studying phd in uk

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A PhD (Doctor of Philosophy) is the most common type of doctoral degree and the highest level of academic qualification you can achieve. 

It normally takes between three and four years of full-time work to complete. It is also possible to undertake a PhD part time, over five to six years.

The main activity of a PhD is to carry out an original research project under the direction of one or more supervisors, to be written up as a thesis.

Different routes to achieving a PhD

There are a number of ways to achieving a PhD at Imperial:

• by undertaking a course of study based on your own research proposal
• by joining a research project that comes with funding attached (known as a studentship)
• by combining it with Master's study in an integrated route that typically lasts four years

Pursuing your own research idea

To search for PhD opportunities based on your own research proposal you first need to identify a research group within Imperial whose area of expertise best matches your idea.

Use the links below to search the different PhD opportunities within our academic departments, centres and institutes. This includes information about current studentships and often guidance on finding a supervisor.

Our interdisciplinary approach means our expertise often spans departmental boundaries – and so do our courses – so you may find opportunities in an unexpected area of the university.

Faculty of Engineering

• Aeronautics
• Bioengineering
• Chemical Engineering
• Civil and Environmental Engineering
• School of Design Engineering
• Earth Science and Engineering
• Electrical and Electronic Engineering
• Mechanical Engineering

Faculty of Medicine

• Department of Brain Sciences
• Department of Immunology and Inflammation
• Department of Infectious Disease
• Department of Metabolism, Digestion and Reproduction
• Department of Surgery and Cancer
• National Heart and Lung Institute
• School of Public Health

Faculty of Natural Sciences

• Life Sciences
• Mathematics
• Centre for Environmental Policy

Imperial College Business School

• Doctoral programme

Centre for Languages, Culture and Communication

• PhD in Arabic, German, Italian, Russian and Spanish Studies
• PhD in science communication studies

Global Challenge institutes

We have six Global Challenge institutes, which were created to address some of society's biggest challenges.

If you have an idea for a PhD that falls within the remit of one of our Global Challenge institutes please contact them directly to discuss before making a formal application.

• Data Science Institute
• Grantham Institute – Climate Change and the Environment
• Institute for Molecular Science and Engineering
• Institute for Security Science and Technology
• Institute of Global Health Innovation

Energy Futures Lab  does not offer PhD programmes, but does deliver the  MSc in Sustainable Energy Futures .

Joint Academy of Doctoral Studies | Imperial College London-Technical University of Munich

We have recently formed  a strategic partnership in education, research and innovation  with the Technical University of Munich, one of Germany’s most international and entrepreneurial universities, producing highly ranked research, like Imperial, in science, engineering and medicine.

As part of the partnership, Imperial and TUM have launched a 'Joint Academy of Doctoral Studies' with the aim of co-developing cross-disciplinary clusters of PhD students who will have access to world-leading academic supervisors and state-of-the art facilities at both institutions.

The first round of the programme will focus on the theme of 'Artificial Intelligence, Healthcare and Robotics'.

Find out more about the Joint Academy of Doctoral Studies and apply

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Doctor of Philosophy (PhD)

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The degree of Doctor of Philosophy (PhD) is the University's principal research degree for graduate students and is available in all faculties and departments.

A Cambridge PhD is intellectually demanding and you will need to have a high level of attainment and motivation to pursue this programme of advanced study and research.

In most faculties, a candidate is expected to have completed one year of postgraduate study, normally on a research preparation master's course, prior to starting a PhD.

Completion normally requires three or four years of full-time study, or at least five years of part-time study, including a probationary period.

Terms of research are normally consecutive and, for full-time students, require residency in Cambridge. Not all departments offer part-time research degrees.

Various routes to the PhD are possible and, if you are made an offer of admission, it will be made clear whether you are required to study for a master's degree or certificate in the first instance, or will be admitted directly to the probationary year for the PhD. You are registered for the PhD only after a satisfactory progress assessment at the end of the probationary year (five terms for part-time degrees). The assessment is designed also to focus your mind on the stages necessary for the completion of your research within the normal time limit and to address any structural problems that have arisen during the first year. Students must pass the first year assessment in order to continue their PhD study.

During your PhD, your effort will be focused on writing a dissertation. The word count of the dissertation is dependent on the department and the Student Registry or Educational Student Policy will be able to tell you the maximum word limit. This must represent a significant contribution to learning, for example through the discovery of new knowledge, the connection of previously unrelated facts, the development of a new theory, or the revision of older views, and must take account of previously published work on the subject. Some Cambridge dissertations go on to form the basis of significant publications.

Although you will spend long hours working independently, your department and College will both support you throughout your PhD. You are also able to attend regular seminars in your subject area and could be involved in teaching, perhaps giving seminars or supervising, or in the social life of your department and College.

PhD course search

Go to the Course Directory and filter courses using the relevant checkboxes.

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Doctor of Philosophy (PhD)

What is a phd.

A PhD is a Doctorate of Philosophy, a prestigious qualification which is the highest level of degree that a student can achieve, demonstrating talent, academic excellence and a thirst for knowledge. In a modern knowledge-based economy, highly educated and skilled people such as doctoral graduates, are in great demand. They form the most highly educated and skilled group in the UK and internationally. Many will go on to use their skills within academia or in research-intensive occupations in industry. However, there will be others who will draw on their research background and the skills gained through a doctoral degree in a wide variety of other occupations. Examples of the type of employment opportunities taken up by PhD holders can be found at Vitae: researcher careers .

What will I get from a PhD?

You will get a huge sense of personal achievement. Our doctoral training programme will help you develop transferable skills that will be invaluable in your subsequent career. The research techniques and methodologies you master will enable you to make a direct contribution to the advancement of knowledge in your particular subject area.

Successful candidates are awarded the degree of Doctor of Philosophy and are permitted to use the title ‘Dr’.

How does it work?

The maximum registration for a PhD programme is four years with full-time study, or eight years with part-time study.

All PhD students are initially registered for a Master of Philosophy (MPhil), and the PhD registration is confirmed after the successful completion of an upgrade assessment (at the end of year 1 for full-time students and year 2 for part-time study). You will be registered for a PhD when you pass this upgrade. Your academic progress will be monitored throughout your degree studies, via formal progress reports and regular meetings with your supervisors.

You complete a body of primary, novel research and submit a doctoral thesis of up to 100,000 words, which you then defend via an oral examination (the viva) to the satisfaction of the examiners. Your thesis must meet the expectations specified in the Quality Code .

Entry requirements

Entry requirements vary according to the research topic and/or specific studentships. The normal minimum entrance requirement is an upper second class honours degree or masters degree, relevant to the proposed area of study, from a recognised higher education institution in the UK or other recognised degree-awarding body. The comparability of qualifications from outside the UK with The Open University requirements will be determined through reference to UK ENIC .

The research topic pages (within research areas ) give details of specific entry requirements, and provide contact details to discuss your suitability for the PhD.

English language proficiency

To study with us, you will need to have a good command of English. If your first language is not English, you will need to demonstrate your competence in the English Language in all four elements (reading, writing, listening and speaking). The University requires a minimum IELTS score of 6.5 with no less than 6.0 in any of the four categories (or approved equivalent). If you are an overseas student, you must have your level of proficiency certified through a provider approved by UK Visas and Immigration and provide your certificate and grade with your application.

Application closing dates

Entry may be permitted for direct registration with The Open University at the following points of year: October and February. This ensures that students benefit from development and training in peer groups. For further information on how to apply, see our Application process section. Application deadlines may differ between research topics and studentships; full details of topic application period is detailed in the topic page (within research areas ).

PhD student, Hannah Sargeant. Her research is focussed on water production from Moon rocks as part of the ProSPA instrument that will be flown to the Moon in 2025.

My PhD journey so far has been a wonderful learning experience that made me reflect upon my beliefs and stretch my thinking.

The sweetest thing about the PhD is that you’ve worked hard for it. It is an opportunity to make an original contribution to an academic area I have always found fascinating.

Your questions

For advice about applying for a research degree, or sponsoring a research student, email the Graduate School or call +44 (0)1908 653806.

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What is a PhD?

As the highest degree level achievable at university, completing a PhD shows that you've made a meaningful new contribution to your chosen research field

PhDs at a glance

• Involves three or four years of full-time study, or up to seven part time.
• Typically undertaken after achieving a Masters degree.
• Can either be funded or self-funded.
• Assessed through a written thesis and oral exam.
• Many Doctoral graduates choose to pursue an academic or research career.

What is the meaning of PhD?

The term PhD or Doctorate of Philosophy is an abbreviation of the Latin phrase 'philosophiae doctor'.

A PhD degree typically involves students independently conducting original and significant research in a specific field or subject, before producing a publication-worthy thesis.

While some Doctorates include taught components, PhD students are almost always assessed on the quality and originality of the argument presented in their independent research project.

How long is a PhD in the UK?

Full-time PhDs usually last for three or four years, while part-time PhDs can take up to six or seven. However, the thesis deadline can be extended by up to four years at the institution's discretion. Indeed, many students who enrol on three-year PhDs only finish their thesis in their fourth year.

While most PhD studentships begin in September or October, both funded and self-funded PhDs can be undertaken at any point during the year.

If you're planning on studying for a PhD abroad, take a look at our individual country profiles .

Do I need a Masters to do a PhD?

The majority of institutions require PhD candidates to possess a Masters degree , plus a Bachelors degree at 2:1 or above. However, some universities demand only the latter, while self-funded PhD students or those with significant professional experience may also be accepted with lower grades.

You may need to initially register for a one or two-year Master of Philosophy (MPhil) or Master of Research (MRes) degree rather than a PhD. If you make sufficient progress, you and your work will then be 'upgraded' to a PhD programme. If not, you may be able to graduate with a Masters degree.

If you need an MPhil or MRes before enrolling on your PhD, search Masters degrees .

What does a PhD involve?

