Ajay Prasad

The New Dawn of Higher Education in Emerging Economies

The global higher education landscape has undergone a profound and irreversible transformation in the wake of the COVID-19 pandemic. This unprecedented crisis, which impacted an estimated 1.3–1.5 billion students worldwide, compelled institutions to fundamentally rethink their pedagogical and operational models, accelerating pre-existing trends and acting as a powerful catalyst for systemic change across the sector.¹

For new higher education institutions (HEIs) in emerging economies, this period is not merely a temporary adjustment but a critical juncture. These regions are experiencing substantial growth in tertiary enrollments; countries like Turkey and Chile have demonstrated aggressive expansion strategies over the past two decades, while Brazil saw student enrollments surge from 1.5 million in 1992 to over 7.5 million by 2012, largely driven by private HEIs.³ In Nigeria, the private university sector is projected to expand from 23 institutions in 1999 to 159 by 2025, now accounting for over 53% of all universities in the country.⁵ Universities in the Global South are increasingly recognized as vital drivers for innovation, economic advancement, and talent cultivation, particularly in the context of shifting global supply chains and the demand for higher value-added activities.⁶ These new institutions are not simply meeting burgeoning demand; they are emerging as strategic engines for national development, addressing critical skill gaps and enhancing their nations’ competitiveness on the global stage.

The pandemic’s disruptive force has created an unparalleled opportunity for higher education to undergo a fundamental redesign, urging societies to build systems that are more equitable, humane, and sustainable.² For new institutions in emerging economies, this presents a unique advantage. Unlike established universities often constrained by legacy systems and resistance to change, new HEIs can integrate lessons learned from the pandemic and adopt future-oriented models from their inception. This allows them to potentially bypass traditional development stages, building agile and responsive frameworks from the ground up.

However, the expansion of higher education in emerging economies also brings a crucial dual imperative: balancing increased access with a steadfast commitment to quality. While the growth in enrollments and institutions is evident ³, the pandemic simultaneously exposed and exacerbated existing inequalities, particularly regarding the digital divide and access to technology in developing countries.² This underscores that simply increasing the number of educational opportunities is insufficient. New institutions must strategically ensure equitable access to high-quality education, especially in online and blended formats. This necessitates not only expanding physical and digital infrastructure but also providing comprehensive support for digital literacy and maintaining rigorous pedagogical standards for all students, including those from underserved backgrounds.

Global Trends Shaping the New Educational Frontier

The post-COVID era is defined by several overarching trends that are fundamentally reshaping higher education globally, with particular resonance for new institutions in emerging economies. These trends demand strategic adaptation and offer unique opportunities for innovation.

Digital Transformation and the Rise of Blended Learning

The pandemic rapidly propelled online education into the mainstream, transforming it from a niche offering into a widespread necessity.¹ This forced shift compelled institutions to embrace digital technologies and develop novel learning models.¹ While initial emergency remote teaching often involved a mere “virtual replication of the classroom,” leading to student disengagement and teacher exhaustion ¹, there is now a clear and progressive movement towards blended learning as the preferred approach.¹⁰ This model integrates physical classroom instruction with online coursework, offering students greater flexibility to learn at their own pace.¹⁰

The adoption of Artificial Intelligence (AI) in education is accelerating significantly, moving towards highly personalized learning experiences for students.¹ Advanced technologies such as virtual learning platforms, video conferencing tools, virtual reality (VR), AI, and data analytics are being leveraged to enhance teaching and learning interactions.² To facilitate this seamless blended and online delivery, substantial investment in robust infrastructure is critical. This includes developing sophisticated Learning Management Systems (LMS), implementing remote collaboration tools, and ensuring high-speed network connectivity.¹ The digital evolution extends beyond mere technological adoption; it necessitates a profound pedagogical transformation, where educators transition from traditional “knowledge givers” to “facilitators” ¹, and students cultivate a high degree of self-discipline and independent learning skills.¹⁰

A critical understanding emerging from this shift is the need to move beyond simple digitalization towards comprehensive digital readiness, underpinned by a human-centric design philosophy. The initial unpreparedness of many institutions for online delivery, particularly concerning faculty skills and infrastructure ², highlighted significant gaps. Effective digital transformation is not solely about technology; it is a strategic, business-led, and technology-enabled process that requires a relevant and workable strategy.¹² For new HEIs, this means establishing a comprehensive digital transformation strategy from day one. This involves substantial investment in continuous professional development for faculty in online pedagogy ¹⁰, proactive measures to bridge the digital divide by ensuring equitable access to technology and connectivity ², and designing systems that prioritize the user experience for both students and faculty.¹² The goal is to avoid the pitfalls of simply replicating traditional methods online and instead foster effective, engaging digital learning environments.

Furthermore, the rise of online learning has prompted a re-evaluation of the role and design of physical campus spaces. While remote learning is undoubtedly here to stay ¹, there is a strong and enduring demand for universities as “living communities” that facilitate social interaction, collaborative learning, and the sharing of ideas.² Students continue to value in-person interactions with faculty and peers.² This suggests that new institutions should not abandon physical infrastructure but rather reimagine it. Campuses can be transformed into dynamic hubs for collaborative activities, specialized practical laboratories (which are often impossible to replicate remotely for fields like biology and chemistry) ¹³, dedicated spaces for mental health support ², and community engagement initiatives. These redesigned physical spaces serve to complement and enrich the online learning experience, rather than being its sole locus.

