resources, strong overseas networks, and a clear intent to live or work abroad. However, rising costs, visa uncertainties, and post-study employment barriers have made this segment narrower and more elite. For most institutions, this market remains important, but is no longer where scale or inclusive growth lies.
Figure 14: Preferred mode of Internationalization
At Chitkara University we have been championing international education even before NEP 2020… Today we offer dual degrees and academic pathways with five top partners across the US, Australia, and Canada.”
Dr. Madhu
Dual Degrees
Dual degree programs are emerging as one of the most sought-after models, especially among undergraduates and their families who want international credentials without full-time relocation. These programs allow students to begin their education in India and complete a portion abroad, typically earning qualifications from both institutions.
This model appeals for its cost efficiency, lower visa risk, and academic continuity, while also aligning with the NEP 2020’s emphasis on academic mobility and cross-border collaboration. Dual degrees are increasingly seen as smart investments that offer both global recognition and local affordability, particularly in Tier 2 and Tier 3 cities where families are aspirational but pricesensitive.
Twinning programs (1-2 Years Aborad)
Twinning programs, reflected in the 30 percent of students who preferred “1–2 years abroad,” offer a hybrid model that combines initial study in India with a shorter overseas immersion. This structure appeals to students who want meaningful global exposure without the financial and logistical burden of a full degree abroad.
Internationalization in higher education doesn’t always require a full-fledged degree abroad… Even short-term immersion programs—like my visit to KEIO and SOKA Universities in Japan— can offer transformative exposure.”
Twinning is particularly attractive for families that value proximity, safety, and lower overall costs while still aspiring to international credentials. By enabling students to spend most of their program in India and complete a final phase overseas, twinning provides a practical pathway that blends affordability with access to global networks and learning environments, making it an effective model to expand internationalisation in India’s emerging student markets.
Drivers Behind Preferences
Several key factors shape these choices:
> Affordability and Accessibility: Cost is a major driver, with students recognising that locally delivered programs or hybrid pathways reduce financial barriers while still offering global credentials.
> Employability and Return on Investment (ROI): Models like embedded certifications and dual degrees appeal because they directly link to employability, providing industry-recognised skills while maintaining academic progression.
> Proximity and Family Considerations: Many students, particularly from Tier 2 and Tier 3 cities, value remaining close to home while still accessing highquality global education, making in-country delivery models attractive.
> Regulatory Clarity and Policy Support: Growing awareness of NEP 2020’s reforms and UGC guidelines around TNE is also encouraging confidence in hybrid and locally delivered international education models.
Chitkara Co-founder and Pro Chancellor, Chitkara University
Siddharth Satish PGDM Student, NDIM
Chapter 5: International Branch Campuses (IBC Perceptions)
International Branch Campuses (IBCs) have emerged as a critical component of transnational education in India’s evolving higher education landscape. With regulatory reforms under NEP 2020 and UGC’s 2023 guidelines enabling top-ranked foreign universities to establish campuses in India, student perceptions of IBCs are pivotal to shaping their success. Our survey findings reveal strong interest in IBCs, coupled with nuanced expectations around quality, faculty, and employability outcomes that providers must address to build credibility and trust.
IBC Interest Levels
Among students surveyed, 78 percent expressed willingness to study at an IBC in India. This interest stems from the appeal of obtaining a globally recognised degree without the financial and logistical burden of relocating abroad. For many, IBCs represent a practical middle ground between full-scale overseas study and purely domestic programs.
However, this enthusiasm is not unconditional. Students are cautious, seeking clear evidence that IBCs can deliver an experience and outcomes equivalent to their parent institutions. Without this assurance, IBCs risk being perceived as “second-tier” alternatives rather than true extensions of their global brands.
IBC Interest by Gender
Decoded:
10K - IBCs as a bridge, not a compromise Student demand for global exposure signals a fundamental shift in expectations. Internationalisation must be woven into everyday learning rather than treated as an elite pathway. Institutions should design flexible, embedded formats that make international experiences accessible to all students, not just those able to study abroad.
Decoded:
10K – Gender
Parity in IBC Demand
Interest in IBCs is almost identical across genders, with both male (77.9%) and female (77.1%) students expressing strong willingness to enroll. This parity underscores that the appeal of IBCs is driven more by shared aspirations for affordable global education than by gender differences. Institutions must therefore focus on universal messaging around quality assurance and career outcomes, addressing common concerns on faculty standards and parity with parent campuses.
