Binational universities: A model for global problem-solving

Binational universities (BUs) are emerging as a new form of cross-border academic, economic and political collaboration. However, these institutions have received very little scholarly attention.

Unlike international branch campuses, which extend existing institutions into new locations, BUs are entirely new universities born from bilateral government agreements that seek to merge academic cultures. They also serve as a source of economic innovation and workforce development across partnering nations.

Binational universities are typically new institutions created through political collaboration between two countries. Although no universally accepted definition yet exists, BUs are generally understood as degree-granting institutions formed through formal agreements between two nations, reflecting the educational systems of both.

BUs are distinct due to their governmental bilateralism, where both partner and host governments are often heavily involved in the institution’s creation, design and administration.

German model

Germany is a leader in establishing BUs, with at least 10 such institutions worldwide, typically supported by consortia of German universities. These universities often arise from political negotiations focused on mutual cooperation, such as the German University in Cairo (GUC) and the German-Mongolian Institute for Resources and Technology.

However, other countries, particularly Japan, have adopted similar approaches in developing binational universities. Egypt and Vietnam host at least two binational universities each, and Turkey hosts three, including the Turkish-Japanese Science and Technology University, the Turkish-German University and the Turkish-French Galatasaray University.

Germany’s efforts to establish BUs are supported by the German Academic Exchange Service (DAAD), in line with the country’s Strategy 2025 core values, which include promoting academic freedom and contributing to global problem-solving through cross-border cooperation.

A key example is the Turkish-German University (TGU) established in 2013. Though a Turkish state university, TGU offers courses primarily in German and is supported by DAAD and the Turkish Council of Higher Education (YÖK).

Another prominent BU, the German University in Cairo founded in 2002, offers dual-degree programmes accredited in Egypt and Germany, focusing on fields like engineering and business to prepare graduates for global careers and strengthen ties between the two countries.

The Vietnamese-German University (VGU) founded in 2008 operates under Vietnamese law but follows German academic standards. Offering programmes in engineering, natural sciences and economics, VGU is a collaboration between the Vietnamese government, the German state of Hessen and a consortium of German universities. It supports Vietnam’s modernisation efforts by delivering high-quality education aligned with economic and workforce development.

Germany’s model for BUs fosters cross-border academic partnerships that seek to promote shared knowledge, cultural exchange and economic development.

Transformative roles

BUs play transformative roles in four key areas: academic innovation, research collaboration, promotion of global citizenship, and strengthening of bilateral economic and diplomatic relations.

• Academic innovation and curriculum development: BUs merge educational philosophies and curricula from partner countries, driving academic innovation. For instance, a recent study found that TGU students benefit from Turkish and German academic traditions, giving them an edge in the local job market.

BUs also offer dual-degree programmes that meet accreditation requirements in partner countries, providing students with internationally recognised qualifications.

• Cross-border research collaboration: Research is often positioned as a central pillar of many binational universities, providing opportunities for collaborative projects that address global challenges. BUs have the potential to tap into funding and intellectual resources from both partner nations, facilitating large-scale, impactful research that would be difficult for a single country to undertake alone.

However, the depth and focus of research activities vary widely across BUs. While some emphasise student thesis projects, others secure external research funding. For example, the German ministry of education and research and the German Aerospace Centre funded a project at the German University in Cairo to develop a sustainable residential electrical system for Africa.

• Promotion of global citizenship and intercultural competence: BUs foster global citizenship by immersing students in binational environments that enhance intercultural competencies.

The diverse student bodies and exchange programmes BUs offer prepare graduates for careers in multinational corporations, international organisations and government agencies. For example, BUs like VGU and GUC promote academic excellence and intercultural understanding, helping students develop adaptability and problem-solving skills in diverse settings.

• Workforce readiness and economic impact: BUs equip students with degrees that are recognised in partner countries and aligned with international industry standards. Graduates of BUs like TGU and VGU often secure employment in both countries, benefiting from strong industry connections.

Moreover, BUs contribute to local economic development by fostering innovation and entrepreneurship and providing work-based learning. For example, Mercedes-Benz employs around 800 people in Vietnam, including VGU graduates, and several German companies offer scholarships to VGU students as a way of recruiting future staff.

The German University in Cairo has established initiatives, such as its Industry Park, to strengthen collaboration between researchers and industrial partners. These efforts support the local economy by bridging the gap between academia and industry, facilitating cross-national marketing, human resources and organisational development.

• Enhancing diplomatic and cultural relations: BUs also play a pivotal role in fostering diplomatic and cultural ties between partner nations. By promoting collaboration between governments, educational institutions and industries, BUs serve as symbols of international partnership.

They contribute to long-term diplomatic relationships, breaking down cultural barriers and promoting mutual understanding. For example, VGU’s ongoing efforts to deepen the relationship between Germany and Vietnam are exemplified by initiatives like the 2024 visit of the German ambassador to Vietnam, which fostered cultural exchange and highlighted the university’s role as a bridge between the two countries.

The multicultural environments created at BUs allow students to engage with different perspectives, preparing them to become global citizens capable of navigating international relations and contributing to global peace and cooperation.

Harmonisation and other challenges

While offering unique international collaboration and educational exchange opportunities, BUs face several challenges and potential risks. One significant challenge is harmonising different academic cultures, regulations and quality assurance standards between participating countries. This can lead to administrative complexities and potential conflicts in governance structures.

Language barriers may also pose difficulties in communication, administration and instruction. Funding can be another hurdle, as these institutions often rely on support from both partner countries, which may be subject to political and economic fluctuations.

There is also a risk of unequal distribution of resources and responsibilities between the partnering countries. Additionally, binational universities may face challenges maintaining academic integrity and preventing undue foreign influence, particularly in sensitive research areas.

The potential for political tensions between the partner countries could also jeopardise the institution’s stability and operations.

Finally, there is a risk of low enrolment or retention if the institution fails to market its unique value proposition effectively or if students struggle to adapt to the bilingual academic environment.

Promising model

As higher education continues to evolve, BUs offer a promising model for cross-border collaboration, combining academic governance, research innovation and intercultural exchange. However, their success will depend on navigating complex governance structures, securing sustainable funding and mitigating geopolitical risks. With careful management and strong support from partner nations, BUs can drive global knowledge production and workforce development in the 21st century.

Binational universities represent a strategic approach to international higher education, fostering academic innovation, economic development and diplomatic ties. As countries increasingly recognise the value of education in fostering international cooperation, BUs will likely continue to expand, playing a critical role in addressing global challenges.

Jason E Lane is professor of international and higher education at the University of Illinois, Urbana-Champaign, senior advisor to the president of the University of Illinois System for Strategic Initiatives, and co-director of the Cross-Border Education Research Team (C-BERT), Albany, New York, United States. E-mail: jlane99@illinois.edu. Jessica Schueller is research associate with the Cross-Border Education Research Team (C-BERT) and a consultant specialising in international higher education, career services and transnational higher education. E-mail: schuellerjess@gmail.com. This article was first published in the current edition of International Higher Education.

It is a commentary. Commentary articles are the opinion of the authors and do not necessarily reflect the views of University World News.