A standard PhD degree is typically split into three stages. A three-year PhD may follow this pattern:

• First year - You'll meet with your supervisor to discuss your research proposal and agree an action plan with deadlines. You'll then complete your literature review, in which you'll evaluate and critique existing works to inform the direction of your project and ensure that your research will be original.
• Second year - Your focus will shift to gathering results and developing your thesis, and potentially begin writing chapters of your thesis. You may also present your results and ideas at academic conferences, gain teaching experience, collaborate with other students on similar projects, communicate the benefits of your research to the general public through workshops, lectures and presentations, or submit work for publication in an academic journal or book.
• Third year - Primarily involves writing your thesis, though your research may still be in progress. After your supervisor gives their approval, you'll submit your thesis before undertaking a one to three-hour oral exam ( viva voce ) in which you'll discuss and defend your thesis in the presence of at least one internal and external examiner.

How do I find a PhD?

As a PhD is different to other degrees, you're committing to more than simply an advanced qualification. You've chosen to engage in a large-scale independent research project and so you'll need to take into account a range of factors that will drive your search.

A methodical approach to the process is required and you'll need to consider the subject you're interested in carrying out research in and the type of Doctorate you're looking for, making sure this is the right project for you. Only when you're fully prepared and have a good idea of your research proposal should you search for PhD opportunities .

What other types of Doctorate are there?

Alternative types of PhD include:

• Higher Doctorate - These are usually granted on the recommendation of a committee of internal and external examiners, which assesses a portfolio of published, peer-reviewed research you've undertaken over the course of many years. This type of Doctorate is usually for those with several years of academic experience. Common award titles include the Doctor of Civil Law (DCL), Doctor of Divinity (DD), Doctor of Literature/Letters (DLit/DLitt/LitD/LittD), Doctor of Music (DMus/MusD), Doctor of Science (DS/SD/DSc/ScD) and Doctor of Law (LLD).
• Integrated/New Route PhD - This four-year PhD course is offered by over 30 universities and involves taking a one-year MRes before studying a three-year PhD. It combines taught elements with independent research, allowing students to learn different methodologies while building their transferable skills.
• Professional Doctorate - Geared towards students of vocational subjects such as medicine, education and engineering, professional Doctorates are focused on teaching and so normally involve smaller research projects and thesis component. They're often favoured by those aiming for a career outside of academia and are usually supported by employers.

How much does a PhD cost?

Tuition fees vary, but usually fall between £3,000 and £6,000 per year for UK students and those from the European Union (EU) with settled status. UK Research Councils pay universities £4,596 per year (from 2022/23) on behalf of each funded PhD student, so this gives a good indication of the average figure.

For EU students looking to pursue a Doctorate in 2022/23, you'll need to have gained settled or pre-settled status to be eligible for student finance - see PhD loans .

Non-EU students may pay considerably more for their tuition fees.

Despite this, many PhD students are now part or fully funded - scholarships and bursaries are widely available, and particular attention should be paid to Research Council grants .

PhD studentships and assistantships involving a mixture of research and teaching are also common, with scientific studentships usually paid at a higher rate.

How do I apply for a PhD?

Some students propose their own research area and apply for funding, while in some cases a supervisor may already have funding for a project and advertise it like a job. When making a PhD application, you'll typically be asked to submit:

• an academic CV
• your academic transcripts
• two or three academic references
• a personal statement
• a research proposal.

International students without settled UK status looking to study certain courses in medicine, mathematics, engineering and material sciences are required to comply with the Academic Technology Approval Scheme (ATAS) . This involves undergoing a security clearance process with the Foreign, Commonwealth & Development Office. International students may also have to prove their English proficiency.

What can I do next?

Your ability to critically analyse, display intellectual maturity, and research independently and honestly is highly valued within academia and the workplace.

Many students who undertake a PhD get an academic job or become an industry researcher, possibly following the PhD with postdoctoral study, then a fellowship or lectureship.

Other career options will depend on your study area.

Discover what a PhD degree can lead to at your PhD, what next?

Find out more

• Consider your PhD options at 5 routes to getting a Doctorate .
• Get help with choosing your PhD supervisor .
• Explore funding postgraduate study .

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PhD Education / Overview

Year of entry: 2024

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• Bachelor's (Honours) degree at 2:1 or above (or overseas equivalent); and
• Master's degree in a relevant subject - with an overall average of 60% or above, a minimum mark of 60% in your dissertation (or overseas equivalent)

Full entry requirements

Apply online

Please ensure you include all required supporting documents at the time of submission, as incomplete applications may not be considered.

Application Deadlines

For consideration in internal funding competitions, you must submit your completed application by 19 January 2024.

If you are applying for or have secured external funding (for example, from an employer or government) or are self-funding, you must submit your application before the below deadline to be considered. You will not be able to apply after this date has passed.

• For September 2024 entry: 30 June 2024

Programme options

Programme overview.

• 2nd in the UK for Education (Complete University Guide 2024).  
• The University of Manchester was ranked in the top 10 in the UK for Education research (overall GPA, REF2021).
• Learn with research-active experts in the field of education and work with highly diverse cohorts of students and staff.
• Contribute to improvements in the overall wellbeing of students, their families and communities throughout the world through research.

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The University holds regular open days, where you will have the opportunity to tour the campus and find out more about our facilities and programmes. On this day, you will find out more about the School of Environment, Education and Development (SEED) and meet academic and admissions staff who will be able to answer any questions you have.

For more information, see Open days.

We will be conducting our PGR virtual open week in October 2024. Find out about future events and postgraduate research sessions by signing up for our email alerts.

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• PhD (full-time) UK students (per annum): £6,000 International, including EU, students (per annum): £21,500
• PhD (part-time) UK students (per annum): £3,000 International, including EU, students (per annum): £10,750

Further information for EU students can be found on our dedicated EU page.

Your fees will cover the cost of your study at the University, as well as charges for registration, tuition, supervision, examinations and graduation (excluding graduation robe hire).

Payment of tuition fees will also entitle you to membership of The University of Manchester library, the Students' Union and the Athletic Union.

Scholarships/sponsorships

There are a range of scholarships, studentships and awards to support both UK and overseas postgraduate researchers, details of which can be found via the links below.

To apply University of Manchester funding, you must indicate in your application the competitions for which you wish to be considered. The deadline for most internal competitions, including School of Environment, Education and Development studentships is 19 January 2024.

All external funding competitions have a specified deadline for submitting the funding application form and a separate (earlier) deadline for submitting the online programme application form, both of which will be stated in the funding competition details below.

For more information about funding, visit our funding page to browse for scholarships, studentships and awards you may be eligible for.

• ESRC North West Social Science Doctoral Training Partnership (NWSSDTP) PhD Studentships - Competition Closed for 2024 Entry
• School of Environment, Education and Development Postgraduate Research Studentships 2024 Entry - Competition Closed for 2024 Entry
• China Scholarship Council - The University of Manchester (CSC-UoM) Joint Scholarship Programme - Competition Closed for 2024 Entry
• Commonwealth PhD Scholarships (Least Developed Countries and Fragile States)
• President's Doctoral Scholar (PDS) Awards - Competition Closed for 2024 Entry
• Trudeau Doctoral Scholarships 2024 Entry
• Commonwealth PhD Scholarships (High Income Countries)
• School of Environment, Education and Development Enhancing Racial Equality (SERE) Studentship - Competition Closed for 2024 Entry
• Humanities Doctoral Academy Humanitarian Scholarship 2024 Entry

Contact details

Programmes in related subject areas.

Use the links below to view lists of programmes in related subject areas.

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You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

Study PhD in the UK : Admission Requirements, Deadlines, Fees

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Where Tea Breaks and Thesis Breakdowns Collide!

Are you considering pursuing a PhD in the UK? Completing a PhD in the UK in 2024 from the renowned research institutes present in the country adds a unique weight to your resume. In this blog, we will delve deeper into the intricacies of pursuing a PhD course in UK. This blog aims to provide you with practical advice and in-depth insight for prospective PhD students. Whether you are deciding upon the university to pursue your PhD course or you have already dived into the application process, here is all you need to know about pursuing a PhD course in UK.

Overview of PhD in the UK

PhD is one of the highest degrees awarded in UK universities. A PhD involves a substantial research project prepared around a specific topic and area of interest. It typically involves up to 100,000 words woven together within an informative thesis. In the end, once the thesis has been finalised, the candidates go through a stringent oral examination where they are expected to defend their thesis findings in front of a knowledgeable and esteemed group of experts. 

The candidates each have an assigned supervisor who helps and assists the students with their research. The duration of a PhD generally ranges from three years (full-time) to 6 years part time PhD in UK. Students can choose from full-time and part time PhD courses on the basis of their requirements. Some of the most popular PhD courses opted by students include Computer Science, Medicine, Engineering, Paramedic Sciences, Law, and many more! 

Why Study PhD in the UK?

You can find a plethora of reasons to explore the range of PhD programs in UK. We have listed down a few out of many to help you understand why UK is considered to be one of the best educational destinations in the world:

1. Houses Top-notch Institutions

‍ The UK is home to top universities and educational institutions such as the University of Oxford, Imperial College London, University College London, and many more. This allows students to conduct their research using the right resources under the supervision of esteemed professors. The country has established itself as a leader in the academic sector. 

2. Research-centric Infrastructure

‍ The universities and academic institutions in the UK provide abundant infrastructural support to students who wish to accomplish their research in the country. The UK cherishes an ages-long tradition of substantial research and has also led some of the most groundbreaking research around the world.

3. Scholarships and Grants

‍ If financial constraints are holding you back from enrolling in a PhD course in UK then do not fret. Various private organisations and universities in UK offer scholarships and financial aid to students who come from humble backgrounds. This eases the financial burden on them and helps in the growth of the research community.

4. Globally Established Footing

‍ A PhD in the UK assists students in building their CV and is regarded as one of the best achievements in their professional careers. It opens multiple doors for students in a varied range of fields.

5. Culturally Immersive Experience

‍ UK, being one of the most preferred student destinations, brings students from all over the world together. One can also explore the vibrant culture of UK and learn about the rich and diverse history that the country has had. 

Types of PhD in the UK

There are several types of PhD degrees available in the UK that an individual can pursue. Each of them is tailored with the precision of the respective academic disciplines. 

1. Doctor of Philosophy (PhD)

This is the most common doctoral degree of all that one can pursue in the UK. It emphasises the original research based on a specific field, which culminates in a thesis or dissertation at the end.

