The real challenges of foreign campuses
There has been much debate in India about attracting foreign university branch campuses since the University Grants Commission (UGC) established regulations in 2023. A few have set up shop: two Australian universities — Deakin University and the University of Wollongong — in Gujarat's GIFT City, and the U.K.'s University of Southampton in Gurugram, near Delhi.
The momentum has continued to grow in recent months. Last week, Letters of Intent (LOIs) were issued to five foreign institutions — the University of York, the University of Aberdeen, University of Western Australia, Illinois Institute of Technology, and Italy's Instituto Europeo di Design (IED) — to establish campuses in Mumbai.
However, early indicators suggest that Deakin and Wollongong, which began classes last year, and the University of Southampton, which is going to welcome its first batch of students, may be moving too quickly. Admissions were announced often before essential details, such as information about the faculty and other key elements, were made publicly available. While this rapid pace may signal strong intent and enthusiasm, it also raises many concerns.
Also read | Boom in foreign university branch campuses: Can they deliver quality education?
Challenges to the branch idea
Globally, transnational education is navigating an increasingly uncertain landscape. This may be one of the most difficult global environments for universities to establish branches. The country with the largest number of overseas university branches globally, the U.S., is in complete disarray due to attacks on higher education from the Donald Trump administration. The last thing on the minds of most American university leaders is foreign initiatives. Therefore, the Illinois Institute of Technology's decision to establish a campus in India should be seen as an exception.
Even institutions willing to enter the Indian market will have to overcome numerous domestic challenges. A major issue is navigating India's highly competitive higher education landscape.
Most of the institutions seeking to enter the Indian market are not top-tier schools in their own countries. In India, they risk being seen as just one among several 'elite' options available to students. These branch campuses follow a market-driven model, offering programmes in high-demand fields such as business, computer science, and data analytics. While this approach may be financially strategic, the narrow academic focus risks making them indistinguishable from India's better-performing private colleges and universities.
Therefore, the real challenge is to establish a clear academic identity. Without this, they risk being perceived as little more than diploma mills, ultimately undermining the reputation of the very universities they represent. It is also relevant that most of the branches already established or planning to be established are not comprehensive universities with diverse offerings and research focus, but rather are small specialised schools.
India already boasts renowned public institutions such as the Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), which are actively expanding their global engagement and research capabilities. Notable collaborations, such as IIT Delhi with the University of Queensland and IIT Bombay with Monash University, have set strong precedents for international research partnerships. Furthermore, a growing number of elite and semi-elite private universities in India now offer joint and double-degree programmes in collaboration with foreign institutions. In this dynamic environment, foreign branch campuses cannot rely solely on the strength of their brand.
Myth of marketing
A concerning trend among some international branch campuses already established in India is their disproportionate reliance on marketing strategies, often at the expense of academic investment. While marketing has its place, it cannot substitute for substance. Students and parents are increasingly discerning. They examine publicly available information on faculty credentials, curriculum design, industry relevance, and student support systems. Flashy campaigns without academic depth or meaningful student engagement will not build lasting trust.
Another key problem lies in students' perception and the reality of campus life. Early observations suggest that most of these branch campuses operate out of vertical buildings, often renting space. While such structures may offer operational efficiency, they often lack the vibrancy, openness, and spatial identity characteristic of traditional Indian universities. If foreign universities wish to be perceived as full-fledged institutions, they must invest in essential 'soft' infrastructure as well.
Need for local relevance
From the Indian perspective, selecting the right partner is important. Universities from the Global North are typically interested in branch campuses for several reasons. Host countries or institutions may offer major incentives in terms of facilities or funds. In many cases, the primary motivation is to earn money, as illustrated by several branches in Dubai. Some wish to establish a presence in a country to recruit students to the home campus. Without major incentives, top global universities will seldom be attracted. India will need to carefully evaluate whether a particular branch proposal is suitable for local needs, and whether it is from a foreign institution that is attractive.
The establishment of foreign university branch campuses in India marks a significant milestone in the higher education landscape. However, if these ventures are rushed or poorly managed, they risk becoming cautionary tales — short-lived initiatives that erode trust, dilute brand value, and stall the broader momentum toward meaningful internationalisation.
Philip G Altbach is professor emeritus and distinguished fellow, Center for International Higher Education, Boston College, United States. Eldho Mathews is programme officer (internationalisation) at the Kerala State Higher Education Council, India
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