Demand for Career-Aligned Programs and Skill-Based Education

Students and their families are increasingly scrutinizing the return on investment (ROI) of higher education, leading to a heightened demand for career-aligned and skill-based programs.¹⁵ The changing socio-economic landscape and significant job losses during the pandemic have amplified the urgency for higher education to directly address evolving workforce needs.¹

Institutions are responding by developing accelerated degrees, microcredentials, and robust upskilling and reskilling programs.¹⁵ This includes a proactive review of curricula to ensure graduates are prepared for the transformative impact of generative AI in the workplace.¹⁵ Examples from India illustrate this adaptability, with private universities adopting interdisciplinary and flexible curricula, emphasizing project-based learning, and integrating extended internships into their programs.¹⁷

A significant development is the blurring of lines between traditional formal degrees and alternative credentials. The focus on ROI and immediate skill applicability has led to institutions experimenting with “degree-in-three” models and reducing credit hours in favor of integrating internships, apprenticeships, or other skills-based competencies.⁵ Micro-credentials and nanodegrees are becoming standard offerings within university curricula.¹⁶ This presents a substantial opportunity for new HEIs to innovate beyond the conventional four-year degree structure. They can design flexible, stackable programs that seamlessly integrate various forms of credentials, enabling students to acquire in-demand, industry-relevant skills more rapidly and adapt swiftly to dynamic job markets. This approach necessitates close collaboration with accrediting bodies to ensure the recognition and value of these innovative pathways.

Furthermore, leveraging real-time labor market data for curriculum development is becoming a crucial competitive advantage. The need for proactive strategies to ensure post-graduation success and continuous attention to labor market trends is paramount.¹⁵ Universities are partnering with industry leaders to co-develop curricula that directly align with real-world job demands.¹⁶ New institutions should embed this data-driven approach into their curriculum design process from their inception. This proactive, rather than reactive, adjustment to market needs will ensure their programs are highly relevant, producing graduates with the most sought-after skills, thereby significantly enhancing their attractiveness and perceived ROI for prospective students.

Innovation Ecosystems and Strategic Industry Collaboration

Collaboration between academia and industry is a defining trend, driven by the imperative to address workforce challenges, stimulate regional economic prosperity, and provide students with practical, real-world experience.¹⁶ Universities are increasingly recognized as pivotal players in fostering dynamic innovation ecosystems through international alliances, applied research, and deep collaboration with both industry and the public sector.¹⁵

This manifests in various forms, including partnerships with businesses for internships, trade schools, and apprenticeships, which provide students with invaluable practical experience and a competitive edge in the job market upon graduation.¹³ Notable examples include Tecnológico de Monterrey’s extensive engagement with industry ¹⁸ and its foundational role in Distrito Tec, an innovation district designed to foster collaboration.¹⁵ In Africa, the World Bank-funded Centers of Excellence (ACE initiative) have facilitated nearly 18,000 internships, effectively connecting students with companies and practical application of their research.⁷ Vietnam showcases robust university-industry partnerships for curriculum development, joint research, and technology transfer, with significant financial contributions from corporations supporting laboratories and scholarships.¹⁹

The concept of the “triple helix” model, which emphasizes the synergistic interaction between university, industry, and government, serves as a powerful blueprint for emerging economies.²⁰ This model is seen as a methodological guideline for achieving economic and social progress, with universities acting as catalysts for innovation ecosystems.¹⁵ New HEIs should integrate this collaborative approach into their core mission, curriculum, and research agenda from their very foundation. Such deep integration can create a virtuous cycle of talent development, applied research, and regional economic growth, making the institution an indispensable component of its local ecosystem.

Furthermore, the crisis highlighted the resilience of long-term strategic partnerships between universities and their industrial counterparts.²¹ These deeper engagements proved more robust than short-term, narrowly defined projects. Similarly, international alliances, particularly between the Global North and Global South, are crucial for igniting innovation.¹⁵ New institutions should prioritize developing a diverse portfolio of strategic, long-term partnerships, both domestically and internationally. These collaborations should extend beyond transactional relationships to encompass shared visions and mutual resource commitments, enhancing institutional resilience, attracting varied funding sources, and providing global exposure for both students and faculty. This also includes fostering partnerships with other HEIs to achieve “systemness,” leading to cost savings and expanded academic resources.⁵

Evolving Funding Models and the Imperative for Financial Sustainability

Higher education institutions globally are grappling with significant financial pressures, including federal funding cuts and declining enrollments.⁵ The severity of these challenges is underscored by the fact that over 40 colleges in the US have either closed or merged since 2020.⁵ This environment necessitates innovative approaches to secure financial viability and ensure long-term growth.

Key strategies for financial stability include aggressive revenue diversification, moving beyond traditional tuition and government grants. This involves actively pursuing private gifts, alumni donations, and strategically leveraging institutional assets such as real estate.²⁴ Public-Private Partnerships (PPPs) are emerging as a vital mechanism, not just for financing new projects, but also for transferring risk and achieving operational efficiencies, particularly in infrastructure development.²⁵

Different emerging economies exhibit varied approaches to funding and private sector involvement. In Brazil, government programs like the “University for All” (ProUni), which granted tax exemptions for student fellowships, and the lenient student loans program (FIES) were instrumental in expanding access through private institutions.²⁹ However, economic crises led to cuts in these programs, prompting the private sector to pivot towards distance education.²¹ In India, private colleges are leveraging a mix of bank loans, government grants, private investors, alumni and Corporate Social Responsibility (CSR) funding, and PPPs to finance their expansion.²⁵

The experience of various countries highlights a critical observation: the growth of the private higher education sector, while offering agility and market responsiveness, is often highly dependent on supportive government policies. When these policies, such as tax exemptions or student loan programs, are curtailed due to economic shifts, the financial stability of private institutions can be significantly impacted.²¹ This underscores that new private HEIs in emerging economies must develop diversified and resilient financial models that are not overly reliant on a single government policy or funding stream. They need to anticipate policy shifts and economic volatility by actively exploring multiple revenue channels, including tuition, private investment, and commercial activities.³¹

Furthermore, PPPs represent a strategic tool that extends beyond mere financing. These partnerships can be instrumental in leveraging private sector expertise, accelerating the development of state-of-the-art facilities (both physical and digital), and mitigating financial and operational risks.²⁶ This allows the institution to concentrate its resources and efforts on its core mission of teaching and research. For new institutions, strategically evaluating and implementing PPPs can be a powerful enabler for rapid and sustainable growth.