2. Professional Doctorates

This type of PhD degree is specifically curated for practitioners working in fields of education (EdD), business (DBA), engineering (EngD), and even healthcare ( Doctor of Nursing Practice, Doctor of Clinical Psychology)

3. Integrated PhD

An integrated PhD includes a combination of doctoral study with Master’s level coursework. This allows students to seamlessly enter into a PhD after finishing the Master’s degree without actually having to apply for a PhD in the UK separately. 

4. Joint or Dual PhD

A dual PhD or a Joint PhD consists of a collaborative partnership between international institutions. The candidate is supposed to undertake the research under the tutelage of two universities and get a single doctoral degree from both institutions combined.

5. PhD by Publication 

A PhD by publication is when a candidate, a substantially experienced researcher, is allowed to submit a series of published papers or articles. Along with this, they can also submit a contextualising commentary, which works as a basis for their doctoral thesis.

6. Practice Based PhD

Practice-based PhD candidates are those who pursue fields that require an empirical understanding of the subject. This involves creative arts and design disciplines. This kind of PhD generally involves candidates producing and working on their artistic work and even performances along with their theoretical thesis. 

Top Universities for PhD in the UK

Numerous universities in the UK offer top-notch Ph.D. courses in a diverse range of fields. These academic institutions are a major point of attraction for international students pursuing a Ph.D. Here are some of the top universities in the UK and their prominent Ph.D. programmes.

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1. University of Oxford

QC Ranking: #1 Top PhD Course Offered: DPhil in Computer Science, DPhil Socio-Legal Research Eligibility & Admission Requirements: First class or upper second-class bachelor degree with honors in a relevant discipline and four-year undergraduate degree. First class or upper second class 3-year long bachelor degree along with a Master’s with merit or distinction. Average Tuition Fees: £27,770

At the University of Oxford, students can apply for a PhD in Natural Sciences & Mathematics, Social Sciences, Medicine & Health, Humanities, Computer Science, etc.

2. University of Cambridge

QC Ranking: #3 Top PhD Course Offered: PhD in Biological Sciences Eligibility & Admission Requirements: First-class honours degree from a recognized UK university or from an internationally known institution. A Master’s with distinction and relevant work experience. Average Tuition Fees: £31,515

At the University of Cambridge, one can choose from a plethora of domain options for PhD such as Applied Mathematics and Theoretical Physics, Archaeology, Criminology, Computation Cognition and Language, etc.

3. Imperial College London

QC Ranking: #6 Top PhD Course Offered: Business School Master’s in Research (MRes) in Finance/ Management Eligibility & Admission Requirements: Four year long undergraduate degree or a Master’s in relevant field along with a significant GMAT/ GRE score.  Average Tuition Fees: £36,800

The university offers a variety of PhD courses in eclectic domains such as Aeronautics, Bioengineering, Brain Sciences, Immunology and Inflammation, Life Sciences, etc.

4. University of Edinburgh

QC Ranking: #22 Top PhD Course Offered: Doctor of Philosophy, Philosophy MScR Eligibility & Admission Requirements: First or upper second class honors degree in UK or equivalent international institutions. Master’s with excellent scores in relevant subject. Average Tuition Fees:  £26,700

The University of Edinburgh is widely recognised for establishing its cachet as a top business school. It offers a variety of business-oriented Ph.D. courses in the UK, such as Those in Accounting, Business Economics, Finance, Financial Technology, and more.

5. University College London

QC Ranking: #9 Top PhD Course Offered: Management MRes + MPhil/ PhD Eligibility & Admission Requirements: First or upper second class honors degree. Master’s from UK or equivalent from international institutions must have an MA degree. Average Tuition Fees:  £28,900

UCL is one of the leading research and management institutes which offers top research programmes. It also offers PhD and doctoral programmes in Computer Science, Engineering and Technology, Paramedic Science, etc.

Admission Requirements & Criteria 

The admission requirements to enrol for PhD programs in UK depend from university to university, although some common requirements for admission are as follows:

 1. Academic Qualifications ‍

Academic qualifications, which involve the candidate’s previous degrees, including their Master’s or equivalent degree, which is extremely important for a PhD. During some exceptional and rare cases, a student with just a Bachelor’s degree can also be selected based on their skills and previous achievements.

2. Research Proposal

‍ Research proposal plays an important role in getting selected for a PhD course in UK. A well-prepared research proposal that underscores the topic, research questions, methods, and, ultimately, the objective is required during the application process. This document helps the jury assess the feasibility of the proposed research project.

3. References & Letter of Recommendations

References are something which any candidate applying to a PhD program in UK must have. These references should come from professors and previous supervisors who need to attest that the candidate holds high academic abilities research potential, and is best suited for the doctoral program.

4. English Proficiency

‍ English language proficiency is also assessed, especially in the case of PhD in UK for international students. The students whose primary language isn’t English are supposed to demonstrate their proficiency through different tests such as IELTS & TOEFL .

Test Scores Required for PhD in the UK

When one decides to study in the UK, one of the major qualification requirements rises to be is language proficiency. To prove the same, one needs to perform well in exams such as IELTS, TOEFL, and many more and score a required grade or band to enrol in their desired course and university.

Application Process

The application process to pursue a PhD degree in the UK is pretty simple. Here is a step by step guide as to how you can apply for your PhD program in the UK.

1. Choose a discipline. Explore what you really wish to pursue and see what all PhD universities in UK are offering.  2. Submit your application to the respective universities and pay the application fee. 3. Submit all the documents and paperwork required by the university. This may vary from university to university.  4. Write down your research proposal and send it in along with all your other documents.  5. Look for a supervisor who can guide you through your research degree.  6. If you are looking for financial aid or scholarships in UK while you pursue your PhD, apply for them at the same time.  7. Wait for the decision from the respective university.

Cost & Tuition Fees for PhD in the UK

The cost and tuition fees for PhD in the UK depends from university to university and course to course. Although, students who come from humble backgrounds can easily apply for various PhD scholarships in the UK to get financial support.

PhD in UK Scholarships

There is a varied range of scholarships that students who wish to accomplish their PhD in the UK can explore. Here is a list of scholarships that one can apply for while planning to pursue PhD programs in UK. Following are the PhD scholarships UK that you should check out:

Career Prospects after PhD in the UK

The UK, being a flourished economy, offers numerous job opportunities to students after they accomplish their PhD degree in the UK. Following are some of the job prospects that you can look after once you have completed your PhD courses in UK. The prospects can be divided into different types such as - Academic Careers, Industry Careers, Government and Public Sector, and much more. Let’s explore the possibilities:

1. Academic Career Opportunities

• Postdoctoral Researcher 
• Lecturer (Entry-Level)
• Senior Lecturer

2. Industry Specific Careers 

• Research Scientist 
• Data Scientist 
• Project Manager

3. Government and Public Sector

• Policy Analyst 
• Government Scientist
• Program Evaluation
• Entrepreneurship

4. Non-Traditional Careers

• Science Writer 
• Scientific Policy Analyst
• Editor (Publishing)
• Global Opportunities

All and all, pursuing a PhD degree in the UK opens up a number of opportunities for students who wish to delve deeper into their area of interest. Expanding their knowledge in the respective fields helps these individuals make significant contributions to the fields of academia, a specific industry, and society as a whole.

Frequently Asked Questions

What is the cost of opting for phd courses in uk, what is the duration for phd, what describes a student's eligibility to enrol in a phd program in uk, are there fully funded phd programs in uk, is it worth enrolling for a phd course in uk.

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Study PhD in UK: Complete Guide for International Students

“How to pursue a Ph.D. in the UK?” is a common question asked by International students.

Are you one of them, exploring the prospects of pursuing a Ph.D. in the UK in 2024? Then look no further! The UK boasts renowned research-intensive universities with exceptional infrastructure, offering fully funded Ph.D. opportunities to international students. Whether you're aiming for a comprehensive guide on Ph.D. courses, universities, costs, or the prerequisites to embark on this academic journey, we've got you covered! Delve into the details and insights to discover more about pursuing a Ph.D. in the UK.

If you are looking for Ph.D. opportunities in the UK, Yocket is here to guide you through everything. And by everything, we mean - cost breakdowns to admission requirements, university shortlisting to visa interviews. Explore the comprehensive guide you need for your academic aspirations in 2024. For personalized assistance, connect with Yocket counselors right now!

An Overview of the PhD Program in UK

Embarking on a Ph.D. journey in the UK means diving into an immersive research experience that combines top-tier academic standards with industrial partnerships. Generally spanning three years, the UK's Ph.D. programs culminate with a thesis submission, often completed 12 months before the official program conclusion. While individual universities may tailor their programs, the key advantages of pursuing a Ph.D. in the UK are significant and multifaceted:

Making decisions about shortlisting universities for your Ph.D. can be quite a challenge, but worry not, we're here to simplify the process for you! Whether you're swaying between a "Yes," "No," or "Maybe," our experts can guide you through this critical phase of your academic journey, offering personalized advice to help you find the perfect match among the top Ph.D. programs in the UK

Why Study PhD in the UK?

The decision to pursue a Ph.D. in a UK university carries substantial benefits and opportunities, making it a highly favored destination for international students, especially for those from India. Let's dive into the reasons that make the UK an ideal choice for a doctoral degree:

• Academic Excellence: With over 10 universities in the top 100 worldwide, the UK is a prestigious hub for academic excellence, offering superior research facilities and quality education.
• Supportive Government Initiatives: The UK government's introduction of a 3-year post-study work visa and extended studentships for international researchers seeking Ph.D. is a promising development that supports and encourages global scholars.
• Cultural Diversity: Engaging in a Ph.D. program in the UK grants students the chance to immerse themselves in a rich and diverse cultural milieu, creating an enriching and vibrant academic experience.
• Vast Career Opportunities: Upon completing a Ph.D. from globally recognized universities in the UK, students gain access to a wide array of career prospects, spanning commercial research, academic pursuits, and business-oriented roles.

The UK stands as a beacon of academic brilliance, offering a wealth of possibilities for international scholars, making it an ideal choice for those seeking to excel in their doctoral pursuits.

What are the Job Opportunities after Studying in UK?

Further, let’s check the top PhD courses in UK through this infographic.

