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Global demand for UK postgraduate research degrees
Last updated on Friday 3 Jan 2025 at 3:27pm
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 UK postgraduate research (PGR) degrees in the UK and via UK 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 UK’s PGR recruitment.
The data shows the following key trends:
- The UK is losing ground to Germany and Canada in attracting international doctoral students.
- Both non-EU and EU PGR entrants peaked in 2013–14 and numbers have been volatile since.
- Non-EU PGR entrants, especially from China, have been driving the UK’s overall recruitment performance.
- Compared to 2017–18, there has been a decline in providers’ own funds, overseas government funding and UK Research and Innovation (UKRI) funding as a major source of tuition fees. Students’ own funds have grown as a source.
- There was a significant increase in the number of self-funded entrants in 2020–21, which is mainly attributed to the growth from China.
- Provider own funds is the second most common source of tuition fee funding for non-UK doctoral entrants, with Chinese students making up roughly one quarter.
- 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.
- Funding for tuition fees paid by UKRI has declined across most Research Councils since 2017–18. Only the EPSRC saw an increase in international doctoral student numbers in 2020–21.
5. Demand for UK 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.
The report makes the following recommendations:
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Conduct further qualitative research to understand barriers to international PGR student recruitment.
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Clearly articulate the role and value of international PGR students for UK science and innovation.
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Develop a well-funded research ecosystem which allows for flexible resources to support PGR recruitment.
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Develop collaborative approaches and utilise TNE partnerships to build capacity in-country and generate new potential markets.
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Strategically use the UK’s trade relationships to set up co-investment programmes.
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Diversify PGR recruitment regarding source countries and course offer (both subject and mode).
Promoted content
Hear from the report author, Joana Westphal, Policy Advisor (Research policy & TNE), Universities UK International
International postgraduate research (PGR) students are an important part of the UK research base. Representing almost 50% of all PGR students in the UK, they contribute to the growing proportion of university research which is world-leading*, and expand our institutions’ global scientific reach and networks. Strong international PGR recruitment is therefore crucial for the government’s long-term goal of making the UK a science superpower. Our new report shows there is currently an uncertain operating environment for universities to recruit international PGR students, which is likely to have a negative impact on universities ability to maintain the current levels of doctoral students. To help the sector deal with these challenges, the UK Government should increase current R&D funding levels, and UK universities should utilise TNE partnerships to create new collaborative international PGR study opportunities and generate new potential markets.
Peter Mason
Head of Global Research and Innovation Policy, Universities UK International
*as shown by the recent REF results
Thanks
We would like to thank the co-author of this piece - Janet Ilieva, Director, Education Insight.
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 UK higher education institutions for their advice and feedback.