The Influence of Regulatory Frameworks and Policy Support

Government policies exert a profound and far-reaching influence on higher education institutions.⁵ In the United States, policy shifts have impacted funding mechanisms, accreditation standards, and taxation of endowments . The regulatory environment can either facilitate or impede growth and innovation, making it imperative for new institutions to understand and, where possible, influence these frameworks.

India provides a compelling example of a proactive regulatory approach. The government has implemented significant changes to facilitate the entry of foreign HEIs, granting them substantial autonomy in curriculum design, fee structures, and faculty recruitment, while also relaxing traditional infrastructure requirements . This has led to top global universities establishing campuses in India, such as the University of Southampton and planned campuses for Illinois Institute of Technology and University of Liverpool . In Kenya, the private higher education sector expanded considerably due to policy shifts favoring liberalization, with the Commission for Higher Education (CHE) providing the necessary legal and institutional framework for regulation and accreditation . However, the accreditation process in Kenya has been described as “painstakingly slow,” often taking several years to grant a charter . Egypt is also actively expanding its higher education landscape, launching 12 new national universities with government backing, aiming to decentralize quality education and encourage private investment beyond major urban centers .

A key understanding here is the dual role of government as both an enabler and a potential constraint. Governments in emerging economies are actively supporting HE expansion through various means, including direct establishment of institutions (Turkey, Egypt, India) and attracting foreign private players with liberalized policies (India) . However, as observed in the US, government policies can also impose financial burdens through new taxes or grant freezes . Similarly, bureaucratic inefficiencies, such as slow accreditation processes in Kenya , or broader regulatory burdens in the UK ³², can hinder growth. New HEIs must develop a sophisticated understanding of this dynamic regulatory landscape. This involves actively engaging with policymakers to advocate for supportive frameworks, such as clear accreditation pathways and incentives for innovation, while simultaneously building resilience against potential adverse policy changes or bureaucratic hurdles. This requires a proactive, rather than merely compliant, approach to policy engagement.

Furthermore, government policies can significantly shape the competitive landscape and drive market segmentation, creating opportunities for specialized or niche institutions. India’s new regulations, which grant significant autonomy to foreign universities with top global rankings, are likely to attract a distinct student demographic . Similarly, Nigeria’s push for new private universities to focus on Science, Technology, Engineering, Mathematics, and Medical Sciences (STEMM) disciplines steers institutional development towards specific areas of national need. New HEIs should carefully analyze these policy signals to identify market niches that align with national development priorities (e.g., specific economic zones, critical skill areas) and where regulatory frameworks might be more favorable. This strategic alignment can enable institutions to differentiate themselves and achieve rapid success.

Table 1: Key Post-COVID Higher Education Trends and Their Implications

Trend	Key Drivers/Characteristics	Implications for New HEIs
Digital Transformation	Pandemic acceleration, shift from virtual replication to blended learning, fast-tracked AI adoption, need for robust ICT infrastructure.	Implement comprehensive digital strategy with human-centric design 12; invest in ICT infrastructure & digital literacy 9; reimagine physical spaces as collaborative hubs.13
Career-Aligned Education	Student ROI concerns, changing workforce needs, rise of generative AI, demand for industry-ready skills.	Co-develop curricula with industry 16; offer micro-credentials & accelerated programs 15; integrate extensive work-integrated learning 16; use real-time labor data.15
Innovation Ecosystems	Need to address workforce gaps, boost regional prosperity, provide real-world applicability, foster applied research.	Actively pursue “triple helix” collaborations (university-industry-government) 15; establish long-term strategic partnerships 21; support startup incubation.9
Financial Sustainability	Federal funding cuts, enrollment declines, increasing costs, need for diversified revenue.	Proactively diversify revenue streams (private gifts, alumni, assets) 24; strategically utilize Public-Private Partnerships (PPPs) 25; develop specialized workforce programs.24
Evolving Regulatory Environment	Policy shifts in funding, accreditation, taxation; government support for expansion; regulatory burdens.	Thoroughly understand and engage with regulatory bodies 17; advocate for supportive frameworks 32; leverage policies for specialization and differentiation.34
Student Well-being & Experience	Increased mental health issues, quarantine fatigue, need for student autonomy and engagement.	Prioritize holistic student support (mental health, digital well-being) 2; empower students with flexible, personalized learning choices 1; foster strong campus communities.2

Benchmarking New Institutions in Emerging Economies: Diverse Approaches and Innovative Models

Measuring success for new higher education institutions in the post-COVID era extends beyond traditional academic metrics. A comprehensive benchmarking study must consider key performance indicators that reflect their adaptability, relevance, and societal impact.

Key Performance Indicators for Post-COVID Success

Contemporary success metrics for HEIs, particularly those in emerging economies, increasingly focus on tangible outcomes. These include post-graduation employment rates, contributions to regional economic growth, and a reduction in the number of “opportunity youth”—individuals aged 16-24 who are disengaged from both education and the workforce.³⁷ Organizations like UNIRANKS evaluate universities based on their industry collaboration, graduate employability rates, and the extent of their innovation-driven education models.¹⁶ Furthermore, the success of digital transformation initiatives is measured by an institution’s ability to equip students with essential knowledge and competencies for life and work, and by its capacity to reimagine core processes such as student recruitment and engagement.¹² This indicates a fundamental shift in what constitutes institutional success, moving from input-based assessments to a focus on demonstrable outcomes.

New institutions must design their strategic plans, curricula, and operational models with clear, measurable outcomes related to employability, innovation, and broader societal impact. This necessitates collecting robust data on graduate outcomes, such as employment rates and salary progression, and actively communicating their value proposition in terms of real-world results. This outcome-centric approach not only validates the institution’s effectiveness but also enhances its attractiveness to prospective students and potential private investors.³⁰

Case Studies in Expansion Strategies: Public vs. Private Models

Emerging economies have adopted diverse strategies for expanding their higher education systems, often reflecting unique national contexts and policy priorities.