Moving on, here is a quick look at the types of PhDs a student can pursue in UK.

Types of PhD Programs in UK

Exploring the types of Ph.D. programs in the UK opens up a range of options for international students seeking advanced research and academic pursuits:

• Standard Ph.D.: This foundational type involves the student proposing, conducting, and documenting research in the form of a thesis. It's widely available across many UK universities.
• Integrated Ph.D.: Combining a one-year Master of Research (MRes) with a subsequent three-year standard Ph.D., the Integrated Ph.D. offers students numerous educational prospects and is offered in over 30 UK universities.
• Professional Ph.D.: Geared towards providing extensive employment opportunities, the professional Ph.D., primarily in engineering, science, and medical fields, is highly sought after by international students.
• Distance Learning Ph.D.: Tailored for part-time or busy international students, this program accommodates flexible schedules and can typically be completed within 5-6 years.
• Ph.D. by Publication: This unique Ph.D. type is often available to a university's alumni, enabling students to submit their own published works or articles, with word counts ranging between 5,000-20,000 each.

To embark on a Ph.D. journey in the UK, international students must meet specific admission criteria, which vary among institutions. Understanding these requirements is crucial for a successful application.

Best Masters Universities in UK!

Eligibility and Admission Requirements to Study PhD in the UK

What is the Ph.D. eligibility in the UK? The admission requirements for a Ph.D. in the UK for Indian students differ between the universities and the course you wish to pursue. Let us check out the basic requirements to apply at Ph.D. universities in the UK:

• A master's degree
• Research proposal
• English proficiency test scores
• Additional documents like SOPs , LORs , and CV /Resume.

Let us now talk about these Ph.D. requirements UK briefly!

Phd In London

Masters Degree and Academic Transcripts

The most basic requirement to apply for a Ph.D. in the UK is to have a master's degree in a related field, with academic transcripts for each level of study. Some universities may ask for only a bachelor's degree, which entirely depends on a case-by-case basis.

Research Proposal

A research proposal is a document that is asked by a majority of universities admitting students for their Ph.D. programs. A research proposal should have the topic you wish to research, the intention of the research, and a plan on how the research would be conducted.

English Proficiency Test Scores

It is essential for you, as an international student, to have English proficiency proof in terms of IELTS , TOEFL , PTE , or other tests. The minimum IELTS requirement for a Ph.D. in the UK for Indian students is a score of 7.0 or above.

Additional Documents

Additional documents like the statement of purpose, work experience, and recommendation letters will add more value to your overall application.

Find out the Difference Between IELTS and TOEFL

Now that you are aware of the requirements, let us take a quick look at the application process for Ph.D. in the UK.

Application Process for PhD in UK

How to apply for a Ph.D. in the UK? The application process for Ph.D. admission in the UK is quite simple to pursue. Here is a quick look at the steps you need to follow:

• Choose your discipline and a university to start your research in the UK.
• Submit the application form along with the application fee.
• Submit all the required documents and requirements asked by the particular university.
• Create a research proposal to be submitted along with all the documents.
• Find a supervisor to start your doctoral degree.
• Apply for a scholarship or financial aid, if available at the university.
• Wait for the admission decision.

How to Create an SOP for PhD?

Another important factor that impacts your decision to study abroad is Ph.D. fees in UK. So, let us briefly take a look at the cost of studying for and Ph.D. Scholarships UK.

Cost of Purusing PhD in the UK

The cost of pursuing a Ph.D. in the UK varies for domestic, EU, and international students. The annual cost for Domestic or EU students generally comes around £6,000 (INR 5,30,964) , while for international students it is typically between £16,000 (14,15,904)to £24,000 (INR 21,23,856) per year .

In addition to tuition fees, students need to account for living expenses . On average, monthly living costs for students in the UK fall within the range of £1,100 (INR 97,343) to £1,300 (1,15,042). The actual expenses fluctuate based on individual lifestyle choices and the city of residence.

Breakdown of the Cost of Living in UK for International Students

For international students, scholarships, bursaries, and studentships are common forms of financial assistance provided by various UK universities. These financial aids significantly ease the financial load for students pursuing Ph.D. programs in the UK.

Scholarships to Study PhD in UK for International Students

To assist Indian students aiming for a Ph.D. in the UK, numerous scholarships are available. These scholarships play a pivotal role in supporting their academic endeavors and minimizing the financial burden. Our compiled list encompasses these prestigious scholarship opportunities, empowering students with crucial financial aid options

All-about Scholarships for International Students in UK!

Now that we have all the details regarding studying Ph.D. in the UK, let us take a look at the top universities in the UK for the program.

Top 5 Universities in UK for Ph.D.

The UK, being a nation known for its high standards in the field of research, is very much preferred by international students. Most of the Ph.D. universities in the UK are renowned for their research outputs. We have curated a list of the top Ph.D. universities for you below:

• University of Oxford
• University of Cambridge
• Imperial College London
• University College London
• University of Edinburgh

Let us check out the details about these universities:

1. University of Oxford

The University of Oxford has received innumerable accolades for various parameters in groundbreaking research, innovation, and academic excellence. The university provides international students willing to pursue a Ph.D. in the UK with an environment that is extremely beneficial and highly valuable across nations.

2. University of Cambridge

The University of Cambridge is known for its research practices around the globe. The majority of international applicants receive Ph.D. scholarships in the UK through the University of Cambridge. Besides, this university also offers funded research projects to international students.

3. Imperial College London

The Imperial College London is known to focus exclusively on subjects like sciences, business, medicine, and engineering. Having research impact as the top priority since 1907, Imperial College London should be one of your top choices for a fully funded Ph.D. in the UK for international students.

Ph.D. Universities in the UK

4. University College London

Greatest industrial contacts, excellent collaborations, partnerships with nations across the world, and top-class research infrastructure is what sums up my Ph.D. at University College London . Home to more than 20,000 graduate students from around 150 countries, UCL is also known internationally for its employment opportunities after research.

5. University of Edinburgh

University of Edinburgh is ranked 4th in UK for research and is one of the best universities offering several fully funded Ph.D. UK programs. With various partnerships across the globe, it offers numerous career opportunities for students completing their Ph.D... Students can opt for a pre-defined Ph.D. project or develop their own research idea.

Chevening Scholarships in UK 2024!

Studying at these top universities in UK will ensure that you have a promising future. Let us take a look at the career opportunities after a Ph.D. in the UK.

Career Opportunities after Pursuing PhD in the UK

Though the Ph.D. cost UK is quite high, so are the returns. Ph.D. graduates from the UK are seen performing commercial research post-graduation in various fields like education, science, technology, medicine, and others. Students are also seen working in the private sector performing research for business organisations, apart from working for academia or pursuing even higher research.

For a better understanding of what careers post Ph.D. in UK look like, we have tabulated the salaries for various Ph.D. job profiles below:

The United Kingdom, with an average salary of £49,825 (INR 44,09,213) , remains a premier destination for pursuing a Ph.D. Its allure isn't solely based on the promising financial returns but also on the accessibility of numerous scholarships for international students. The UK consistently stands at the pinnacle of choices for those seeking a rewarding academic future. For additional guidance and personalized support on your study abroad journey, our counselors are available through Yocket premium subscription – ensuring you're equipped with the best resources for your educational endeavors.

: How to Obtain a Post-study Work Permit in UK?

From the Desk of Yocket

For international students aspiring to pursue a Ph.D. in the UK, navigating the educational landscape and requirements can be complex. At Yocket, we've meticulously crafted a comprehensive guide to assist students in understanding the intricacies of pursuing a Ph.D. in the UK. Our aim is to provide valuable insights into the UK's educational system, requirements, and potential opportunities for international students. This guide is tailored to support and assist students in making well-informed decisions throughout their Ph.D. journey in the UK.

Embarking on your Ph.D. journey in the UK? It's not too late for 2024. Dive into our comprehensive guide, tailored for international students aiming for a successful Ph.D. in the UK. Apply with Yocket now to secure your spot for 2024 and seize invaluable insights on academic requirements, opportunities, and more. Trust Yocket to be your guiding light through this crucial academic pursuit and set the stage for your Ph.D. aspirations in the UK.

Frequently Asked Questions about PhD in UK

Which are the top universities for PhD in UK?

The top universities for PhD in UK are: 1) University of Oxford 2) Imperial College London 3) University College London

How much does a PhD in UK cost?

PhD in the UK costs in the range of £15,000 to £20,000 per annum on an average for international students.

Is it easy to get a job after pursuing a PhD in UK?

Yes! PhD graduates can very easily grab an average salary of £49,825 per annum post graduation.

What are the popular courses to pursue PhD in UK?

The most popular courses are clinical psychology, physics, mathematics, immunology, and medicine.

What is the minimum average grade requirement for masters to pursue PhD in UK?

The minimum score a student must achieve to pursue PhD in UK is 60% in both taught course units and dissertation.

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Studentships and doctoral training

Get a studentship to fund your doctorate.

UKRI studentships offer funding for doctoral research. They also offer you access to training, networking and development opportunities to help you build a research and innovation career.

Our expectations for research organisations, supervisors and students are set out in the statement of expectations for doctoral training .

You could get:

• a minimum stipend of £19,237 per year for your living costs, which is paid to you in regular instalments
• support for your tuition fees (minimum £4,786 per year)

The stipend is usually non-taxable and does not need to be paid back. Some research organisations may offer more if you study in London, or they or one of their collaborators might decide to top up the payment. This will be outlined in the studentship advert from the research organisation.

We normally pay the support for tuition fees directly to your research organisation.

The levels given here are for the academic year 2024 to 2025. UKRI’s approach to doctoral stipend and fee levels will be reviewed through the  new deal for postgraduate research .

Additional support for your doctoral studies

As a UKRI-funded doctoral student, you may be able to access additional funding to cover the cost of other related training and development opportunities.

This could include:

• conference attendance
• language training
• overseas research visits
• internships or placements with a non-academic partner

The availability of support will depend on the research organisation and the training grants they have on offer. You should contact the research organisation you are interested in applying to, to find out what you could get.

Extra support if you have a disability

If you have a disability, you may be entitled to a Disabled Students’ Allowance (DSA) on top of your studentship.

