International Students: Are They Favored By Universities?

International students are an important part of the student body at universities in the UK and other countries. Universities in the UK, for example, have been actively attracting international students and developing their international student recruitment strategies. However, despite the large numbers of international students at UK universities, there is a perception that these students are not genuinely valued by the institutions. This is partly due to the marginalization of international students in the classroom and the persistence of imperialist attitudes that create a hierarchy of education between the West and the rest of the world. To truly value international students, universities need to do more than just increase their numbers; they need to decolonize their curriculums, improve their support for intercultural understanding, and provide specialist employability support for these students.

International students as a source of revenue

International students are a significant source of revenue for universities in many countries, including the United States and the United Kingdom. In the US, international students contributed $33.8 billion to the economy during the 2021-2022 academic year, a figure that is expected to increase as the country recovers from the COVID-19 pandemic. In the 2018-2019 academic year, over 1 million international students generated $40.5 billion and supported more than 450,000 jobs in the US. This economic impact is not limited to the universities themselves but also benefits the surrounding communities and states.

In the UK, international students also make a substantial financial contribution to universities. For example, at the University of Sheffield, 46% of their teaching income comes from international students. This reliance on international student fees has increased due to government cuts in higher education funding. While some argue that universities should reduce their dependency on income from international students, others counter that such a suggestion is financially illiterate. The fees paid by international students help sustain the education system and bring wealth to the nation.

The importance of international students as a source of revenue is further highlighted by the active recruitment strategies employed by universities. For instance, Quartz India reported that Indian student enrollments in the UK rose in 2017-2018 for the first time in over a decade, indicating the potential for expanding international student recruitment. Additionally, some leading American universities pay the most talented international students to attend their campuses, recognizing the long-term benefits that these students can bring.

Overall, international students are a valuable source of revenue for universities, contributing to the financial stability and growth of higher education institutions, particularly in the context of declining government funding and the impact of global events such as the COVID-19 pandemic.

Universities' conflicting attitudes

There are conflicting attitudes towards international students among universities, particularly in the UK. While some universities seem to prefer international students, others appear to discriminate against them.

Preference for international students

Many UK universities have a large number of international students, and this number is expected to grow as the UK government works to dispel Brexit uncertainty and the country's unwelcoming image. Northern Ireland has the lowest percentage of international students for both undergraduate and postgraduate students in the UK, while England has the highest number of international undergraduates. International postgraduates outnumber undergraduates, so postgraduate studies and research would be most affected if international student numbers declined.

Some UK universities with the highest proportion of international students include University College London, the University of Manchester, the University of Edinburgh, Coventry University, and the University of Sheffield. These universities actively attract international students and develop international student recruitment strategies.

International students are important to UK universities for several reasons. Firstly, they bring financial benefits, as students from outside the EU pay up to four times more in tuition fees than UK students. International students also contribute to the diversity and richness of scholarship on campuses. Additionally, some countries, including the US, offer free tuition or even scholarships to attract the most talented international students, recognising the long-term benefits these students can bring to the country.

Discrimination against international students

On the other hand, there are concerns that UK universities discriminate against domestic students in favour of high-paying international students. According to an investigation by the Sunday Times, the number of UK undergraduates has decreased at half of the Russell Group universities since 2008, while the number of non-EU students has increased. Furthermore, thousands of international applicants allegedly secured their places at UK universities through "fast-track" admissions courses, which are shorter than traditional A-levels. This has resulted in students being accepted into top universities without achieving the same high A-level grades expected of UK students.

This perceived discrimination has sparked concerns among some British families that their children are being denied access to higher education due to the increasing number of international students. However, it is important to note that the number of international students in UK universities is not directly linked to the number of places available for domestic students, as the government centrally decides the number of UK students universities can accept.

Decolonising curriculums

The notion that universities "prefer" international students is a complex issue influenced by various factors, including financial considerations and the desire for a diverse student body. While it is challenging to generalise preferences across all universities, it is evident that international students constitute a significant portion of the student population in many institutions, and their presence is generally valued. However, concerns have been raised about the potential for discrimination against domestic students in university admissions processes. This is particularly relevant in the UK context, where some universities have been accused of prioritising high-paying international students over domestic applicants, even when the former have lower exam results. This trend has resulted in a decrease in the number of domestic undergraduates at some top UK universities.

To address these concerns and promote equity in admissions, universities should focus on decolonising their curriculums and practices. Decolonising the curriculum involves critically examining and transforming the knowledge, theories, and structures that shape teaching and learning. It entails acknowledging the historical context of colonialism and its ongoing impact on education systems. By decolonising curriculums, universities can create a more inclusive and equitable environment for all students, regardless of their background.

