Over the summer, the European University Association (EUA) published the 9th edition of its long-established Trends report. This latest, Trends 2024 publication showcases how European higher education institutions (HEIs) experienced change over the past five years. Since the previous edition back in 2018, many higher education reforms, but also wider societal, political, economic and technological transformations have significantly re-shaped the context in which HEIs operate, of increased complexity and unpredictability. In addition to the retrospective and stock-tacking analysis, the report also addresses HEIs’ prospects for the next five years. 

The report is based on survey responses from 489 HEIs in 46 European higher education systems. It provides an introductory, contextual analysis, on the evolution of European, national and institutional strategies and reforms in times of change. Building on this background, the report explores, via five related chapters: the institutions’ perspectives and strategies with regard to their multiple missions; changes in the student body and the education offer, learning and teaching enhancement; the rise of non-degree education; and developments in mobility and internationalisation. 

In the specific area of mobility and internationalisation, the authors speak of a reconceptualisation of internationalisation, in the context of new formats and means for internationalisation, as well as changing demands and conditions notably influenced by targeted European and system-level policies, and broader trends (such as geopolitics, greening, technological development, and economic and  social changes).

Specifically, they highlight that: 

• Internationalisation à l’Européenne remains a high priority (thanks to support through policy reforms, instruments and funding, in the frameworks of the European Education Area (EEA), the European Research Area (ERA) and the European Higher Education Area (EHEA). 
• Credit mobility has increased but is still affected by known as well as new challenges (recognition, ‘degree fit’ at Bachelor and Master level, only partial implementation of Bologna tools, etc.). 
• Virtual exchanges have become more mainstreamed following the Covid-19 crisis and are generally perceived by HEIs as a useful supplement to physical student mobility or as an alternative for students who cannot or do not want to spend longer periods abroad. Nonetheless, formats, workload, organisational and legal issues are still causing problems. 
• Staff mobility is a priority, but generally lacks systematic approaches to it, unlike student mobility. 
• HEIs are working towards sustainable and effective models for inter-institutional collaboration, through the provision, inter alia, of joint programmes and joint degrees, but usually only in small numbers, with each benefitting a relatively small number of students.  
• HEIs generally have strategies and capacities for internationalisation – almost three quarters of HEIs (72%) have structures and resources in place for a systematic approach to their international activities. However, one fifth of HEIs still suffer from a lack of staff resources, with notable differences between countries.  

With regards to the future, three key areas are pointed to as worthy of specific attention: 

• More importance granted to the diversifying university missions and areas of responsibility.  
• An urgent and proper reflection on the education offer.  
• The state and purpose(s) of internationalisation in the higher education sector. 

The full report can be downloaded from the EUA website.