You should speak to your research organisation’s disability advisor to assess your needs. They can help put the right support in place, including a DSA application if necessary. You cannot claim DSA directly from UKRI.

DSA helps to cover the cost of any additional support that a person studying for a doctorate might need as a result of a disability, mental health problem or specific learning difficulty.

The allowance covers:

• non-medical personal assistance
• specialist equipment
• extra travel costs
• general expenses

Find out more about DSA in our framework .

If you are a research organisation you can download claim forms and guidance for DSA .

Who can apply

Any prospective doctoral student wishing to study at a UK research organisation, including prospective international students, can apply for a UKRI studentship.

All UKRI-funded doctoral students will be eligible for the full award, both the stipend to support living costs, and home-level fees at the UK research organisation rate.

How to find opportunities

Many UK research organisations offer some form of studentship funding from UKRI. These opportunities will depend on the subject you want to study and will normally be advertised by the research organisations.

Research organisations may have additional opportunities that do not involve UKRI. UKRI supports around 20% of all UK-based postgraduate researchers. You should speak to the research organisation you are interested in to find out what studentships are available.

You could also consider using a specialist website like   FindaPhD  to look for opportunities.

When to apply

Research organisations set their own deadlines for applications.

Many open for applications early in the academic year and close in January or February. This is not a hard and fast rule. It is important that you check the deadlines for the research organisation where you want to study.

How to apply

You cannot apply to UKRI for a studentship. You must contact the research organisation you are interested in studying with and use their application process.

For doctoral students who are already studying with a studentship, there are opportunities to get additional funding to support placements that are separate from your doctorate.  Find training and development opportunities .

Last updated: 14 February 2024

This is the website for UKRI: our seven research councils, Research England and Innovate UK. Let us know if you have feedback or would like to help improve our online products and services .

Scholarships and funding

Would you like to turn your dream of studying in the uk into a reality.

Deciding to study in the UK is an investment in your future. A prestigious degree from the UK is a valuable and transformative experience and will take your education - and your employability - to the next level.

There are many funding options available for international students who want to study in the UK. They range from part-funding, for example paying part of your fees, to full-funding which covers programme fees, living expenses, and return flights to the UK.

You can search for the right scholarship for you on the course and scholarships finder below.

Postgraduate funding

The UK government runs a variety of scholarship programmes to financially support international students who are looking for help funding their studies in the UK.

The three main UK government scholarships on offer are:

GREAT Scholarships

GREAT Scholarships are scholarships to UK universities across a variety of subjects, for students from 15 countries. Applications for 2024-25 are open.

Chevening Scholarships

Chevening Scholarships offers fully funded master's degrees in the UK. Learn more about one of the UK's most prestigious scholarships.

Commonwealth Scholarships

Commonwealth Scholarships are UK university scholarships given to talented individuals with the potential to make a positive impact on the global stage.

Wider UK government funding

The UK government offers hundreds of scholarships, bursaries and additional financial support to students from a large number of countries.

You can visit the UK Council for International Student Affairs (UKCISA) website to find out more about the funding available if you are studying in the UK as a postgraduate student, including whether or not you are eligible to apply for a scholarship. Just scroll down to the relevant section of the webpage.

UKCISA is the UK’s national advisory body serving the interests of international students and those who work with them.

Hear from international scholars What's involved in receiving a UK scholarship?

Tips for choosing a scholarship, international scholars in the uk.

Thinking of applying for a scholarship? Here are some top tips from international students who have received a scholarship to study in the UK.

GREAT scholarships

Nadine, university of kent.

What are GREAT scholarships and who is eligible? Watch as Nadine, a GREAT scholar, and Maria from the University of Kent explain everything you need to know.

Commonwealth scholarships

Commonwealth scholars.

Are you a high-achieving student living in the Commonwealth? Watch as scholars Suahib and Hamna explain all you need to know about Commonwealth scholarships.

Chevening scholarships

Chevening scholars.

If you have a vision to make the world a better place, the Chevening scholarships might be for you. Watch to learn more about the programme.

Being a GREAT scholar

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Ismet tells us about receiving his GREAT Scholarship for Sustainable Futures, and why he chose the University of Essex.

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Olaoluwa has received a Commonwealth shared scholarship. See her impressions on studying in the UK and receiving this life-changing scholarship.

Postgraduate studentships

Many universities offer fully-funded postgraduate studentships for PhD programmes. Find out more .

Institution-specific scholarships

Many UK higher-education institutions offer their own scholarship programmes.

These are offered based on a number of factors, which can be broadly split out into the following categories:

• Academic, merit and excellence scholarships - These are usually awarded to students with a strong academic background, including achieving strong grades in their school exams. 
• Performance-based scholarships - These are usually awarded to those who have exceptional ability in an extracurricular activity such as sports, music or performing arts like drama or dance.
• Subject-specific scholarships - These are often offered by individual departments for students studying a particular course or subject.
• Equal access or sanctuary scholarships - These scholarships can take the form of a tuition fee reduction or waiver or maintenance award and are offered to refugees and asylum seekers who have fled persecution from their home countries.
• Disability scholarships - These scholarships support international students with a disability, long-term mental health condition, learning difficulty or other special needs. 

Always check out different institutions’ websites to discover what is available, and take a look at specialist websites like Postgraduate Studentships and Prospects for curated information that covers different institutions.

Application advice Six top tips on applying for a scholarship

Read our essential advice on how to apply for a scholarship, from eligibility criteria to tailoring your application.

Global scholarships

A.S. Hornby Trust Scholarship

Scholarships for English language teachers to develop their English language skills

Selected countries - see website >

Commonwealth Scholarship and Fellowship Plan

Master's and doctoral courses (for study in the UK and distance learning), plus academic, professional and medical fellowships

Commonwealth countries >

Scholarships for one-year master's courses across a range of subjects at a variety of UK universities.

British Council scholarships for women in STEM

Scholarships for women undertaking master's degrees in a science, technology, engineering or mathematics course at one of 19 UK universities.

Americas, South Asia and South East Asia >

Global Wales Scholarships for International Students

Global Wales offers a variety of scholarship opportunities for international students.

USA; India; Vietnam and EU countries >

Country-specific scholarships

Young Cell Scheme

Postgraduate master's studies in the EU

Kosovo - see website >

Charles Wallace Pakistan Trust Scholarships

Doctoral studies, research, visiting fellows and Scottish summer school

Pakistan - see website >

Marshall Scholarship

Master's and doctoral courses at any university in the UK

USA - see website >

Science and research funding

Marshall Sherfield Fellowships

Post-doctoral research in science and engineering at any university in the UK

Euraxess UK

Research placements in the UK

Global - see website >

Royal Society grants

Postdoctoral science research

Undergraduate funding

While undergraduate scholarships and bursaries for EU and international students studying in the UK are less common than they are for postgraduate studies, they do exist. You just need to know where to look for them.

Funding for EU and international undergraduate students in the UK can generally be split into two categories: those offered by UK universities themselves and those offered by third parties - usually governments or organisations in your home country.

You can visit the UK Council for International Student Affairs (UKCISA) website to find out more about the funding available if you are studying in the UK as an undergraduate student, including whether or not you are eligible to apply for a scholarship. Just scroll down to the relevant section of the webpage.

You can also visit the Universities and Colleges Admissions Service in the UK (UCAS)’s page about scholarships, grants, and bursaries: EU and international students for more detailed information on what to look out for and where.

Cost of studying in the UK

Studying in the UK is good value for money. Find out how much you can expect to pay to study and live in the UK, and how to make the most of your budget.

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• Student Life Abroad /

Going to Study PhD in UK? Here’s What Your Life as a PhD Student Will Look Like!

• Updated on  
• Jul 7, 2023

Are you planning to pursue a PhD in the UK ? If yes, you might wonder what your life as a PhD student in UK will look like. How will you spend your days? What will you do for research? How will you balance your work and personal life? What are the challenges and opportunities that await you In this blog, we will give you a glimpse of what to expect from your PhD journey in the UK. So, let’s get started!

Also Read: Study in UK 2023

This Blog Includes:

Why study phd in uk, 1. traditional phd, 2. integrated phd , 3. professional doctorate, 4. distance learning phd, 1. application, 2. registration, 3. progression , 4. completion, researching, personal growth, academic achievement, career development, top universities offering phd in uk, scholarships for phd in uk.

The UK is one of the most popular destinations for international PhD study, with great opportunities to research, work and explore. Here’s why you should consider studying PhD in UK:

• According to the Higher Education Statistics Agency, 82% of UK university graduates find a job or continue their studies within half a year of finishing their PhD.
• The UK boasts some of the top universities in the world , and many of them offer excellent PhD programs. The QS World University Rankings 2024 show that the UK has four universities among the top ten for graduate employability and five universities among the top 20 for graduate employability.
• Studying in UK universities opens up many possibilities. Nearly 87% of PhD students start working after graduation and earn an average salary of 40,000 GBP- 60,000 GBP (40-60 Lakh INR) per year.
• the UK Research Council,
• The British Council ,
• The Commonwealth Scholarships ,
• The Chevening Scholarship s , etc.
• You can also apply for teaching or research assistantships to earn income while studying.
• Being a multicultural and cosmopolitan country with people from different backgrounds, cultures and religions, you can experience the UK’s rich history, heritage and traditions and enjoy the modern lifestyle, entertainment and cuisine.

Also Read: Intakes in the UK

Types of PhD in UK

There are different types of PhD programs in the UK, depending on your research area, your learning style, and your personal preferences. Some of the common types are:

This is the most common type of PhD in the UK, where you conduct original research on a specific topic under the supervision of one or more academics. 

An integrated PhD combines taught modules with research. You usually spend one-year taking courses related to your research area, followed by three years of independent research. 

This PhD focuses on applying research to professional practice. You usually spend two years taking courses related to your profession or industry, followed by two years of conducting research on a relevant issue or problem. 

This PhD allows you to study remotely from anywhere in the world. You usually communicate with your supervisor by phone, email or video conferencing and visit your university for one or two weeks each year. 

What are the Stages of PhD in UK?