• Recognise the Impact of Colonialism: Decolonising curriculums requires acknowledging the legacy of colonialism and its influence on knowledge production and dissemination. This involves understanding how colonial ideologies and power structures have shaped the curriculum, perpetuating Eurocentric perspectives and marginalising the voices and experiences of colonised peoples. By recognising and addressing these power imbalances, universities can create a more inclusive and culturally responsive learning environment.
• Centering Diverse Perspectives: A key aspect of decolonising the curriculum is incorporating diverse perspectives and knowledge systems. This entails moving beyond Western-centric theories and including the voices, histories, and experiences of marginalised communities, including those from formerly colonised nations. By doing so, universities can enrich the curriculum, promote cultural understanding, and provide a more holistic education that reflects the diversity of human knowledge and experience.
• Promote Critical Thinking and Dialogue: Decolonising the curriculum is not just about content but also about fostering critical thinking and encouraging open dialogue among students. It involves creating a learning environment that encourages students to question dominant narratives, engage with multiple perspectives, and develop their own informed opinions. By promoting critical thinking and dialogue, universities can empower students to challenge biases, stereotypes, and discriminatory practices.
• Collaborate with Diverse Stakeholders: Universities should engage with a diverse range of stakeholders, including students, faculty, and community members from various cultural backgrounds, to co-create and co-design the curriculum. By involving multiple perspectives in the curriculum development process, universities can ensure that the content and delivery methods are culturally responsive and relevant to a diverse student body. This collaborative approach promotes ownership and investment in the decolonising process.

By implementing these strategies, universities can work towards decolonising their curriculums and creating a more equitable and inclusive learning environment for all students. It is important to recognise that decolonising is an ongoing process that requires continuous reflection, adaptation, and engagement with diverse perspectives.

International students' employment prospects

International students are heavily driven to study abroad by the prospect of improved career prospects. In the United States, international students hope to gain a competitive advantage in the job market, regardless of where they reside and work post-graduation.

International students in the US face challenges due to the current political climate, with rising xenophobic and nativist sentiments, as well as potential cuts to work opportunities for temporary foreign workers. These factors may discourage international students who aim to gain work experience in the US.

A survey by WES of 1,067 current international students and 1,095 international alumni in the US revealed that most respondents considered the recognition of a US degree and US work experience as critical factors when choosing a US institution. 75% of current students wished to use post-completion work training programs, and 63% wanted to stay in the US beyond this training. While employment outcomes for alumni are reasonably good, with 62% employed at the time of the survey and 82% receiving a job offer within six months of graduation, some challenges remain. Work authorisation regulations and a lack of professional connections were cited as the main obstacles for those who were unemployed.

In the UK, the government is working to dispel Brexit uncertainty and the perception of an unwelcoming image to attract more international students. The period of time international students have to find a job after graduating may be extended, which could further boost international student recruitment.

The impact of Brexit

It is difficult to say whether universities prefer international students or not. However, international students do make up a large contingent of students in UK universities, and this number is hopefully set to grow as the UK works to dispel Brexit uncertainty and its unwelcoming image.

Brexit has had a direct impact on international study, affecting student mobility, equal opportunity, and recruitment of students from the European Union. It has also weakened the internationalisation of universities.

Loss of Erasmus Funding

The UK's departure from the EU has resulted in the loss of Erasmus funding for UK universities, which previously allowed students to study abroad and work placements across Europe. The replacement Turing scheme has faced criticism for creating problems and adversely affecting the student experience, with Scottish universities receiving 56% less funding compared to Erasmus. The Turing scheme also only funds outbound students and does not provide funding for staff mobility.

Decline in EU Student Population

The EU student population in the UK has declined significantly since Brexit. The diversity of student origin has also reduced, with universities becoming more reliant on a smaller number of source countries, primarily due to full international fee rates.

Impact on Language Education

Brexit has adversely affected language education at the higher level. Language degrees and international mobility may become the preserve of an elite few who can afford to study abroad, despite the increasing need for multilingual graduates and intercultural ambassadors.

Financial Impact

EU membership provided significant financial contributions to UK universities, including research funding of around £1 billion per year. The loss of this funding has impacted universities' ability to fund research and innovation.

Research Partnerships

EU membership allowed the UK to form global teams of researchers and collaborate internationally. Brexit may result in a decline in research partnerships and industry investment, as well as potential difficulties in borrowing for universities and the government.

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