Though there is no official definition of which countries make up the ‘big 14’, stakeholders from France, Germany, Ireland, Malaysia, and Japan outlined ambitions to expand international student and talent inflows while avoiding “policy missteps” seen in the US, UK, Australia, and Canada, which are tightening migration and shifting toward transnational education opportunities.
According to Christopher Cripps, vice-president for Europe and international affairs at Institut Polytechnique de Paris, apart from having over 1,600 programs taught in English, along with relatively low costs and national targets such as attracting 30,000 Indian students by 2030, countries like France must rethink internationalisation models that are often “market-driven” in the big four destinations.
“In Europe, we’re more about academic diplomacy-type internationalisation. We would like to have more Indian students, but we are more focused on creating international ecosystems across partners with excellent institutions in India,” said Christopher Cripps, vice-president for Europe and international affairs, Institut Polytechnique de Paris, citing the institute’s partnerships with major Indian Institutes of Technology where smaller-scale exchanges have helped build goodwill and increase student interest over time.
“So it’s more about internationalisation through creating international ecosystems, as opposed to just good old student recruitment for student recruitment purposes.”
It’s no longer just about recruitment; it’s about the exchange of ideas and building partnerships
Novie Tajuddin, EMGS
Another recent success story, Malaysia has seen a 26% rise in international student applications over the past two years, driven by its National Education Plan and systems like Education Malaysia Global Services (EMGS), a one-stop shop wholly owned by the ministry of higher education, which CEO Novie Tajuddin said offers a unique service not replicated by major study destinations.
“We have a constant approach and strategy that we align with the universities. We do research, identify the markets, and engage government-to-government, because when it is government-to-government, I can knock on the door of other governments and meet ministers anytime,” stated Tajuddin, who added that nearly 40 immigration officers work with EMGS directly, leading to efficiency in study visa processing and strategy.
“We also have the Malaysia Higher Education Forum. We’ve done it in Africa and in Chennai, where we worked with the Association of Indian Universities (AIU). This shows that it’s no longer just about recruitment; it’s about the exchange of ideas and building partnerships.”
While the UK’s evolving approach to international education, reflected in its newly launched strategy emphasising TNE, edtech, and skills over overseas recruitment, signals a shift in priorities, neighbouring Ireland has maintained strong momentum.
The country recorded a historic high of over 44,000 international students in the previous academic year, with learners from India and the US forming the largest cohorts.
But at a time when concerns around post-study job prospects have made traditional ‘big four’ destinations less attractive to international students, Surabhi Joshi, director for South Asia at University College Dublin (UCD), emphasised the growing importance of clearly demonstrating employment outcomes for Irish universities.
“Ireland wasn’t even discussed much 10 years ago, but today it has become a strategic partner for India in terms of student mobility. We are not chasing volume; it is more important that we remain strategic and outcome-oriented.
“Once students receive good education and employment outcomes, they recommend Ireland to others. The ecosystem supports education, employability, and return on investment, and that is what we want to continue focusing on,” stated Joshi, adding that Irish universities are also now focusing on collaborative funding and research partnerships with Indian institutions.
Similarly, in Germany, where over 760,000 skilled roles are expected to remain vacant by 2028 due to an ageing population, supporting employability and raising awareness of the country’s language and culture is key.
With over 402,000 international students but only one-third feeling prepared for careers, lack of language support being a key drawback, Mathias Dünnwald, student recruitment manager at Navitas Germany, said collaborations with Indian institutions are helping improve student readiness.
“It’s important that students study abroad with proper preparation. The German Embassy has been working with schools in India, raising awareness about Germany, promoting the German language, and helping students develop genuine interest in the country before choosing it as a destination,” stated Mathias Dünnwald
“It’s about students understanding Germany, its culture, and its opportunities, and not choosing a destination only because studying abroad seems attractive for career reasons.”
In the case of Japan, involving external organisations aligned with national trade and employment goals – not just student mobility – is seen as critical as the country stands at a demographic crossroads, with one of the world’s oldest populations and lowest birth rates.
Japan is working with India to facilitate 500,000 people-to-people exchanges over the next five years, including 50,000 highly skilled Indian professionals, with organisations like Japan External Trade Organization (JETRO) playing a key role in enabling these talent pathways.
According to Hiroki Kawasaki, senior director, JETRO, with Japan expected to face a shortage of six to seven million workers, building strong education-to-employment pipelines through partnerships with Indian institutions is critical — a theme echoed throughout the “Meet the Big 14” session.
“In the past two to three years, we have started working with Indian universities to connect students with Japanese companies and create employment opportunities,” stated Kawasaki.
“From Japan’s side, industry must adapt by using more English in workplaces. At the same time, international students should also learn some Japanese, because language and cultural integration are important for long-term sustainability.”