A typical PhD programme in UK consists of four main stages:

This is where you choose your university, supervisor, and research topic. You also have to prepare your research proposal, which outlines your aims, objectives, methods and expected outcomes. 

You also have to submit your academic transcripts, English language proficiency test scores, references, and other documents required by your university. You may also have to attend an interview or a test as part of the selection process.

Enrol as a PhD student at your university and start your program. You usually have to attend an induction or orientation session, where you will meet your supervisor, your department, and other PhD students. 

You will also have to complete some administrative tasks, such as registering for courses, paying fees, opening a bank account , etc.

This is where you conduct your research and monitor your progress. You usually have to meet with your supervisor regularly, who will provide you with feedback and guidance. You will also have to submit periodic reports or presentations to assess your achievements and challenges. 

You may also have to undergo a formal review or examination at the end of your first year or second year, which will determine whether you can continue with your program.

This is where you finish your research and write your thesis. You usually have to follow the guidelines and standards set by your university and your discipline. 

You will also have to submit your thesis for examination, which will involve an oral defense (viva voce) in front of a panel of experts. You may also have to make corrections or revisions to your thesis before it is accepted.

Also Read: Top PhD Entrance Exams

Life as a PhD Student in UK: Daily Activities

As a PhD student in UK, your activities can vary depending on your subject area, stage of PhD, learning style, and personal preferences. However, some of the common activities are:

As a PhD student, you will have to read a lot of books, articles, reports and other sources related to your research topic. Keep up with the latest developments and trends in your field, review the existing literature, and identify the gaps and opportunities for your research.

You will also have to write a lot of documents, such as proposals, reports, presentations, papers, and chapters as a part of your life as a PhD student in the UK. Communicate your ideas clearly and convincingly, using appropriate language, style, and format, cite your sources correctly, and avoid plagiarism.

As a PhD student, you spend most of your time doing research on your chosen topic. Depending on your discipline, it may involve conducting experiments in the laboratory, collecting data through surveys or interviews, analysing data using software or statistics, or interpreting texts or images using theories or frameworks.

As a PhD student, you may also have some teaching responsibilities, such as leading seminars, tutorials or workshops for undergraduate or Masters students. You may also have to mark assignments or exams, provide feedback or mentorship, or supervise projects or dissertations. Teaching can help you develop your skills and knowledge and earn some income.

As a PhD student, you will also have learning opportunities, such as attending courses, seminars, workshops or conferences related to your research area. You may also have to take some training modules on research ethics, academic writing, presentation skills, etc. Learning can help you broaden your perspective and enhance your skills.

Life as a PhD student in UK also provides multiple networking opportunities , such as meeting other PhD students, academics, professionals or experts in your field. You may also have to collaborate with other researchers or institutions on joint projects or publications. Networking can help you build your reputation and connections and find potential mentors or partners.

As a PhD student, you will also need time to relax and unwind from your busy schedule. You may have some hobbies or interests that you enjoy, such as sports, music, art, etc. 

You may also want to explore the UK and its culture, such as visiting museums, landmarks, festivals, etc. Relaxing can help you maintain your well-being and happiness.

Also Read: Top Hangout Spots at/near Oxford University

What are the Benefits of Doing a PhD in UK?

Doing a PhD in UK can offer many benefits and challenges for you as an international student. Some of the benefits are:

Doing a PhD in UK can help you grow as a person, as you will develop your intellectual abilities, creativity, confidence and resilience. You will also learn to work independently and collaboratively, manage your time and resources, and solve complex problems.

Doing a PhD in UK can help you achieve your academic goals, as you will contribute to the advancement of knowledge and innovation in your field. You will also produce a high-quality thesis that showcases your original research and findings.

Doing a PhD in UK can help you develop your career prospects, as you will gain valuable skills and experience that are sought after by employers and academics. You will also have a competitive edge in the global job market and access to various opportunities for further study or work.

Also Read: Best Countries for PhD

Here’s a list of the universities offering top-notch PhD programs in UK according to the QS World University Rankings 2023:

Here’s the list of scholarships for students wanting to pursue a PhD in UK:

• Charles Wallace India Trust Scholarships
• Gates Cambridge Scholarship
• Commonwealth PhD Scholarships for Developing Countries
• Inlaks Shivdasani Foundation Scholarships
• Carnegie PhD Scholarships
• Newton Bhabha Fund
• Scotland’s Saltire Scholarships
• Dr Manmohan Singh Scholarships

Also Read: PhD Scholarships in the UK

To sum up, doing a PhD in UK can be an exciting and rewarding experience for international students who want to pursue their passion for research and learning. But it can also be a challenging and demanding journey that requires dedication and perseverance. So, preparing yourself well before you embark on your PhD adventure in the UK is vital.

Ans. The average monthly stipend of a PhD student in UK is around 35000 – 48000 GBP (approx INR 36,32,748 – INR 49,82,054) per year.

Ans. Depending on your goals, interests, and circumstances, doing a PhD in UK can be a rewarding experience. Here are some pros of doing a PhD in UK: You enjoy a diverse, inclusive environment and interact with people from different disciplines and backgrounds. You get great exposure to the markets, industry, and academic community to build your network and reputation. You can upskill in research, analysis, communication, and problem-solving, which are valuable for any career. You get access to extensive and enriched research resources to conduct original and innovative research. You benefit from tax-free stipends that PhD students in UK universities receive, ranging from £15,000 to £17,000 (INR 15.5 – 17.6 LPA).

Ans. A PhD student typically spends 8 hours a day on research-related activities, such as reading, writing, conducting experiments, analysing data, teaching, or attending seminars, while balancing their personal and professional life and coping with stress, challenges, and uncertainties. 

We hope this blog has given you some useful insights into what your life as a PhD student in UK will look like. Want more information on how to pursue study abroad ? Get in touch with the experts at Leverage Edu today!

Disha Kaira

Disha is an electrical engineer turned writer passionate about bringing a spark (and accuracy) to whatever content she comes across. Whether it's UI/UX Design or writing blogs on abroad education, she relishes every chance to learn and test the limits of her creativity.

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• International

Student visa: Views of students and higher education institutions

• Home Office

Published 14 May 2024

© Crown copyright 2024

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/student-visa-views-of-students-and-higher-education-institutions/student-visa-views-of-students-and-higher-education-institutions

1. Introduction

1.1 background.

Since leaving the EU, the UK government has maintained a highly competitive offer for international students who want to study in the UK via the Sponsored Study visa route. At present, under the Future Borders and Immigration System ( FBIS ), there continues to be no limit on the number of international students who can undertake sponsored study in the UK.

In 2023, there were 457,673 sponsored study visas granted to main applicants, 5% fewer than in 2022 but 70% higher than 2019. The Sponsored Study visa route plays a crucial part in the UK government’s plan for growth, and ministers are keen to build an evidence base on route delivery to inform future policy and underpin assessments of economic impact.

1.2 Student visas

The Sponsored Study visa route is open to international students who are aged 16 and over, have been offered a place on a course by a licensed Student sponsor, have enough money to support themselves and pay for their course, can speak, read, write, and understand English and, if 16 or 17, have consent from their parents.

The length of time successful applicants can stay depends on the length of their course and what study they have already completed in the UK. If they are aged 18 and over and the course is at degree level, they can usually stay up to 5 years. If it is below degree level, they can usually stay up to 2 years.

To sponsor international students, higher education institutions ( HEIs ) must hold an active and unsanctioned licence. There are routine duties which must be fulfilled by the sponsoring institution to maintain a valid sponsorship licence – these and other immigration compliance requirements are set out in the UK Visas and Immigration (UKVI) Student sponsor guidance.

1.3 Research aims

The aim of this research was to understand international student and sponsor decision-making when using the Sponsored Study visa route. The outputs of the research will be used to aid understanding of trends appearing in management information ( MI ) data, and to help inform the focus and design of future evidence gathering and evaluation plans.

Specifically, the research aims were:

• to understand why international students chose to study in the UK, awareness of policy restrictions, the relative attractiveness of policy features and how these compare to international offerings, and the relative importance of other drivers outside the sphere to policy influence
• to gather details on post-study work intentions and reflections on the Sponsored Study visa route interacting with other visa routes (for example, Skilled Worker, Graduate) as means of retaining international talent and pathway for high-skilled migrants to work and settle in the UK
• to learn from user experiences and identify areas for improvement in operational delivery, including experiences of the fully digital application process
• to provide insight on HEIs ’ understanding of sponsorship requirements, how sponsors comply, any external support needed to overcome barriers and burdens, and the impact of sponsorship policy on international student recruitment efforts; the research aimed to address what influences actions taken by sponsors when recruiting domestically and internationally and whether this varied by different faculties

The key research questions were:

• what factors motivate international student decisions to undertake higher education study in the UK (compared to other countries); to what extent are they influenced by policy features (for example, ability to bring dependants); how did they learn about the route
• has the launch of the Graduate route influenced study intentions; what are their intentions for after their course ends
• what labour market activities are the dependants of visa holders undertaking in the UK
• how have students and sponsors found the application/sponsorship process; how have students found their experience of studying in the UK
• how have changes to the Sponsored Study visa route impacted wider HEI strategy around international recruitment
• what are HEI sponsors doing to achieve their international recruitment objectives; how is this working in practice

1.4 Methodology

The research was split into 2 strands, one focusing on the views and experiences of the Student visa holders, the other focusing on the views and experiences of higher education institutions. This involved an online survey with over 2,000 Student visa holders and 25 follow-up qualitative interviews, and a telephone survey of 115 institutions and follow-up qualitative interviews with 20 institutions.

On the Student visa holders strand, 2,415 current Student visa holders completed the survey out of the 40,000 invited. The sample of students invited was selected to match the overall population profile of Student visa holders by nationality, age, and gender. The number of completed surveys by each of those categories is presented in table 1 below. The completed surveys were then weighted on an age by nationality basis back to the main population profile.

Table 1: Profile of students who completed the visa holders survey

For the qualitative strand, 25 interviews were completed, aiming for a spread of profiles and experiences, by nationality (at least 3 to 6 interviews with students from India, Nigeria, and China), dependants (14 had dependants), level of qualification (5 undergraduate students, 15 master’s students, 5 doctoral), working practices (18 worked while studying), experience of applying (17 positive, 8 negative), and future plans (18 plan to stay).

