Change or stability? How Brexit and the COVID-19 pandemic affected higher education internationalisation policies in Europe
Anna P. Lohse
Facilitated by the freedom of movement within the European Union (EU), the Erasmus programme established in 1987, and the Bologna Process initiated in 1999, physical intra-European student mobility has become a taken-for-granted aspect of higher education. Student mobility—whether for a short-term stay or the completion of an entire degree—is the core phenomenon of higher education internationalisation. The latter has gained significant importance on the policy agenda of countries worldwide over the past decades in light of short- and long-term economic goals (e.g., generating tuition fees, recruiting skilled migrants), the strengthening of international cooperation, and an increase of academic quality and students’ intercultural competencies. Internationalisation strategies now exist on national and institutional levels (Crăciun, 2019); outlining goals and measures involving various stakeholders including education ministries, foreign ministries, national higher education agencies such as the DAAD, British Council, or Campus France; university administrations, and interest groups.
An age of disruption
Brexit and the COVID-19 pandemic greatly disrupted established practices and regulations of higher education internationalisation. After the Brexit referendum, there was uncertainty about whether the United Kingdom (UK) would continue to participate in the Erasmus programme and whether EU students would still have visa-free, discounted access to British degree programs. With the COVID-19 pandemic, global student mobility largely came to a halt for the first time in history. There was speculation about whether Brexit and the COVID-19 crisis would mark a turning point in higher education internationalisation. Regarding Brexit, some predicted, for instance, that British-European higher education relations would never be the same as before the referendum. Concerning COVID-19, there was speculation that the pandemic might usher in an era where physical mobility would no longer be the core focus of internationalisation, but rather transnational online degree programs.
However, when we look at the literature on institutional change and stability (e.g., Mahoney, 2000, Ebbinghaus, 2005), we find that societal institutions such as the church, nation states or higher education systems are relatively resistant to change—even in the face of major disruptive events. This is because of path dependencies, which exist, for instance, due to powerful actors preventing change in order to stay in power or because new policies and practices are not considered ‘normal’ by society.
Examining the disruptions’ impact in three major European higher education systems
The uncertainty about the status quo of European student mobility, combined with the diverging expectations of contemporary witnesses and the institutionalist literature, is the setting of my dissertation monograph Higher Education in an Age of Disruption. Comparing European Internationalisation Policies. In my book, I explore how Brexit and COVID-19 impacted student mobility policy and practices in England, France, and Germany between the years of 2016 and 2021. The three selected countries are not only among the top destinations for degree-seeking international and Erasmus students, but also represent different types of higher education systems. England is comparably market-based, while France is more state-dominated, and Germany traditionally follows the Humboldtian tradition of being state-financed while featuring a relatively strong academic self-governance. These differences allow for pertinent insights into how different higher education systems dealt with the disruptions.
Analytical approach of the study
The study involved 44 interviews with internationalisation experts from the three country contexts. These experts included heads of international offices of medium-sized to large universities and staff members from national education ministries and higher education internationalisation agencies (British Council, Campus France, DAAD). In addition, 234 documents were analysed, providing insights into events, debates, and changes related to Brexit and the COVID-19 pandemic in the higher education sectors of England, Germany, and France. These documents included newspaper articles, parliamentary records, law changes, policy briefs, and statements from higher education stakeholders.
To assess whether and what kind of change occurred in higher education internationalisation, I developed indicators of the institutional dimensions of student mobility. According to Scott (2008), every institution consists of a regulative, normative, and cultural-cognitive dimension.
In the regulative dimension of student mobility, country-specific immigration and university admission laws must be followed, as well as the statutes of mobility programmes (e.g., Erasmus). The normative dimension is reflected in the values and norms that internationalisation actors refer to in their daily practice. Of particular interest here is whether student mobility is pursued primarily for academic, political, economic, or cultural reasons (Knight, 2012). Furthermore, specific norms and activities in the higher education system are institutionalized through funding programs (e.g., by the EU or internationalisation agencies). The cultural-cognitive dimension includes fundamental perceptions and approaches that actors consider self-evident. Such taken-for-granted aspects include whether higher education is viewed as a fundamentally public or private good and, relatedly, whether a higher education system is predominantly market-based or state-led. These assumptions, in turn, influence whether higher education internationalisation is primarily conceived within a collaborative or competitive logic.