• Turkey: Has pursued a “state control” model, with the government acting as the sole authority in organizing and conducting the HE system.³ A significant policy, “one public university for each city,” led to the establishment of over 50 public universities, particularly in less developed regions, between 2006 and 2008.³ The abolition of tuition fees in 2012 resulted in a sixfold increase in student numbers, reaching approximately six million.³ These new universities were viewed as strategic economic investments, aiming to increase the market value of local populations and reduce internal migration flows towards major cities.³
• Chile: Adopted a “state supervising” or privatization model, which facilitated the expansion of its higher education sector primarily through private providers.³ This approach diversified investment and reduced public expenditure, introducing student fees and private bank loans, later supplemented by a state-guaranteed loan system (CAE).³ While starting with a market-oriented approach, Chile later introduced a “Free Education Programme” in 2016 for needy students, recognizing higher education as a right and increasing state involvement in financial guarantees.³
• Brazil: Exemplifies a mixed model with a strong dominance of the private sector, where for-profit conglomerates now enroll millions of students, and distance learning has surpassed traditional in-person instruction.³ Government programs like “University for All” (ProUni), which granted tax exemptions to private institutions in exchange for student fellowships, and the lenient student loans program (FIES) played a crucial role in facilitating this private expansion.²⁹ However, economic crises led to severe cuts in these programs, prompting a significant shift in private sector investment towards distance education.²¹ Brazil is also actively fostering an “entrepreneurial university model” that emphasizes the “triple helix” collaboration among university, industry, and government to drive economic and social progress.²⁰
• India: Demonstrates a dynamic approach combining government-led expansion with a proactive invitation for foreign university entry. The government has significantly expanded public institutions like the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), and All India Institutes of Medical Sciences (AIIMS) . Pioneering specialized institutions, such as the Gati Shakti Vishwavidyalaya (focused on transportation and logistics, with an MoU with Airbus) and the National Forensic Sciences University, have also been established . Critically, India has opened its doors to foreign universities (those ranked in the top 500 globally), granting them substantial autonomy in curriculum design, fee structures, and faculty recruitment, and relaxing traditional infrastructure requirements . Simultaneously, new private universities like Ashoka and Ahmedabad are demonstrating agility by adopting interdisciplinary, flexible, and project-based learning models, alongside strong industry engagement.³⁹
• Africa: The World Bank-funded Centers of Excellence (ACE initiative) have established over 80 Centers of Excellence across 50 universities in 20 countries. These centers aim to address critical skill shortages in fields such as engineering, health, agriculture, and digital technologies.⁷ The initiative has yielded impressive results, including training over 90,000 students, producing over 10,350 peer-reviewed research publications, and facilitating nearly 18,000 internships, effectively connecting students with companies.⁷ Nigeria recently licensed 11 new private universities, with a strong emphasis on Science, Technology, Engineering, Mathematics, and Medical Sciences (STEMM) disciplines and a focus on quality assurance . There is also a prominent call for AI skills development across African universities, with institutions like Mohammed VI Polytechnic University (UM6P) in Morocco adopting advanced AI tools like ChatGPT .
• Southeast Asia: Showcases strong university-industry partnerships and digital integration. In Vietnam, universities like Vietnam National University – Ho Chi Minh City (VNU-HCM) and HCMC University of Industry (IUH) have forged thousands of collaborations with enterprises, leading to joint research, technology transfer, and significant financial contributions from corporations for labs and scholarships.⁴⁰ In Indonesia, a planned multi-institution campus led by Queen Mary University of London in the Singhasari Special Economic Zone will focus on fields like AI, engineering, climate science, and creative industries, employing a hybrid delivery model with visiting UK-based faculty . Regional initiatives, such as the Intra-ASEAN Scholarship Programme, are also promoting student mobility within the region .
• Latin America: Is characterized by innovation and a growing EdTech sector.⁴² Tecnológico de Monterrey in Mexico serves as a model for academic excellence, innovation, entrepreneurship, and deep industry engagement.¹⁸ The EdTech ecosystem in the region is expanding rapidly, driven by the demand for increased access to education and improved learning outcomes.⁴² Universities are also taking a lead in climate action initiatives, transforming their campuses into benchmarks for sustainability . Regional collaborations are focusing on open standards for educational technology to reduce costs and improve learner experiences .
• Egypt: Is also actively expanding its higher education landscape, launching 12 new national universities with government backing, aiming to decentralize quality education and encourage private investment beyond major urban centers .

The diverse case studies reveal a wide spectrum of state involvement in higher education expansion. Turkey’s “state control” model contrasts with Chile’s “state supervising” approach, which led to significant privatization.³ Brazil demonstrates a mixed model where government incentives initially fueled private growth, but subsequent economic shifts necessitated changes in institutional strategies.²⁹ India is actively inviting foreign private players with considerable autonomy while simultaneously expanding its public institutions . Egypt is also pursuing a strategy of expanding national universities while encouraging private investment . New institutions need to accurately assess their country’s position on this spectrum to navigate the level of government support, regulatory freedom, and potential for policy shifts. The most successful models often involve a strategic, albeit evolving, partnership between the state and private entities, leveraging the strengths of both.

Another important observation is the increasing trend towards specialization and niche focus as a growth strategy. India’s establishment of the Gati Shakti Vishwavidyalaya (transport/logistics) and the National Forensic Sciences University , along with the planned UK-Indonesia campus focusing on specific areas like AI, engineering, and climate science , illustrates this shift. Nigeria’s emphasis on STEMM disciplines for new private universities further reinforces this trend . This contrasts with older, more generalist university models. New higher education institutions, particularly in emerging economies, can gain a significant competitive advantage by specializing in high-demand, future-oriented fields that align with national development priorities. This targeted approach can attract specific student cohorts, foster stronger industry partnerships, and secure dedicated government funding, leading to a more rapid establishment of reputation and impact.

Challenges and Opportunities Unique to Emerging Market Contexts

New institutions in emerging markets face a distinct set of challenges, alongside significant opportunities for innovation and growth.