For the HEI strand, a census approach was adopted. computer assisted telephone interviews were completed with 115 HEIs , out of a total sample of 172 institutions. Each institution had up to 4 named contacts, and all were considered in scope for the survey. No weighting was applied.

Table 2: Profile of institutions who completed the HEI survey

For the qualitative strand, 20 follow-up interviews were conducted with a range of institutions from across the UK (9 from London and the South, 11 from the rest of UK). The cohort included responses from a range of institutions with varying percentages of international students (6 each of high, medium and low, and 2 unknown), and respondents included some HEIs who wanted to increase their international students intake (3 HEIs ), and some who used third-party services (6 HEIs ).

More information on the methodology for both strands of the research can be found in Appendix 1: Methodology .

2. Prior awareness of visa routes

This chapter explores the ways students reported first hearing about the Student visa as well as examining their awareness of other visa routes, namely the Graduate route.

2.1 How did students first hear about the Student visa?

When asked about where they first heard about the Student visa, students indicated that they were most likely to have heard about it from friends or family members (23%). This was closely followed by education agents (22%) and places of study in their home country (19%)(figure 1).

Figure 1: How visa holders first heard about the UK Student visa

• Base: Visa holders survey, All visa holders (2,415).
• Percentages <1% are not included in this chart.

Differences by nationality

There were some differences by nationality in how the students first heard about the Student visa. Nigerian students were the most likely out of all nationalities to have heard about the visa from friends and family (42%), whilst Chinese students were the least likely (12%) to have done so. Chinese students were the most likely out of all nationalities to have found out about the visa from a place of study in their home country (33%). Pakistani students were more likely than average to have reported hearing about the visa from social media or an employer or work colleague (15% and 5% compared to 8% and 1% respectively).

Differences by subject and level of study

There were further differences depending on the subject studied and the level of study. Those who were studying a science, technology, engineering and mathematics ( STEM ) subject were more likely to have heard about the visa from friends or family than those studying a non- STEM subject (25% compared to 22%). In contrast, those who were studying a non- STEM subject were more likely to have heard about the visa from an education agent (23% compared to 20% among those studying a STEM subject) or from a place of study in the UK (10% compared to 7%). Undergraduates were most likely to have first heard about the visa from a place of study in their home country (28%). Master’s students were more likely to have heard from friends or a family member (25%) and doctoral students were more likely to have heard from a place of study in the UK (25%).

Differences by age and dependants on Student visa

The age of the student also seemed to determine how they first heard about the Student visa. For example, older students, aged 25 and over (27%) were more likely to have heard about the visa through friends or family compared to younger students aged 16 to 24 (19%). In contrast, younger students were more likely than average to have heard about the visa through an education agent or a place of study in their home country (both 24%).

Those with dependants were more likely than those with no dependants to have heard about the visa from a friend or family members (32% compared to 22%), from the UK government website (19% compared to 14%), from social media (14% compared to 7%), as well as from colleagues or peers (4% compared to 2%). In comparison, those with no dependants were more likely than those who had dependants on their visa to have heard about the visa from an education agent (24% compared to 13%), a place of study in their home country (17% compared to 11%) and a place of study in the UK (9% compared to 4%).

Several students who participated in the qualitative interviews found out about the Student visa through official websites, such as the GOV.UK website, the Home Office website and the UK Visas and Immigration (UKVI) website. This was driven mainly by students studying non- STEM subjects, those on master’s courses and those with dependants on their Student visa. This predisposition towards official sources among the qualitative interviews could be explained by the slight “self-selection” of the kind of audience who would be confident enough to take part in qualitative interviews.

“I was just searching on Google and then I found out that the UK actually has a UK government website with all the information.” – Student visa holder, India, master’s, no dependants.

“[I] just checked the information that’s available on the Home Office website, like the conditions, and of course the information that they provide when they grant a visa.” – Student visa holder, France, doctorate, has dependants.

Interviewees also reported that they found out through friends and family as well as from universities in the UK, mostly on their website. It was often the case that the friends and family were themselves students in the UK and had Student visas themselves, which indicates that they would be in a good position to offer advice or share knowledge about the Student visa. Some of the students who had first heard about the Student visa through universities in the UK had come across this information whilst proactively searching courses and university requirements. For others, they had been informed about the Student visa through acceptance letters that they had received from the universities.

“Once your application to the university is approved, they start to send you emails about how to apply for the visa.” – Student visa holder, USA, doctorate, has dependants.

2.2 Awareness of other routes

Most students (70%) were aware of the Graduate route before the survey had taken place. Just over two-in-five (22%) students were not aware of the Graduate route and only 8% said that they did not know if they were aware of it.

Figure 2: Awareness of Graduate route

Certain nationalities were more aware of the Graduate route. Pakistani (80%), Nigerian (78%) and Indian (78%) students were more likely to have been aware of the Graduate route than Chinese students (63%). Furthermore, students who had ‘other’ nationalities, not including Pakistani, Nigerian, Indian and Chinese students, were more likely to be unaware of the Graduate route (31% compared to 22% overall).

Those studying on a postgraduate course, both master’s and doctorates (76% and 70%), were more likely to be aware of the Graduate route compared to undergraduates (54%). This finding may have been influenced in part by the higher proportion of postgraduate students being from Pakistan, India, and Nigeria who, as mentioned before, had more awareness of the Graduate route. Furthermore, those who were studying at Russell Group universities were more likely to be unaware of the Graduate route compared to those who were studying at non-Russell Group universities (27% compared to 20%). This may have been driven by the high proportion of Chinese students studying at Russell Group universities.

Students who may have been more likely to benefit from the Graduate route were more aware of its existence. For example, those who had the intention to remain in the UK post-study were more likely to be aware of the Graduate route than those who wanted to leave the UK post-study or did not know what they wanted to do after their study (76% compared to 56% and 62% respectively). Those who had worked whilst studying were more likely to be aware of the Graduate route compared to those who didn’t (82% compared to 67%). Additionally, those who had dependants on their Student visa were more likely to have been aware of the Graduate route than those with no dependants on their Student visa (80% compared to 74%).

Younger students were less likely to be aware of the Graduate route. Over three-quarters (78%) of students aged 25 and over were aware of the Graduate route compared to 62% of students aged between 16 to 24. This may be influenced in part by the high proportion of Chinese students aged between 16 to 24 (70%) who were less likely to have been aware of the Graduate route.

3. Decision-making

This chapter explores the reasons and decision-making process of Student visa holders when choosing to come study in the UK, including the influence of other countries, visa routes, and other influences. The chapter then considers how HEIs prioritise how many Student visas to sponsor and why, discusses the recruitment practices and goals of sponsor HEIs , and investigates the impact of the recent policy changes on their practices.

3.1 Reasons for studying in the UK

The majority of Student visa holders said their reason for coming to study in the UK under the Student visa was because they wanted to pursue a particular course at a particular university (60%). A further third said that studying at their chosen university and wanting to live in the UK were both equally important (33%). Only 4% of international students said their main motivation was primarily wanting to live in the UK.

Table 3: Main drivers for decision to come study in the UK, overall and by nationality

• Base: Visa holders survey, All respondents; Total (2,415), India (519), China (507), Nigeria (431), Pakistan (155), Other (803).

Students from China were more likely to say they wanted to pursue a particular course at a specific university (74%). Students were also more likely to say a particular course or university was what drove their decision if they were studying for a PhD (80%), planned to leave the UK after their studies (75%), studying at a Russell Group university (69%), or had no dependants (62%).

On the other hand, students from Nigeria and Pakistan were more likely than average to say that both living and studying in the UK were equally important for them (42% and 41% respectively). A similar pattern was found among students who worked while studying (45%), students with dependants (38%), and those with 3 or more dependants (43%).

Reasons for choosing the Student visa over other UK visa routes

Students who wanted to live in the UK and those who thought living in the UK was equally as important as pursuing a course at a particular university were asked their reasons for choosing a Student visa over other UK visas. Access to the Graduate route, the ease of the application and the ability to bring dependants were influences on students’ decision to get a Student visa rather than a different UK visa. Among this group, the main reason for choosing the Student visa was the fact that they primarily wanted to study in the UK, rather than work (57%). In addition, more than a third (37%) said they chose the Student visa because it led to the Graduate route, about one-in-six (16%) chose it because it was an easier application process compared to other UK visas, and one-in-ten (10%) chose it because it allowed them to bring dependants. A full list of the reasons for choosing the Student visa over other UK visas is in figure 3 below.

During the qualitative interviews, most students indicated that their decisions were mostly driven by the fact they wanted to do a bachelor’s degree, master’s or doctorate (as applicable), and it was just a matter of deciding where to do it.

“Wanting to study a master’s was my priority one and then came studying in the UK and then finally the university.” – Student visa holder, India, master’s, no dependants.

Figure 3: Reasons for choosing the Student visa over other UK visa options

• Base: Visa holders survey, All respondents who wanted to live in the UK and those who thought it was equally as important as pursuing a course at a particular university (1,004).
• Percentages under 5% are not shown above.

Among those who said they wanted to primarily pursue a certain course at a particular university, the majority chose their current option because it fitted their academic interests (74%) and because the course would enable them to develop the right professional or technical skills (73%). In addition, almost half (47%) said it was the reputation of the UK higher education institution that attracted them.

The reputation of the UK institutions seemed to be an attraction particularly among students from China (56%), who indicated in the qualitative interviews that they sought the good reputation of UK universities and relative accessibility of acceptance compared to the high competition for good universities in China.

“So I come from China, and it is so competitive if I want to go to a very high reputation university but in the UK it is not that hard to get an offer from a university, and the second reason that I came here is that I am really interested in the culture and the history, so I choose to come here.” – Student visa holder, China, undergraduate, no dependants.

The UK’s reputation for higher education also extended beyond China, with students from India and the USA also noting the UK’s academic reputation.

“I really like the intellectual community at the University of [redacted]…The reputation of the university itself.” – Student visa holder, USA, doctorate, has dependants.

“My choice of destination was always the UK because I know the top Universities are always in the UK.” – Student visa holder, India, master’s, no dependants.