I coded both the expert interviews and documents according to the institutional dimensions and developed an analytical framework involving different types of overall institutional change. I classified no substantive change in all three institutional dimensions as overall institutional stability, change in one or two dimensions as partial change and change in all three dimensions as radical change.
Key findings
In all country-disruption combinations, I found partial change. That is, the regulative and/or the normative dimension of higher education internationalisation were altered in response to Brexit/the COVID-19 pandemic, but the cultural-cognitive frameworks underlying higher education internationalisation remained stable.
The regulative impact of Brexit on higher education internationalisation
Brexit was accompanied by substantive regulatory changes for student mobility. After years of protracted negotiations, the United Kingdom (UK) left the EU on February 1, 2020. Since January 1, 2021, EU students are required to apply for a paid visa for studying in the UK. Additionally, European students lost their right to reduced tuition fees. On December 24, 2020, the British government unexpectedly announced its withdrawal from Erasmus and the creation of its own mobility program. The non-reciprocal Turing Scheme, which solely provides scholarships for British outgoing students and not for incoming students, was presented as an optimized Erasmus program that would offer taxpayers “greater value for money” (Department for Education and The Rt Hon Sir Gavin Williamson CBE MP 2020).
For Germany and France, Brexit resulted in the UK being re-categorized as a third country. As a consequence, British students in France now need to apply for a visa, while in Germany, they require a residence permit.
Normative impact of Brexit
In terms of normative aspects, the British government, in the wake of Brexit, intensified its focus on exporting educational offerings to non-EU markets. In the second national internationalisation strategy, “Global potential, global growth,” adopted in 2019, Europe hardly finds mention. Leaving the EU is portrayed as an opportunity to reposition the UK as an educational provider in the European and especially global market. In student exchange, the focus is shifted to Commonwealth countries and the Anglosphere, which also play a central role as target regions in the Turing Scheme. While the British government distanced itself from the EU and non-economic internationalisation motives, the English higher education sector intensified its efforts towards European university partnerships and exchanges. English universities emphasized the shared European history and values, openly expressing criticism of the British government’s actions through position papers and symbolic protests, such as flying the EU flag on university buildings.
Both the French and German higher education sectors reacted with dismay to Brexit. However, this initial dismay quickly gave way to a defiant attitude regarding the importance of European cooperation. In both countries, Brexit led to an increased pursuit of partnership agreements with Northern and Eastern European countries. These countries’ offerings of English-language programs were seen as an attractive alternative to the lost British Erasmus partnerships. French President Emmanuel Macron’s 2017 speech at the Sorbonne University provided the impetus for the creation of the European Universities Initiative (EUI). The rapid implementation of this proposal, which by mid-2024 has resulted in over 60 university alliances involving more than 500 universities, is considered the most significant European internationalisation policy since the Bologna Process.
Cultural-cognitive impact of Brexit
While Brexit-induced changes occurred on both the regulatory and normative levels in all three countries, the changes remained anchored in culturally-cognitive, institutionalized societal perceptions. The normative clash between the British government and the pro-European higher education sector represents a continuation of the divided post-war British politics and identity, characterized by British exceptionalism—representing idea of the UK’s special role within Europe and the world—while simultaneously being involved in European integration processes. While the British government used Brexit as an opportunity to institutionalize the departure from the EU through new regulations, English universities actively worked against this, for example, by joining the EUI.
Thus, the central cultural-cognitive conflict between British exceptionalism and competitive internationalisation on the one hand, and European integration and collaborative internationalisation on the other, continues to persist. In the case of France and Germany, the regulative and normative changes signal a continued commitment to a higher education internationalisation fundamentally oriented towards Europeanization and collaborative activities
The regulative impact of COVID-19 on higher education internationalisation
The COVID-19 pandemic posed very different regulatory challenges for the English higher education sector compared to the German and French higher education sectors. The key factor here is the market-based nature of the English higher education system. Since international students represent a vital source of income for English universities, the expected long-term decline in international student numbers at the beginning of the pandemic posed an existential threat to the financial stability of the sector.
In response, English universities began compensating for the anticipated loss of international students by gaming established admissions practices: they sent an unusually high number of study offers to domestic secondary school graduates to outcompete other universities. This approach threatened to throw the entire higher education sector into chaos, prompting the British government to temporarily reintroduce the student number cap, a limit on the number of students universities can admit. This cap had been abolished in 2015, thereby introducing full-on market conditions. However, when international student numbers unexpectedly increased rather than decreased during the pandemic, this regulatory change was abolished, and the sector returned to the previous conditions of a fully market-based system—despite the pandemic highlighting significant weaknesses in the system and triggering widespread calls for reform from within the sector.
