Global Collaborations in Indian Higher Education: Opportunities and Challenges

Indian higher education is being transformed by a wave of global partnerships. Institutions are increasingly entering into collaborations through formal MoUs, thereby offering joint and dual degrees, implementing twinning programs, hosting branch campuses, and setting up shared research centers. Such partnerships not only change the way education and research are conducted, and experience of students, but also influence employability of the graduates. This article describes the functioning of joint degrees, tie-ups and exchanges, the opportunities and challenges it presents including the best practices of such global higher education.

What do we mean by "global collaboration"

Global collaboration encompasses various models. A joint degree is a single award that is jointly designed and conferred by two or more universities. A dual degree allows a student to have two separate certificates — one from each partner university. A twinning program is a model where the study is divided between an Indian campus and a foreign campus. Besides, collaborations may also include faculty exchange, joint research labs, co-supervised PhDs, and branch campuses.

The regulator of higher education in India – University Grants Commission (UGC) has come up with the regulations that officially allow twinning, joint and dual degrees in certain conditions. These norms are directed towards safeguarding the quality and the rights of the students.

How joint, dual and twinning programs work in practice

A joint degree is jointly designed and delivered. Both partners make the decisions regarding the curriculum and assessments. The student is awarded a single degree which mentions both the institutions. A dual degree leads to two different certificates after the completion of the specified periods at each institution. Twinning programs divide the study period and transfer the credits based on the pre-agreed terms. Each of the three models necessitates having formal agreements in place regarding credit transfer, fees, liability and quality checks. In India, UGC regulations lay down the procedural and eligibility requirements.

Recent Examples of International Collaborations

• BITS Pilani

BITS Pilani runs a long-standing "2+2" international program, allowing students to complete two years in India and two years abroad for dual degrees.

• IIM Amritsar

IIM Amritsar signed a 2025 MoU with Case Western Reserve University (USA) helping students to earn a second degree abroad as part of their MBA program.

• IIT Bhilai

IIT Bhilai inked an MoU with IMT Nord Europe (France) in 2025 to undertake academic and research exchange in ME, AI and materials engineering.

• IIT Kharagpur

In June 2025, IIT Kharagpur signed a collaboration agreement with Swansea University (UK) focused on advanced manufacturing and materials engineering research.

• IIT Guwahati

In March 2024, IIT Guwahati signed MoUs with Dalhousie University (Canada) and Gifu University (Japan) for joint doctoral programs and student/faculty exchange.

• IIT Ropar

IIT Ropar signed a 2025 MoU with Fraunhofer IGB (Germany) to jointly work on sustainability, circular economy and water-energy-food research.

• Delhi Technological University

DTU signed a five-year MoU (2025) with University of Houston (USA) to enable academic exchanges, collaborative research, and internships for students.

• Central University of Odisha

In 2025, it signed MoU with four central universities to promote multidisciplinary education, collaborative research, and shared academic programs — reflecting internal collaboration and networking among Indian institutions.

There are quite a number of Indian institutions that are now engaged in formal tie-ups under the joint/dual/twinning degree framework. This signals system-wide movement toward internationalization.

Why institutions pursue international tie-ups

Universities form global ties for several strategic reasons. These collaborations strengthen teaching, research and student outcomes.

• Curriculum and pedagogy: International partners facilitate course updates, the introduction of modern teaching methods, and alignment of programs with global standards. The syllabus, which is co-designed, ensures student acquire in-demand skills in the dynamically evolving fields.
• Research capacity: Joint labs, shared facilities, and co-supervised PhDs lead to increased research output. Global teams are more likely to get major grants and improve the quality of publications. Moreover, Indian researchers get training in advanced methods and research ethics.
• Brand and rankings: Global partnerships increase a university's visibility. They contribute to university ranking metrics such as international faculty, joint publications and student mobility. A stronger brand enables the institution to attract better students, faculty and industry partners.
• Employability: Exposure to international environment enhances student readiness for international jobs. A large number of collaborations opens up the horizons of internships, project work and interaction with MNCs. Students get to improve cross-cultural communication and teamwork skills which are highly valued by employers.
• Access and scale: The establishment of branch campuses and twinning models makes foreign degrees more affordable. Students can choose to complete a part of their studies in India and thus reduce the number of semesters abroad. Hybrid and online collaborations, on the other hand, allow institutions to cater to more learners.
• Specialization and faculty development: By forging tie-ups, universities can offer niche programs and emerging specializations. Faculty members also get the benefit of training, exchanges and exposure to global academic practices which in turn improves their teaching quality.