• Challenges include the pervasive digital divide, characterized by unreliable internet connectivity and limited access to ICT infrastructure and devices, particularly in developing countries like South Africa, Brazil, and across Africa.² This fundamental barrier significantly impacts the effectiveness of digital transformation efforts. Furthermore, many faculty members were unprepared for online pedagogy, lacking the necessary skills and digital literacy for effective remote teaching.⁴³ Financial constraints and resource scarcity are ongoing issues , exacerbated by the pandemic. The mental health impact on both students and faculty has also emerged as a critical concern . Additionally, issues with quality assurance for online learning, particularly in the absence of established accreditation standards, pose a hurdle.⁴ Regulatory complexity and slow accreditation processes can further impede institutional growth and development .
• Despite these hurdles, significant Opportunities exist. Emerging economies have the potential to “leapfrog” traditional educational models and directly adopt advanced digital trajectories.⁴⁴ Leveraging international partnerships, particularly Global North-Global South collaborations, can ignite innovation and accelerate talent development.¹⁵ New institutions can adapt global best practices to their specific local contexts, ensuring relevance and effectiveness.¹² Addressing critical skill shortages, as demonstrated by the ACE initiative in Africa ⁷, presents a clear pathway to driving economic development. The large and rapidly growing youth population in Africa, for instance, represents an immense opportunity for talent development and educational expansion .

The consistent emphasis on “unreliable internet connectivity,” “access to ICT infrastructure,” and the “digital divide” across various emerging economies ² highlights a foundational imperative: new HEIs must prioritize robust digital infrastructure and comprehensive digital literacy programs for both students and faculty as non-negotiable investments. This may involve innovative partnerships with governments or telecommunication providers to bridge connectivity gaps, and extensive training programs to ensure the effective adoption of digital pedagogies. Without this essential foundation, even the most innovative digital learning models will struggle to achieve their full potential.

Another crucial consideration is the importance of local relevance and contextualization. Many transnational education (TNE) programs have historically failed to adequately consider the cultural and socio-economic context of host countries, leading to reduced opportunities for local staff and students to develop relevant skills.⁴⁵ Similarly, a “one-size-fits-all” approach to digital transformation is cautioned against, with customization being key to success.¹² While global trends and models offer valuable insights, new institutions in emerging economies must deeply understand and integrate local needs, cultural nuances, and socio-economic realities into their curriculum, pedagogy, and operational strategies. This includes offering programs in local languages where appropriate, directly addressing specific regional workforce demands, and ensuring equitable access for diverse populations. Local relevance is paramount for achieving long-term impact and sustainability.

Table 2: Comparative Overview of Higher Education Expansion Strategies in Select Emerging Economies

Country/Region	Primary Expansion Model	Key Policy/Funding Mechanisms	Focus/Outcome
Turkey	State-controlled	“One public university per city” policy, abolition of tuition fees, public grants/loans.	Massification, regional equity, economic investment, reducing migration.3
Chile	Privatized (State supervising)	Student fees, private bank loans, state-guaranteed loans (CAE), later “Free Education Programme”.	Massification, diversification of investment, competition.3
Brazil	Mixed (Private dominance)	ProUni (tax exemptions for fellowships), FIES (student loans) 29, entrepreneurial university model, triple helix.20	Massification (especially via distance learning) 38, economic & social progress, innovation.20
India	Mixed (Govt. expansion & foreign entry)	Expansion of IITs/IIMs/AIIMS , special universities (GSV, NFSU) , foreign university regulations (top 500, autonomy) , private investment, PPPs 25, alumni/CSR funding.25	World-class education, specialized fields, global exposure, innovation, employability.39
Africa (general/ACE)	Centers of Excellence, Private expansion	World Bank ACE initiative ($657M+) 7, focus on STEMM , calls for AI fund , licenses for private universities .	Addressing skill shortages 7, research & innovation hubs, graduate employability 7, AI skills development.
Southeast Asia (Vietnam, Indonesia)	Partnerships & Digital Integration	Strong university-industry partnerships (joint research, labs, scholarships) 40, multi-institution campuses (SEZ) .	Skilled workforce, technology transfer, economic development, international collaboration.40
Latin America (general/Tec de Monterrey)	Innovation & EdTech focus	EdTech ecosystem growth 42, university-led climate action , open standards for education technology .	Access to education, improved learning outcomes 42, innovation hubs 18, sustainability.
Egypt	Government-led expansion (National Universities)	Launch of 12 new national universities , encouraging private investment outside capital , international partnerships .	Decentralizing quality education, meeting job market demands, interdisciplinary programs.

Table 3: Benchmarking Metrics for New Higher Education Institutions

Metric Category	Specific Metric/Indicator	Rationale/Significance
Digital Readiness	Blended learning adoption rate; Faculty digital literacy levels; Access to ICT infrastructure (student/faculty).	Enhances learning flexibility and accessibility; ensures effective pedagogical delivery; addresses digital divide.1
Student Outcomes	Graduate employment rate (within 6/12 months); Average graduate starting salary; Student retention/completion rates; Student satisfaction with career services.	Demonstrates ROI for students; aligns with workforce needs; indicates institutional effectiveness and student support.15
Industry Engagement	Number/value of industry partnerships; Percentage of curriculum co-developed with industry; Number of internships/apprenticeships facilitated; Industry funding for research.	Ensures workforce relevance; provides practical experience; drives innovation and regional economic growth.15
Financial Health	Revenue diversification ratio (non-tuition/non-govt sources); Endowment growth rate; Cost per student; Operational efficiency metrics.	Builds financial resilience; reduces reliance on single funding streams; ensures long-term sustainability.24
Innovation & Research	Number of patents/spin-offs; Research publications (peer-reviewed, applied focus); Integration of AI/emerging tech in curriculum; Entrepreneurship program participation.	Positions institution as a leader in knowledge creation; fosters entrepreneurial mindset; contributes to societal challenges.1
Regulatory Agility	Speed of program/accreditation approval; Engagement in policy advocacy; Responsiveness to policy changes.	Navigates complex policy landscape; influences supportive frameworks; ensures compliance and operational fluidity.5
Student Well-being	Availability/utilization of mental health services; Digital well-being programs; Student autonomy in learning choices.	Supports holistic student development; enhances learning motivation; improves overall student experience.2

Strategic Recommendations for New Higher Education Institutions

New higher education institutions in emerging economies face a complex but opportune landscape. To thrive and make a lasting impact, a strategic approach that integrates digital innovation, industry alignment, financial prudence, and proactive policy engagement is essential.