Figure 16: Gender
Figure 15: Percentage willing to study at an IBC in India
Interest in IBCs was evenly distributed across genders, with 78 percent of male respondents and 77 percent of female respondents expressing willingness to enroll. This parity indicates that the appeal of IBCs transcends gender lines, driven primarily by shared aspirations for globally recognised degrees within India.
However, a small proportion of both groups expressed reservations, often citing concerns about quality assurance, faculty expertise, and whether IBCs would replicate the experience of studying at a foreign campus abroad. These insights suggest that gender is not a major differentiating factor in IBC interest, but both groups share common expectations regarding academic credibility and brand integrity.
IBC Interest by Education Level
Decoded:
10K – Younger Cohorts Drive IBC Interest
IBC interest peaks among high school students (81.6%) and incoming undergraduates (84.4%), who view these campuses as accessible pathways to global degrees. In contrast, demand declines among graduates and postgraduates, who are more skeptical about return on investment and employability. To capture this market, IBCs must tailor their positioning toward younger cohorts while reinforcing credibility and career relevance for more discerning, older students.
Interest levels varied significantly across education stages. High school students (82%) and students entering undergraduate programs (84%) showed the highest enthusiasm for IBCs, reflecting their desire for affordable and accessible international education options early in their academic journeys.
In contrast, interest declined among graduate entrants (67%) and was lowest among postgraduates (57%), who demonstrated greater skepticism. Their responses often reflected concerns about return on investment, employability outcomes, and the comparative value of IBC qualifications versus overseas degrees. This trend suggests that while younger cohorts see IBCs as an opportunity, older and more experienced students are more discerning and cautious.
Geographic Distribution of IBC Interest
The heatmap illustrates how interest in International Branch Campuses is not confined to Tier 1 metropolitan hubs but is widely distributed across Tier 2 and Tier 3 cities. Cities such as Vijayawada, Mysuru, and Bhopal display notable concentrations of students expressing interest, underscoring the demand for accessible, high-quality international education outside traditional urban centres.
This pattern reflects the growing aspirations of students in emerging regions who view IBCs as a cost-effective and practical alternative to overseas study. It also highlights an important opportunity for institutions: reaching students in these markets will require decentralised outreach strategies, regional engagement, and affordability-focused models that address the needs of firstgeneration global learners.
Decoded:
10K – Tier 2 and Tier 3 Cities are Key to Scaling IBCs
IBC interest is strongest in Tier 2 and Tier 3 cities, where students see local campuses as a gateway to global education without the high costs of overseas study. To unlock this market, institutions must focus on decentralised outreach, partnerships with regional schools and colleges, and pricing strategies that align with the financial realities of students in these regions. Delivering credible quality and recognition will be crucial to converting this aspirational demand into actual enrolments.
Figure 18: Heatmap of International branch Campus (IBC) Interest by City Tier
I would like to study at an International Branch Campus because it brings the curriculum, faculty, and exposure of a foreign university to India, saving costs while still maintaining the same quality of education.”
Mirzapur
Completed Postgraduate
What Students Expect from IBCs
Our research shows that students evaluating International Branch Campuses place the highest value on three core elements: quality parity, access to global faculty and peers, and employability outcomes.
First, students expect clear evidence of quality parity with the parent campus. They want reassurance that the curriculum, faculty credentials, and teaching standards will mirror those of the home institution. Transparent branding and direct affiliation with the parent university are critical—students are wary of localised models or franchise-like arrangements that dilute institutional reputation.
Second, they emphasise the importance of international faculty and a diverse student community. Being taught by visiting or resident foreign academics and engaging with peers from varied backgrounds is closely associated with a “true” global experience. This exposure is seen as key to building cross-cultural competencies and replicating aspects of the overseas learning environment within India.
Finally, students prioritise employability and recognition. They want confidence that an IBC degree will hold equal value in the job market, backed by visible employer acceptance and robust career services. Industry linkages, internship opportunities, and alumni success stories are viewed as essential proof points that validate the return on investment.
Concerns and Barriers
Despite high levels of interest, several concerns persist. Students worry that IBCs may be perceived as lowerprestige alternatives compared to studying abroad, lack the cultural immersion and independence that overseas education provides, and may not offer clear cost advantages. These apprehensions highlight the importance of addressing perceptions around quality, experience, and affordability.
