Co-delivering capacity building workshops to support the development of transnational education (TNE) in Ghana
Ghana provides a compelling proposition for the expansion of UK TNE in the region, both as a potential educational hub for West Africa and an emerging growth market – characterised by its youthful population, political stability, and strategic geographical location. Its higher education environment is characterised by rigorous academic structure with cultural values that emphasise education as a means of individual and national advancement.
Policies, guidance, and overall processes for the provision of UK TNE in Ghana had been unclear to UK higher education institutions – creating uncertainty, lowering risk appetites, and forming operational barriers to market entry. This potentially resulted in missed opportunities for portfolio diversification and revenue expansion for both Ghanaian and UK parties. Such opportunities include key areas such as Medicine, Engineering, Education, Business and Agriculture, as well as areas that reflect Ghanian cultural strengths such as Textile Design.
Times Higher Education and the Quality Assurance Agency devised a complementary project methodology, including quantitative data analysis, qualitative stakeholder interviews, and a landscape analysis of existing regulatory documentation. This culminated in the delivery of two capacity-building workshops in Accra, encouraging the development of a quality culture within TNE ventures. Knowledge exchange and partnership equity was a critical focus.
The power of TNE in internationalising today’s university
Emerging in the 1990s as a market expansion mechanism, the first wave of transnational education saw universities establishing branch campuses in countries other than their own. Twenty years later came the advent of ‘TNE 2.0’ (Tsiligiris, 2016) which was characterised by the diversification of TNE models, including the utilisation of technology and online delivery. A decade later, Times Higher Education developed a new concept to encapsulate the TNE activities of the contemporary university. Coined ‘TNE 3.0’, this wave sees universities making significant impacts on the economy, social development, and sustainability credentials of their host countries. Through research, industry connections, and academic quality, providers are disseminating their educational assets beyond the immediate student community.
Times Higher Education provides data-led TNE solutions
Times Higher Education has delivered a suite of transnational education consultancy projects, with proven expertise in data-led TNE advisory. This has led to the development of bespoke recommendations at the level of TNE model, regulatory foundations, and operational landscape for both individual institutions and global governments. Specifically, these services translate vast and wide-ranging market insights into meaningful and actionable recommendations that represent institutional strategic priorities and respond to underserved social, economic, and student needs. Times Higher Education has delivery experience in established markets, ensuring portfolio diversity and new market capture, and emerging markets – where clarity, robustness and transparency are crucial. It is here that the expertise of the QAA is transformational.
Quality Assurance Agency brings globally-leading expertise in programme quality
The Quality Assurance Agency for Higher Education supports higher education systems through both quality assurance and enhancement activities. Grounded in its work with the UK sector, QAA leads and delivers international projects and promotes the principles underpinning the quality of UK higher education across the global tertiary education landscape. As an advisory agency, QAA supports governments, quality agencies and higher education providers in strengthening their approaches to quality. Through its TNE work, including the UK TNE Quality Scheme, QAA supports, promotes and enhances the quality and reputation of the UK higher education provision delivered internationally, while also building quality capacity through international partnerships and development projects.
Central to QAA’s work is the belief that quality is achieved not only through policies, procedures, and compliance mechanisms, but also through collaboration, shared values, meaningful engagement, and a collective commitment to continuous enhancement. QAA therefore encourages institutions to actively engage staff and students in quality improvement activities, use evidence to inform decision-making, strengthen peer review and collaborative approaches, and develop leadership that promotes trust, ownership, and accountability.
By building the capabilities of staff, stakeholders, and institutional leaders, QAA helps both higher education institutions and education systems move beyond a compliance-led approach towards one in which quality enhancement becomes embedded in everyday practice. In doing so, it fosters greater commitment, shared ownership, empowerment, and organisational learning across institutions.
Ultimately, QAA’s contribution to international capacity building extends beyond strengthening quality assurance systems. It supports institutions in developing a sustainable quality culture that enhances teaching and learning, increases staff and student engagement, strengthens institutional effectiveness, and promotes an enduring commitment to education excellence.
Delivering capacity-building workshops in Accra to support the growth of UK TNE across Ghana and West Africa
As part of a wider project commissioned by the UK Department for Business & Trade and supported by British Council (Accra), Times Higher Education and the Quality Assurance Agency co-delivered two capacity-building workshops in Accra in March 2026. One workshop was delivered to government stakeholders, and one to university representatives.
Both the THE team and the QAA team adapted session content to each respective audience. The THE project team delivered a high-level overview of inbound recruitment from Ghana and local TNE enrolments at the level of TNE model, programme level, and subject area. This was used to derive potential strategic opportunities for both UK universities and Ghanaian institutions as hosts of new TNE programmes. This was complemented by the input of the QAA project team who led an interactive session on three quality touchpoints: developing a quality, mutually beneficial, student centred partnership, building a quality culture, and student interactions with quality.
The workshops promoted active discussion, critical reflection, and constructive challenge among stakeholders. By combining quantitative evidence with qualitative insights, the presenters created a compelling narrative that highlighted the potential for mutually beneficial UK-Ghana higher education partnerships. Discussions explored emerging opportunities and needs in transnational education (TNE), while emphasising the importance of maintaining strong quality principles throughout the partnership journey. The integration of data-driven and experience-based perspectives encouraged meaningful dialogue and helped identify practical opportunities for future collaboration and capacity building.
The result: university and government stakeholders empowered to develop strategic TNE partnerships with a quality-first objective
By combining these assets and areas of expertise, THE and the QAA were able to co-deliver a powerful and valuable output for key stakeholders across Ghana’s tertiary education sector. This offered a comprehensive view and representation of interests for students, families, higher education providers and regulators. Participants left the session having engaged in dynamic discussions relating to transnational education expansion and quality culture development. Crucially, the workshops convened a diverse group of representatives all working towards a common goal – the development of high-quality and sector-leading educational opportunities for the social good.
“TNE is now regarded as a powerful internationalisation tool for many institutions, which treats equity of partnership with host institutions as a critical goal. Much of that power lies in its ability to deliver quality education, diversify local provision, and have significant impacts on local economies and education and research ecosystems. By combining THE’s substantial expertise in TNE ecosystem development and long-established quality frameworks of the QAA, we can develop bespoke action plans for long-term TNE success.”
Dr Ishan Cader, Managing Director (Consultancy), Times Higher Education
“The future of TNE depends on a shared commitment to quality. By bringing together the complementary strengths of QAA and THE, and by working in partnership with key local stakeholders, we can develop approaches that create meaningful impact. Through initiatives such as this, we can support the development of high-quality, sustainable TNE provision that not only advances the strategic priorities of institutions and host nations, but also creates lasting benefits for learners and communities.”
Shannon Stowers, Director of International Policy & Engagement, QAA