Embracing Digital Readiness and Human-Centric Design

New HEIs must develop a comprehensive digital transformation strategy that is not merely about adopting technology, but is “business-led and technology-enabled,” with a strong focus on “human-centric design”.¹² This means prioritizing the needs and experiences of students and faculty when designing digital learning environments. A critical first step involves significant investment in robust Information and Communication Technology (ICT) infrastructure and ensuring reliable internet connectivity across all learning environments, thereby actively addressing the digital divide that disproportionately affects students in many emerging regions.¹

Beyond infrastructure, continuous professional development for faculty in online pedagogy and digital literacy is paramount. This training should aim to transform educators into effective facilitators of learning, empowering them to leverage technology for personalized and engaging educational experiences.¹ Furthermore, physical learning spaces should be reimagined as collaborative, interactive, and wellness-focused hubs that complement, rather than compete with, online learning. These spaces can serve as vital points for practical labs, group projects, and social engagement, fostering a sense of community that is highly valued by students.² The objective is to cultivate a “digital-first, human-always” culture, where technology enhances human interaction and personalized learning, rather than creating a sterile, disengaged environment. This requires leadership to champion digital fluency, create safe spaces for experimentation, and integrate digital well-being into the curriculum and student support services.³⁶

Fostering Robust Industry-Academia Partnerships for Employability

To ensure relevance and strong graduate outcomes, new institutions must deeply integrate with industry. This involves co-developing curricula with industry leaders to ensure direct alignment with real-world job demands and incorporating modular, competency-based learning pathways.¹⁵ Implementing extensive work-integrated learning programs, such as internships, apprenticeships, and project-based learning, is crucial for providing students with practical experience and a competitive edge in the job market.¹³

Active engagement in “triple helix” collaborations—partnerships among universities, industry, and government—is vital for driving innovation ecosystems and addressing specific regional workforce needs.¹⁵ This approach shifts relationships from mere “partnerships of convenience” to “strategic ecosystems.” The resilience of long-term strategic partnerships observed during the pandemic underscores the value of deeper, more integrated engagements.²¹ New HEIs should move beyond ad-hoc collaborations to building strategic, long-term partnerships that are deeply embedded into their institutional mission. This means co-investing in shared resources (e.g., joint labs, shared faculty), co-creating intellectual property, and aligning strategic objectives to foster a mutually beneficial ecosystem that drives innovation and ensures graduate employability.

Diversifying Revenue Streams and Navigating Financial Headwinds

The current financial landscape for higher education is challenging, marked by federal funding cuts and enrollment volatility.⁵ New institutions must proactively diversify their revenue streams beyond traditional tuition and government grants. This includes actively pursuing private gifts, alumni donations, and strategically leveraging institutional assets, such as real estate.²⁴

Exploring and strategically implementing Public-Private Partnerships (PPPs) is another critical strategy. PPPs can be invaluable for financing infrastructure development, enhancing operational efficiencies, and transferring risk, thereby alleviating financial pressure on the institution.²⁵ Furthermore, developing specialized workforce development programs, certificate programs, and bootcamps can attract new student populations and generate additional revenue, while simultaneously addressing pressing labor market needs.²⁴ Implementing strategic budgeting practices that rigorously align financial resources with institutional priorities is also essential. This involves a clear assessment of the costs associated with academic and nonacademic offerings, enabling informed decisions about program investments and the discontinuation of non-performing initiatives.⁵ This financial agility is a core competency for survival in a volatile environment, ensuring the institution can continuously adapt and optimize its resource allocation.

Adapting to and Influencing Regulatory Environments

New institutions must thoroughly understand the existing national and regional regulatory frameworks governing higher education, particularly those pertaining to private institutions, the entry of foreign universities, and accreditation processes.³⁴ The regulatory environment is dynamic, acting as both an enabler and a potential constraint.⁵

Active engagement with government bodies and policymakers is crucial to advocate for supportive and flexible regulatory frameworks that foster innovation, collaboration, and quality, rather than imposing undue burdens.³² For foreign institutions, leveraging policies that grant autonomy in curriculum, fees, and faculty recruitment can be a powerful differentiator . This proactive regulatory engagement can serve as a strategic differentiator. By participating in policy dialogues, demonstrating the positive impact of innovative models, and building strong relationships with regulatory bodies, institutions can influence future policy decisions in their favor. This also allows them to identify and capitalize on market niches that align with national development priorities and where regulatory frameworks may be more favorable, leading to accelerated growth and differentiation.

Cultivating Student-Centric and Resilient Educational Models

A truly student-centric approach is vital for attracting and retaining students and building a strong institutional reputation. This involves prioritizing student welfare and mental health, integrating robust support services and dedicated facilities into learning spaces.² Empowering students with greater control over their learning, fostering self-discipline, independence, and tech-enabled learning, is also critical in the post-COVID landscape.¹

Designing flexible degree programs that allow students to commence, pause, and resume their studies in alignment with personal and professional commitments enhances accessibility and relevance.⁵ Furthermore, a focus on personalized learning experiences, facilitated by digital technology and AI, can significantly improve student engagement and outcomes.¹ The emphasis on student satisfaction and retention underscores that the holistic student experience extends beyond academic content.¹³ New HEIs must provide comprehensive support services, cultivate a strong sense of community (even within hybrid models), and offer flexible learning pathways. A positive and supportive student experience is fundamental to attracting and retaining students, thereby building a strong reputation and ensuring long-term sustainability.