These comments reinforce that while students see value in IBCs for accessibility and cost savings, they remain cautious about their ability to replicate the prestige, experience, and opportunities of overseas education.
I would like to study in an International Branch Campus because it allows me to get a recognised international degree without the heavy financial burden and visa challenges of going abroad.”
Ranchi
Completed Postgraduate
These voices highlight a mix of optimism and caution. Students are drawn to the idea of local access to global education but remain sceptical unless institutions can deliver an authentic experience that feels indistinguishable from studying at the parent campus.
My main reason to study in an international campus in India is that it gives exposure to foreign faculty and curriculum without the extra cost of studying abroad, making it a better option for families like mine.”
New Delhi 12th Pass, entering Undergraduate
I feel like studying abroad provides a different kind of exposure, but if an international campus in India can replicate that experience with worldclass faculty and industry opportunities, I would prefer it here.”
New Delhi Graduate, entering Postgraduate
Foreign universities often have a strong reputation abroad. I am not sure if studying at their campus in India would feel the same.”
Faridabad
Pursuing High School (Class 11–12)
I would rather like to experience student life abroad than study in India, even if it is an international campus.”
New Delhi 12th Pass, entering Undergraduate
Going to a foreign country is a different thing entirely, the exposure is unmatched.”
Graduate entering Postgraduate
Chapter 6: Preferred Study Abroad Destinations
Understanding where Indian students aspire to study abroad provides key insights into global mobility patterns and informs transnational education (TNE) strategies. Our survey of 10,000 students revealed clear preferences for a few dominant destinations shaped by factors such as cost, perceived quality, and longterm career opportunities. This chapter analyses these preferences, highlights the drivers behind them, and explores how they can inform both recruitment strategies and in-country TNE models.
Top Preferred Destinations
The dominance of the USA, Australia, and UK underscores their established reputation for quality education, strong links to employability, and historic ties with Indian students. Canada and Germany also stand out as cost-sensitive options that balance affordability with strong career outcomes
Drivers of Destination Preference
While the survey was quantitative, responses and contextual trends indicate four primary drivers shaping destination choice:
1. Affordability: Open-text responses referencing scholarships highlight that cost remains a deciding factor, especially for Tier 2 and Tier 3 students. Countries with lower tuition or strong aid opportunities (e.g., Germany, Canada) attract cost-conscious segments.
2. Quality and Reputation: Students prioritise destinations with universities recognised for academic excellence, reflected in sustained interest in the USA and UK.
3. Career Opportunities: Employability and practical training options strongly influence destination choice, inferred from comments linking education to future work prospects.
4. Access and Pathways: Countries perceived to have clearer, structured education pathways (e.g., Australia’s work-integrated learning) hold strong appeal.
Regional and Segment Variations
Destination preferences vary by student profile:
> Tier 1 Students show higher interest in the USA and UK, reflecting greater access to counselling, awareness, and financial capacity.
> Tier 2 and Tier 3 Students gravitate towards Australia and Canada, driven by affordability, poststudy work policies, and lower financial risk.
> Senior Secondary Students (Class 11–12) display higher overall aspiration for study abroad, suggesting earlystage awareness is key to influencing mobility patterns.
Implications for TNE Providers
> These findings have clear implications for TNE design and recruitment:
> Align TNE Pathways with Popular Destinations: 2+2 and dual-degree programs tied to the USA, UK, and Australia can tap into existing demand.
> Offer Affordable, Quality Alternatives: Highlight IBCs and hybrid programs in India as cost-effective routes to global degrees, especially for Tier 2 and Tier 3 markets.
> Leverage Early Engagement: Target senior secondary students with destinationlinked guidance and embedded global credentials to capture demand earlier.
Figure 19: Preferred Destinations
Recommendations
A Roadmap for Student-Centric Internationalisation
Drawing on the voices of over 10,000 students from 160 cities, this roadmap is designed to guide institutions, policymakers, and international education providers toward building inclusive, credible, and future-ready models of internationalisation that align with the evolving aspirations of Indian learners.
1.Prioritise Quality Parity and Credibility Across All Models
> Set Non-Negotiable Standards: IBCs, joint degrees, and hybrid programs must demonstrate equivalence with their parent institutions in curriculum, faculty credentials, and graduate outcomes.