In contrast, the state-funded higher education systems of Germany and France faced different regulatory challenges. Since—unlike in England—online teaching was not widely practiced in either country before the pandemic, their face-to-face-based regulations had to be expanded in a very short time. This included, for example, enabling the use of online platforms like Zoom, conducting online exams, and allowing online enrolment for students who would not initially be able to physically enter the host country. In Germany, this involved creating an enrolment status for students who participated exclusively in digital classes. In France, the pandemic accelerated the implementation of the digital visa process for international students, a measure that had already been decided under the Bienvenue en France strategy.
Normative impact of COVID-19
In the normative dimension, the COVID-19 pandemic in England reinforced the focus on profitable internationalisation activities, particularly the recruitment of international students, to ensure the survival of universities. In Germany and France, norms regarding the acceptance of digital teaching and administration changed. Virtual exchange and Collaborative Online International Learning (COIL) formats gained significant traction as ways to compensate for the loss of physical mobility. In Germany, the DAAD launched several funding lines shortly after the outbreak of the pandemic to systematically advance the digitalisation of internationalisation. It is noteworthy that the increasing digitalisation of internationalisation was already on the agendas of universities and the internationalisation agencies DAAD and Campus France before the pandemic. However, limited financial and personnel resources had previously hindered the rapid implementation of digitalisation reforms.
Cultural-cognitive impact of COVID-19
The observed developments in the three country contexts point to stability of the cultural-cognitive dimension in the three higher education systems. Although the pandemic exposed the risks of a market-based higher education system, England maintained its status quo. Demands for funding reforms demanded by higher education actors fell on deaf ears on the part of the British government.
In France, pandemic measures and the continuation of the Bienvenue en France strategy were largely directed by a crisis management team within the French government, pointing to a comparably strong state involvement. In Germany, coordination of pandemic measures occurred at both the state level and nationally through the DAAD, and there was a comparably strong focus on the pedagogical component of digital internationalisation. Both France and Germany continued to emphasize international collaboration during the pandemic through virtual exchange programmes with partner universities. Contrary to the expectations of some higher education actors, more market-oriented activities, like transnational online programs, did not become a part of France’s and Germany’s internationalisation portfolios during the pandemic.
Summary
The comparative study found that Brexit and the COVID-19 pandemic did not lead to radical changes of existing internationalisation strategies in the three country contexts. Instead, both disruptions created windows of opportunities that accelerated ongoing gradual changes and reinforced existing internationalisation logics. This was particularly evident in the country-specific stances towards Europeanisation and the digitalisation of higher education.
Anna P. Lohse is a postdoctoral researcher at the Institute for Education at Technical University Berlin, Germany. She received her PhD from the Hertie School – The University of Governance in Berlin and holds an MA in International Education from New York University.
References
Crăciun, D. (2019). Systematizing National Higher Education Internationalization Strategies: Reconceptualizing a Process. PhD thesis. Central European University. https://ris.utwente.nl/ws/portalfiles/portal/222724257/craciundaniela.pdf
Department for Education & The Rt Hon Sir Gavin Williamson CBE MP. (2020). New Turing scheme to support thousands of students to study and work abroad. Retrieved March 14, 2023 from https://www.gov.uk/government/news/new-turing-scheme-to-support-thousands-of-students-to-study-and-work-abroad
Ebbinghaus, B. (2005). Can path dependence explain institutional change? Two approaches applied to welfare state reform. Discussion Paper 05/2. Cologne: Max Planck Institute for the Study of Societies.
Knight, J. (2012). Concepts, rationales, and interpretive frameworks in the internationalization of higher education. In D. K. Deardorff, H. de Wit, J. Heyl & T. Adams (Eds.), The SAGE Handbook of International Higher Education (pp. 27–42). SAGE Publications.
Lohse, A. P. (2024). Higher Education in an Age of Disruption. Comparing European Internationalisation Policies. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-57912-7
Mahoney, J. (2000). Path Dependence in Historical Sociology. Theory and Society, 29(4), 507–548.
Scott, W. R. (2008). Institutions and Organizations: Ideas and Interests (3rd ed.). SAGE Publications.