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Trends, challenges and opportunities

This brief research piece draws on Organisation for Economic Co-operation and Development (OECD) and Higher Education Statistics Agency (HESA) data to explore the current state of international students’ demand for Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û postgraduate research (PGR) degrees in the Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û and via Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û transnational education overseas to understand trends, opportunities and challenges. As a result, the report identifies several key actions for the sector and government to support the Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û’s PGR recruitment.ÌýÌý

The data shows the following key trends:Ìý

1. The Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û is losing ground to Germany and Canada in attracting international doctoral students.Ìý
2. Both non-EU and EU PGR entrants peaked in 2013–14 and numbers have been volatile since.Ìý
3. Non-EU PGR entrants, especially from China, have been driving the Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û’s overall recruitment performance.Ìý
4. Compared to 2017–18, there has been a decline in providers’ own funds, overseas government funding and Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û Research and Innovation (Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹ûRI) funding as a major source of tuition fees. Students’ own funds have grown as a source.Ìý

• There was a significant increase in the number of self-funded entrants in 2020–21, which is mainly attributed to the growth from China.Ìý
• Provider own funds is the second most common source of tuition fee funding for non-Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û doctoral entrants, with Chinese students making up roughly one quarter.Ìý
• Overseas government funding as a major source of tuition fees peaked in 2018–19 and has been declining since across most countries, except for Ghana and Egypt.Ìý
• Funding for tuition fees paid by Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹ûRI has declined across most Research Councils since 2017–18. Only the EPSRCÌýsaw an increase in international doctoral student numbers in 2020–21.Ìý

5. Demand for Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û transnational education (TNE) postgraduate research degrees has been increasing over the last decade, with over half of these students studying via distance, flexible and distributed learning.Ìý

The report makes the following recommendations:ÌýÌý

• Conduct further qualitative research to understand barriers to international PGR student recruitment.Ìý

• Clearly articulate the role and value of international PGR students for Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û science and innovation.Ìý

• Develop a well-funded research ecosystem which allows for flexible resources to support PGR recruitment.Ìý

• Develop collaborative approaches and utilise TNE partnerships to build capacity in-country and generate new potential markets.Ìý

• Strategically use the Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û’s trade relationships to set up co-investment programmes.Ìý

• Diversify PGR recruitment regarding source countries and course offer (both subject and mode).Ìý

Read the report.Ìý

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Hear from the report author, Joana Westphal, Policy Advisor (Research policy & TNE), Universities Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û InternationalÌý

*as shown by the recent results

ThanksÌý

We would like to thank the co-author of this piece - Janet Ilieva, Director, Education Insight.Ìý

We are grateful for case studies provided by the University of Liverpool, the University of Sheffield, and the University of Reading. We also thank colleagues from Research England and Ïã¸ÛÁùºÏ²Ê¿ª½±½á¹û higher education institutions for their advice and feedback.Ìý