> Institutionalise Transparent Quality Assurance: Establish regulatory frameworks for faculty vetting, curriculum audits, and independent accreditation tied to international benchmarks.
> Signal Outcomes Clearly: Publish placement data, employer recognition rates, and alumni pathways to build student trust.
2. Embed Internationalisation at Home (IAH) as a Core Strategy
> Bring Global Expertise to Indian Campuses: Expand foreign faculty residencies, virtual co-teaching modules, and industry-linked guest lectures.
> Create Globally Infused Classrooms: Integrate international case studies, multilingual content, and diverse pedagogical approaches into Indian curricula.
> Enable Domestic Peer Diversity: Support inbound mobility from neighbouring regions and create crosscultural learning spaces on Indian campuses.
4. Align Global Learning with Employability and Industry Outcomes
> Skill-Based Integration: Embed industry certifications, micro-credentials, and employerdesigned modules within international degrees.
> Industry Partnerships: Co-develop internship pipelines, research collaborations, and career pathways that directly map to both domestic and global labour markets.
> Employer-Endorsed Recognition: Partner with leading employers to validate the relevance of IBC and hybrid program credentials.
6. Strengthen Awareness and Guidance Infrastructure
> National Outreach Campaigns: Launch integrated initiatives (digital, school-based, media) to demystify IBCs, joint degrees, and hybrid international credentials.
> Equip Counsellors and Teachers: Build capacity among school counsellors and educators to provide credible guidance on internationalisation pathways.
3. Unlock Tier II and Tier III Cities as Growth Engines
> Hyper-Local Outreach: Deploy vernacular campaigns, school-level engagement, and digital-first awareness programs targeted at emerging markets.
> Regional Hubs: Establish satellite centres or blended delivery nodes in high-aspiration Tier II and III clusters, linked to flagship urban campuses.
> Partnership Models: Collaborate with local schools, NGOs, and state governments to build pipelines from aspirational towns to credible international programs.
5. Expand Affordable Access Through Financing and Policy Levers
> Innovative Funding Models: Introduce needbased scholarships, income-share agreements, and subsidised tuition frameworks supported by state or philanthropic partners.
> Cost-Sharing Collaborations: Build joint infrastructure between Indian and foreign universities to reduce per-student costs while maintaining global quality.
> Policy Incentives: Provide regulatory fast-tracks and fiscal benefits to institutions that commit to affordability and equitable regional access.
7. Deepen Institutional and CrossBorder Collaboration
> Co-Designed Academic Programs: Promote truly joint curricula and co-taught degrees that deliver authentic cross-campus learning experiences.
> Integrated Research Ecosystems: Create shared research centres between Indian and global institutions, particularly in high-demand fields.
> Regulatory Innovation: Use NEP 2020 and UGC reforms to streamline approvals for high-quality TNE partnerships.
Strategic Implications
Aligning with Student Preferences on Internationalisation: Survey findings highlight a shift from prestige-driven overseas degrees toward hybrid, embedded, and locally delivered models of global education. Institutions can respond by:
> Modular and Embedded Credentials: Develop internationally co-badged certifications integrated into domestic degrees to offer scalable, affordable global exposure.
> International Faculty Engagement: Use visiting faculty, virtual lectures, and joint teaching arrangements to bring global expertise into Indian classrooms.
> Employability Integration: Align international content with domestic industry needs to reinforce the career value of global pathways.
> Pathway Segmentation: Differentiate outreach and support for high school graduates versus postgraduate entrants, reflecting their distinct motivations.
> Regional Inclusion: Address high demand in Tier 2 and Tier 3 cities through localised outreach, vernacular content, and partnerships with regional schools.
Ensuring Credible and Trusted IBC Models: Interest in IBCs is strong but conditional on perceived equivalence and recognition. Data points to five priority areas for success
> Quality Parity: Ensure curriculum, faculty credentials, and learning outcomes mirror those of the parent campus.
> Global Classroom Environment: Create peer diversity and joint academic communities across home and branch campuses.
> Recognition and Employability: Publicise graduate outcomes and employer acceptance to validate IBC degrees.
> Campus Experience: Replicate co-curricular and student life dimensions to reinforce authenticity.
> Transparent Communication: Provide clear messaging on standards, value, and limitations to build trust and avoid misperceptions.