Conclusion: Charting a Course for Sustainable Growth and Impact

The post-COVID era presents both significant challenges and unparalleled opportunities for new higher education institutions, particularly in emerging economies. The pandemic acted as a powerful accelerant, forcing a fundamental re-evaluation of educational delivery and highlighting the critical need for adaptability and innovation.

Success for these new institutions hinges on several strategic imperatives. First, a deep commitment to digital readiness, moving beyond mere technology adoption to a human-centric design that empowers both students and faculty. This requires substantial investment in robust digital infrastructure and continuous professional development. Second, fostering robust and strategic industry-academia partnerships is crucial for ensuring curriculum relevance, enhancing graduate employability, and driving regional economic growth through collaborative innovation ecosystems. Third, financial sustainability demands proactive revenue diversification and a strategic embrace of Public-Private Partnerships to navigate increasing financial headwinds. Fourth, new institutions must actively engage with and, where possible, influence regulatory environments, understanding that policy frameworks can be powerful enablers or constraints. Finally, cultivating truly student-centric and resilient educational models that prioritize holistic well-being, personalized learning, and flexible pathways will be key to attracting and retaining students in a competitive landscape.

By strategically integrating these elements, new higher education institutions in emerging economies can become powerful engines of national development and global competitiveness. They are uniquely positioned to build future-oriented models from inception, unburdened by legacy systems, and thereby contribute significantly to a more equitable, innovative, and sustainable future for their regions and the world.