These motivations appear in the recent examples discussed earlier, where universities combine research, teaching innovation and employability goals through international partnerships.

How collaborations affect employability

Worldwide collaborations, for instance, a joint venture between universities raise the chances of getting hired in various ways:

• Knowledge of the domain and alignment of the curriculum. Joint curriculum usually implement globally recognized standards that correspond to the requirements of the employers.
• Experiential learning. Most partnerships have provisions for internships or industry projects that take place abroad or with multinational partners.
• Adaptive skills and personality traits. Mobility enhances the communication, teamwork and cross-cultural skills—characters that recruiters highly value.
• Authority reputation. The brand of a joint or a foreign partner can be used as a quality signal during the hiring process.

Measured evidence supports partial gains. National employability reports documented that in the recent years there has been a measured employability improvement among Indian graduates, especially in management and technical fields; however, the results vary by sector and institution. The Indian Skills Report and other employability indices are signaling an upward trend as well as highlighting the existing gaps in soft skills and role readiness. To sum up, international exposure is beneficial — only if programs are properly planned and industry-linked.

Opportunities from international collaborations

• Capacity building: The setting up of joint labs, a visiting faculty and the sharing of equipment raise the research capacity at the institutional level.
• Curriculum modernization: Partners speed up the process of course updates in the fast evolving fields like AI and data science.
• Access expansion: The use of branch campuses and twinning models help to lower the cost and remove the relocation barriers.
• Network effects: Students get access to international networks which support them in finding jobs and research collaborations.
• Digital scaling: The locally taught online courses and virtual labs help to extend the reach to those students who are not able to travel.

These opportunities become feasible when institutions take care of quality and equity proactively.

Core challenges and risks

• Regulatory complexity. Institutions are required to strictly adhere to UGC regulations; degrees obtained through unapproved or informal tie-ups may not be recognized. The UGC has, therefore, issued warnings and publicly listed recognized institutions to facilitate compliance.
• Quality variance. It is also true that not all foreign partners maintain the same high standards. A negligent selection of partners may have a negative impact on the students.
• Cost and equity. In most cases, collaborative programs cost more than local degrees. This limits access for less affluent students unless scholarships are provided.
• Credit transfer friction. The variations in assessment systems and calendars hamper the smooth recognition of credits.
• Brain drain. The longer foreign stays become, the more likely it is that graduates will look for jobs abroad, thus, the local talent will be diminished.
• Commercialization pressures. The main focus of some tie-ups may be to generate revenue rather than provide academic value.

Practical safeguards and good practices

Institutions should:

• Choose partner institutions using measurable indicators (accreditation, rankings, research output).
• Draft clear legal agreements that define degrees, fees, credit transfer, IP and exit clauses.
• Publish transparent information so students know who awards which credential.
• Maintain joint quality assurance through peer reviews and regular audits.
• Provide scholarships and access measures for low-income students.
• Embed industry projects and career services to translate international exposure into jobs.
• Offer cultural and academic orientation before departure and re-integration support on return.

Good governance turns potential into outcomes.

Regulatory and policy enablers that matter

Policy choices influence the degree of success. Clear and timely regulations from UGC reduce the uncertainty. Public support for capacity building helps smaller institutions to collaborate with well-known foreign universities. Data that can be trusted regarding student mobility and graduate outcomes are very helpful to policymakers and institutions to design better programs. Official rules of the UGC and the published list of Indian partners eligible for foreign universities are two very practical steps that lessen the risk both for students and for institutions.

Conclusion

In the end, global collaborations presents a great opportunity for higher education in India. They can not only modernize the curriculum but also expand research and raise the level of employability. The recent well-documented tie-ups as mentioned in the article indicate real momentum. However, the gains are not automatic. Strong partner selection, transparent agreements, active career linking, and fair access are some of the prerequisites. India, with good governance, is in a position to enjoy the fruits of internationalization and at the same time protect student interests and contribute to the strengthening of domestic higher education.