Recalibrating global engagement: A turning point for UK higher education

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As the earlier article from Chris Skidmore and I made clear, the UK higher education sector stands at a pivotal crossroads: still admired for its academic excellence and global pull, but also grappling with structural financial fragility, policy volatility, and a dramatically shifting international landscape. But amid these challenges lies opportunity — to renew, rethink, and strategically reposition.

A Moment of Reckoning

IHEC was established to fill the vacuum left by the absence of a cohesive UK International Education Strategy in recent years. The report does not shy away from hard truths. Crucially, the report situates international education as a central pillar of the UK’s broader economic and diplomatic posture. It makes a compelling case for stabilising and modernising international recruitment, not merely to plug budgetary holes, but to reinforce the UK’s global leadership in education and research.

The Graduate Route: A Cornerstone Still Under Threat

Among the most pressing policy challenges is the future of the Graduate Route. Notwithstanding the rapid review by the Migration Advisory Committee which recommended it be retained, we should be under no illusion that it still remains under serious threat, at least on the basis that it currently operates, with significant salary thresholds being contemplated.

The Migration Advisory Committee itself has underscored the importance of distinguishing between students as temporary visitors and long-term settlement. It is sad, then, that we engage in a futile debates about whether students should or shouldn’t be in the net migration data – with the right data infrastructure the UK can credibly claim it is both secure and open — welcoming talent while ensuring public confidence in a system that unequivocally shows that, after the approved period, students return home.

Managing Growth and Diversification Through Strategic Marketing

Marketing is not just about increasing volume, it should be the basis on which we seek to manage the student portfolio to reflect strategic objectives: balancing geographies, disciplines, and levels of study; enhancing classroom diversity; and aligning student intake with institutional strengths and national skills needs.

Overconcentration from a few source countries, especially where funding is loan-based, has heightened institutional risk. Diversification must become a strategic imperative — not just to reduce financial exposure, but to enhance educational quality. This demands a shift from reactive recruitment to strategic positioning. Investment in data-driven insight, more refined segmentation, and proactive messaging — including engaging overseas influencers and local communities — will be essential.

The Global Context: Policy Shifts and Emerging Competitors

As the UK rethinks its strategy, it must keep a watchful eye on global trends. The four major English-speaking destinations — the US, Australia, Canada, and the UK — are all experiencing turbulence. Australia, after its pandemic-era pause, is recalibrating visa settings and cracking down on unscrupulous agents. Canada, under pressure from housing shortages and immigration anxieties, has capped international enrolment. The US, though benefiting from prestige and scale, faces mounting political risks and a fragile visa environment.

In this climate, emerging players are stepping forward. China is rapidly expanding its domestic higher education capacity while launching outbound programmes with strategic intent. European nations are making moves to internationalise their campuses and countries across Asia and the Middle East are positioning themselves as regional education hubs.

The UK’s historic advantages — language, brand, and alumni networks — are immensely valuable but not invincible. Long-termism is necessary – a vision not tied to electoral cycles, but to generational opportunity. The global college-age population will peak in the 2030s, and demand will remain strong. The question is whether the UK will be ready to meet it with resilience and relevance.

Ethical Engagement and Student Experience

The UK’s global reputation depends not just on how many students it attracts, but how well those students succeed — and what they say about their experience. We need to focus on ethical engagement and superior learning outcomes. Simply growing numbers without attention to student welfare is neither sustainable nor moral.

Student voices must be front and centre in shaping policy. We need to see enhanced support, a decisive move from supporting employability to delivering employment. Encouraging more British students to study abroad should be a core part of our internationalisation strategy, not an afterthought.

A Whole-Sector Approach

Policymakers must adopt a genuinely cross-government approach that links education with trade, foreign affairs, and industrial strategy.

Local and regional stakeholders must also be involved. The benefits of international education are felt well beyond campuses: each parliamentary constituency gains an average of £58 million from international student spending. Engaging metro mayors and combined authorities is not just good politics — it’s smart strategy.

Data, Transparency, and Trust

Policy decisions should be based on facts. Without timely, transparent data, we cannot have an honest public debate or effective institutional planning. The sector should embrace new sources of insight, from traditional agencies to tech-enabled platforms like Enroly, Studyportals, IDP and QS. Universities must have the tools to make nuanced decisions about market entry, programme development, and partnership cultivation.

Looking Ahead

I hope the IHEC report will be seen as more than a critique; but as a blueprint. Offering practical steps for stabilising the sector in the short term — and a bold vision for the long term. Above all, the UK must recommit to what it does best: world-class education, global collaboration, and a spirit of openness. The opportunity is still ours — if we choose to seize it.

About the author: Dr David Pilsbury is a member and secretary of the International Higher Education Commission.