Works cited

1. Higher Education Trends After COVID: Data That Will Shock You!, accessed June 26, 2025, https://www.hurix.com/blogs/higher-education-trends-post-covid-era/
2. POST-PANDEMIC HIGHER EDUCATION: SYSTEMATIC REVIEW …, accessed June 26, 2025, https://sserr.ro/wp-content/uploads/2024/07/sserr-11-1-249-254.pdf
3. “Leading the Future of Higher Education in Latin America”: A new action-learning program for university leaders | Penn GSE, accessed June 26, 2025, https://www.gse.upenn.edu/news/leading-future-higher-education-latin-america-new-action-learning-program-university-leaders
4. Digital transformation for higher education post COVID-19 …, accessed June 26, 2025, https://researchoutreach.org/articles/digital-transformation-higher-education-post-covid-19/
5. FG Grants Licenses to 11 New Private Universities | National …, accessed June 26, 2025, https://www.nuc.edu.ng/fg-grants-licenses-to-11-new-private-universities/
6. How Higher Education in India is Funded: Challenges and Solutions – Teachers Institute, accessed June 26, 2025, https://teachers.institute/higher-education/higher-education-india-funding-challenges-solutions/
7. Press Note Details: Press Information Bureau, accessed June 26, 2025, https://www.pib.gov.in/PressNoteDetails.aspx?NoteId=154714&ModuleId=3
8. Top Public Policy Issues Facing Governing Boards in 2025–2026 – AGB, accessed June 26, 2025, https://agb.org/reports-2/top-public-policy-issues-facing-governing-boards-in-2025-2026/
9. Full article: African higher Education institution’s response to COVID-19: A bibliometric analysis and visualisation study, accessed June 26, 2025, https://www.tandfonline.com/doi/full/10.1080/2331186X.2023.2273002
10. Higher Education in India in the Time of Pandemic, Sans a Learning Management System – ERIC, accessed June 26, 2025, https://files.eric.ed.gov/fulltext/EJ1360265.pdf
11. From legacy to leapfrogging: Can innovation outpace tradition in Indian higher education?, accessed June 26, 2025, https://education.economictimes.indiatimes.com/blog/revolutionizing-indian-higher-education-can-innovation-surpass-tradition/121336931
12. Top 3 Higher Education Trends to Watch in 2025 | AACSB, accessed June 26, 2025, https://www.aacsb.edu/insights/articles/2025/05/top-3-higher-education-trends-to-watch-in-2025
13. Quarterly Bulletin: Engaging Higher Ed’s Post-Pandemic Generation – D2L, accessed June 26, 2025, https://www.d2l.com/blog/teaching-and-learning-studio-overcoming-post-pandemic-educational-challenges/
14. Case Studies on the Impact of the COVID-19 Pandemic and the Responses from West African Universities – Education Sub Saharan Africa (ESSA), accessed June 26, 2025, https://essa-africa.org/sites/default/files/inline-files/COVID-19%20Case%20Studies%20in%20West%20African%20Universities.pdf
15. How university partnerships could ignite innovation in the Global …, accessed June 26, 2025, https://www.weforum.org/stories/2025/01/university-partnerships-in-the-new-era-of-relocation-igniting-innovation-in-the-global-south/
16. Empowering Africa’s future: How Higher Education Centers of Excellence are driving innovation – World Bank Blogs, accessed June 26, 2025, https://blogs.worldbank.org/en/voices/empowering-africas-s-future-how-higher-education-centers-of-excellence-are-driving-innovation
17. The Synergy Between Higher Ed and Industry – The EvoLLLution, accessed June 26, 2025, https://evolllution.com/the-synergy-between-higher-ed-and-industry
18. Experts call for AI skills development in Africa’s education sector | Africanews, accessed June 26, 2025, https://www.africanews.com/2025/05/12/calls-for-ai-skills-development-in-african-universities/
19. Higher Education Trends Post-COVID – QLess, accessed June 26, 2025, https://qless.com/blog/higher-education-trends-post-covid
20. Public-private partnerships in higher education | EY, accessed June 26, 2025, https://www.ey.com/content/dam/ey-unified-site/ey-com/en-gl/insights/strategy/documents/ey-public-private-partnerships-in-higher-education.pdf
21. Higher Education: The Long-Term Consequences of New Federal Policies, accessed June 26, 2025, https://www.claconnect.com/en/resources/articles/25/higher-education-federal-policies
22. UGC approves campuses of 5 foreign universities in India: Full list …, accessed June 26, 2025, https://timesofindia.indiatimes.com/education/news/ugc-approves-campuses-of-5-foreign-universities-in-india-full-list-and-launch-timeline-here/articleshow/121338446.cms
23. The Influence of Internet Addiction on the Psychological Well-being of Students at the American University of Nigeria in the Post-COVID Era, accessed June 26, 2025, https://www.mentalhealthjournal.org/articles/the-influence-of-internet-addiction-on-the-psychological-well-being-of-students-at-the-american-university-of-nigeria-in-the-post-covid-era.html
24. 2025 Higher Education Trends | Deloitte Insights, accessed June 26, 2025, https://www.deloitte.com/us/en/insights/industry/articles-on-higher-education/2025-us-higher-education-trends.html
25. Innovations in Higher Education: Bridging the Gap Between …, accessed June 26, 2025, https://uniranks.com/explore/leadership-innovations/innovations-in-higher-education-bridging-the-gap-between-academia-and-industry
26. HIGHER ED PUBLIC-PRIVATE PARTNERSHIPS – P3 Resource Center, accessed June 26, 2025, https://p3resourcecenter.com/wp-content/uploads/2018/07/A-Guide-to-Higher-Ed-Public-Private-Partnerships.pdf
27. Enhancing Quality, Reducing Burden: Ambitions for a New Regulatory Framework Part 1, accessed June 26, 2025, https://wonderfulhighered.com/2025/06/02/enhancing-quality-reducing-burden-ambitions-for-a-new-regulatory-framework-part-1/
28. The Impact of the Higher Education Regulatory Environment on For-Profit Higher Education Institutions – Digital Scholarship@Texas Southern University, accessed June 26, 2025, https://digitalscholarship.tsu.edu/cgi/viewcontent.cgi?article=1004&context=jpmsp
29. Higher Education Financing Policy: Mechanisms and Effects – OpenRiver, accessed June 26, 2025, https://openriver.winona.edu/cgi/viewcontent.cgi?article=1017&context=eie
30. Developing equitable TNE partnerships: where to begin – Universities UK, accessed June 26, 2025, https://www.universitiesuk.ac.uk/universities-uk-international/insights-and-publications/uuki-insights/developing-equitable-tne-partnerships
31. New Partnership Announced to Advance Open Standards and Transform Education Across Latin America | 1EdTech, accessed June 26, 2025, https://www.1edtech.org/1edtech-article/new-partnership-announced-to-advance-open-standards-and-transform-education-across
32. Challenges and Concerns: Regulatory Reforms and opening of Foreign Higher Educational Institutions in India – Quest Journals, accessed June 26, 2025, https://www.questjournals.org/jrhss/papers/vol12-issue3/1203320325.pdf
33. The Future of Higher Education Student Mobility in Southeast Asia: – Asean, accessed June 26, 2025, https://asean.org/wp-content/uploads/2025/04/IASP_Synthesis-Report_FA_DIGITAL.pdf
34. Brazil’s Private Higher Education: Equity and Distance Learning …, accessed June 26, 2025, https://ihe.bc.edu/pub/91aqfv0r
35. Legal Framework Governing Higher Education in Kenya, Education Law and Policy, accessed June 26, 2025, http://quincykiptooslawsolutions.blogspot.com/2016/10/legal-framework-governing-higher.html
36. December 2021 – IADB Publications, accessed June 26, 2025, https://publications.iadb.org/publications/english/document/Education-Technology-in-Latin-America-and-the-Caribbean.pdf
37. The Expansion of Higher Education in Emerging … – ePrints Soton, accessed June 26, 2025, https://eprints.soton.ac.uk/485209/1/10.55993_hegp.1117181_2429921.pdf
38. Material Policy Headwinds for Private Higher Ed Are Likely Manageable Investment Risks, accessed June 26, 2025, https://www.breckinridge.com/insights/details/material-policy-headwinds-for-private-higher-ed-are-likely-manageable-investment-risks/
39. University-industry partnerships fueling Vietnam’s skilled workforce …, accessed June 26, 2025, https://en.sggp.org.vn/university-industry-partnerships-fueling-vietnams-skilled-workforce-post116467.html
40. The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning Scenario – Frontiers, accessed June 26, 2025, https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.616059/full
41. Contribution Of Legal Framework On Student Academic Performance At Higher Learning Institutions In Tanzania – International Journal of Scientific Research & Technology, accessed June 26, 2025, https://www.ijsrtjournal.com/article/Contribution-Of-Legal-Framework-On-Student-Academic-Performance-At-Higher-Learning-Institutions-In-Tanzania
42. Four Key Strategies for Higher Education Institutions as Funding …, accessed June 26, 2025, https://www.pkfod.com/insights/four-key-strategies-for-higher-education-institutions-as-funding-challenges-grow/
43. Covid-19 Pandemic and Possible Trends for the Future of … – ERIC, accessed June 26, 2025, https://files.eric.ed.gov/fulltext/EJ1308483.pdf
44. Proposed Models of Public-Private Partnership in Facility Investment in Vietnamese Public Universities – International Journal of Science and Research (IJSR), accessed June 26, 2025, https://www.ijsr.net/archive/v11i5/SR22505085035.pdf
45. Transforming learning and skills development in Africa | UNICEF, accessed June 26, 2025, https://www.unicef.org/wca/media/10856/file/Transforming-learning-skills-development-Africa.pdf.pdf
46. Brics & Entrepreneurial Universities: A Brazilian Perspective, accessed June 26, 2025, https://www.scirp.org/journal/paperinformation?paperid=126106

Disclaimer:

Please note that the views and opinions expressed in this blog post are solely those of the author and do not represent the views of any organization or affiliate. The content provided is intended to foster thoughtful discussion and does not aim to offend or undermine any particular group or individual. Readers are welcome to hold differing opinions and are encouraged to share their perspectives in a constructive and respectful manner.

Image: AI Generated