Additionally, some students from Nigeria and India mentioned that they preferred the UK’s practical and applied learning system, compared to the very theory and book-based approach in their countries.

“In India a lot of the studying comes from the book but not practical. When it came to [studying] other countries it had practical as well as theoretical so I chose something that gave me hands on practice.” – Student visa holder, India, master’s, has dependants.

3.2 Impact of alternative options on students

Half of the Student visa holders (50%) also considered other countries before applying to come to the UK, as shown in figure 4. While two-fifths (41%) considered other countries as study destinations, 12% considered other countries for non-study related reasons. Students from India and Pakistan were the least likely to consider going to other countries (31% and 36% respectively).

Figure 4: Proportion of Student visa holders that considered other destinations, overall and by nationality

The countries most mentioned were firstly other English-speaking countries like the USA (by 51% of those who said they were considering other countries alongside the UK), Canada (42%), Australia (34%), followed by Germany (19%), France (13%) and Japan (10%).

The USA and Canada were more likely to be considered by Nigerian students, 60% of whom considered the USA, and 79% considered Canada. Canada was the main alternative destination considered by those with dependants (70%).

Students from Pakistan were more likely than average to consider Australia (50%) and Germany (32%). Students from China were also more likely than average to consider Australia (40%) and were the most likely to consider France (19%) and Japan (19%).

In line with the survey, most of the students in the qualitative interviews mentioned they had considered either Canada or USA, or both, due to the international recognition of their degrees and accreditations, and opportunities after graduation (the same reasons as for the UK).

“I considered Canada and the US but after weighing up the pros and cons I decided on apply to a UK university because the visa process was simpler, and the documentation required. I had just got married too so I liked that I could bring my wife with me while studying.” – Student visa holder, Nigeria, master’s, has dependants.

“I was also looking at other countries that have master’s programmes, like Canada, because they are internationally recognised and allow board placement.” – Student visa holder, India, undergraduate, no dependants.

Reasons for choosing the UK in the end

The reasons for choosing the UK over the other countries in the end, as represented in figure 5, included the UK course or institution being better (67%), because they wanted to experience living in the UK (42%), or because they wanted to move to an English-speaking country (28%). Almost a quarter (23%) mentioned that the UK Student visa was a better fit for them, rising to 41% of students from Pakistan, to 46% among those aged between 35 and 44 and to 36% among those with dependants.

Figure 5: Reasons for choosing the UK over other countries

• Base: Visa holders survey, Respondents who considered moving to a country other than the UK (1,192).

For some students, the deciding factor in choosing the UK seemed to be the ease of application and the speed of the processing of the UK Student visa compared to those of USA and Canada. Many people said they were put off by the USA visa needing an in-person interview which was difficult to set up due to high demand, and by the cost of it. In contrast, the process for applying for a Canadian Student visa was all online and straightforward, but the processing times were very long.

“Looking at both the Canadian and the UK visa thing for students, I found the UK process to be a little more laid back and convenient for me, especially since I was married by then.” – Student visa holder, India, master’s, has dependants.

“I applied to 5 universities in the UK through UCAS, and Canada as well. I was supposed to go to Canada, applied for the visa and all, but Canadian visa got very delayed due to COVID-19, so I decided to accept the [UK university] option just in case.” – Student visa holder, India, undergraduate, no dependants.

In one instance, a student who was accepted by a Canadian and a UK university was forced to accept the offer from the UK university, despite the Canadian university being their first choice. This was because COVID-19 caused delays to the processing of their Canadian visa, meaning they would arrive in Canada after the course had already started. The UK student visa provided them the option to pay to expedite this process, allowing them to start their course on time.

Influence of dependants on decision-making

Ability to bring dependants was important. Not many of those with dependants mentioned it was a driving factor in their decision, but most mentioned how important it was that they were able to bring them too.

“What attracted me the most was the ability to bring my wife with me and the ability to work after my studies… And to get sponsored so I could continue my career.” – Student visa holder, Nigeria, master’s, has dependants.

“If I’d not been able to bring my kids, I would not have considered coming at all, I would not have given it a second thought.” – Student visa holder, USA, doctorate, has dependants.

“It’s important because my course is 3 years. Having my husband with me in the UK is making the whole thing a little bit easier, it’s making the whole journey easier… We are able to support each other. But it was not a criteria for me coming to the UK. What I prioritised was getting the admission to [University] I still would’ve struggled on with it.” – Student visa holder, Nigeria, doctorate, has dependants.

For those who had children as their dependants, they tended to consider the quality of the UK education system for their children and that played an important role in their decision as well.

“I didn’t want my children to have a Korean education because Korean education is very tough and high cost…and I really like them to have physical education too.” – Student visa holder, South Korea, Post-graduate, has dependants.

Influence of the Graduate route

The Graduate route was also a consideration for Student visa holders. As previously mentioned, most students were aware of the Graduate route (70%), and over six-in-ten (62%) had been aware of the route from before applying to the UK Student visa. Of those aware of the Graduate route when applying, as depicted in figure 6, 85% of them said that its availability influenced them to apply for a UK Student visa at least to some extent, and just over a third (35%) said it influenced them to a great extent. Students from Nigeria and Pakistan were more likely to have been influenced by the Graduate route to a great extent (46% each).

Figure 6: Influence of the Graduate route on decision to apply for UK Student visa

• Base: Visa holders survey, All those who were aware of the Graduate visa route when applying (1,059).

However, only a third (34%) of those who said they were influenced by the Graduate route would have changed their destination if it had not been available, while almost half (46%) said they would have still made the same choice, and 20% were unsure what they would have done otherwise. Students from Nigeria were more likely to choose a different country if the Graduate route had not been an option (44%).

Having the Graduate route available provided some peace of mind for international students, that if they wanted to, they could try to find a job in the UK after their studies and they would have the time to look for it.

“It felt hopeful when I was back in my home country that ‘Ok, we still have some time to, you know, find a job and get the experience that I was looking for’ because studying here is an experience that I can get and working is again, another experience that I can have on my resume.” – Student visa holder, India, master’s, has dependants.

“I decided on the MBA because I can get the one-year visa plus 2 years extended visa for working… It was a huge impact on my decision.” – Student visa holder, South Korea, master’s, has dependants.

The length of the course and the UK culture were also common themes in the qualitative research.

“There was very much an experience component of if I’m going to be spending this much money on a master’s degree, how could I make it part of my life experience?” –Student visa holder, Australia, master’s, has dependants.

The fact that UK master’s programmes are 1-year and bachelor’s are 3 years, when in most other countries they are 2 and 4 years long respectively, was seen as a plus, particularly among students returning to education after working full-time. A few students also mentioned wanting to “get away from” the political situation and corruption in their country of origin, and one student mentioned they were attracted by the rule of law in the UK.

Case study 1 - Decision-making

One master’s student interviewed was a 34 year old man from Nigeria, studying sociology, a non- STEM subject in the UK. He had a teaching qualification from Nigeria and had previously worked in Nigeria and the UAE, but he wanted to further his education. He felt that the Nigerian higher education system relied too heavily on textbooks, while he wanted to get a more practical experience out of his master’s. He felt this practical experience would improve his future employment prospects in the education sector.

He was made aware of the opportunity to study in the UK via the Student visa by a friend while he was working in the UAE. He was also considering Canada and the USA. After some internet research on different criteria and application processes for universities as well as visas, he decided on the UK.

This was influenced by the simplicity of the visa process and the documentation required, as well as the fact that he could bring his wife with him as a dependant, as he had just got married. For other visas and university applications he noted the need to use a consultant to be able to navigate the process, which he saw as being prone to fraud and unnecessarily expensive.

“What attracted me the most was the ability to bring my wife with me and the ability to work after my studies…And to get sponsored so I could continue my career”.

He also highlighted the rule of law, and lack of corruption as being very important considerations in his decision-making process for a study destination, as corruption was something he had experienced both in his home country and while working in the UAE.

He was quite happy that his lived experience of the course matched his expectations, and he enjoyed the ability to put into practice what he was learning about. He was working while studying, during weekends, in a hotel in a neighbouring city. After finishing his studies, he was hoping to build a career here in the UK by undertaking a teaching qualification and furthering his teaching practice, though he was originally planning on going back to Nigeria.

“It’s easier to get a job here in the UK than it is in Nigeria.”

Student visa holder, Nigeria, master’s, non- STEM , has dependants.

3.3 Impact of the ability to change to different visa routes on students

In the qualitative interviews no one mentioned the Student visa as one of the main attractions for coming to the UK. A lot of students said they did not consider the visa until after they chose their destinations for study. But, as previously mentioned, some did cite the ease of the visa application process (compared to Student visas in other countries) to be a plus, and sometimes a deciding factor in which country to go to.

Figure 7: Level of agreement with statement: ‘As a Student visa holder, it is important that I am able to switch to another visa (for example, Skilled Worker) before completing my studies

• Base: Visa holders survey, All those who are not PhD students (2,338).

Although no longer allowed, but a possibility at the time of application for the students interviewed, students studying at below doctoral level were asked whether it was important for them to be able to switch to another visa (for example, Skilled Worker) before completing their studies. Just under a third (31%) agreed with that statement, while 29% disagreed, 26% neither agreed nor disagreed, and a further 15% were unsure of their answer.

Figure 8: Whether people would still have applied for a UK Student visa if early switching was not an option

• Base: Visa holders survey, All those who agreed the early-switching option was important (741).

However, if the early-switching option was not available at the time of their application, three-quarters (74%) of the people who agreed that having that option was important to them would have still applied for a UK Student visa. Students from Nigeria were more likely to say they would have still applied for the Student visa without the early-switching option (84%).

From the HEIs ’ perspective, two-thirds (67%) said that it was rare for students to change visas before the end of their studies, 13% said not notably rare nor common. Only 13% of HEIs said it was common. The final 7% did not know.

3.4 Reasons for HEIs recruiting via the Student visa route

Most (93%) HEIs reported that they actively recruit international students. All Russell Group universities surveyed reported that they did this, as did 92% of non-Russell Group Universities.

Figure 9: Factors leading HEIs to sponsor international students on the Student visa route

• Base: HEI survey, All HEI respondents (115).

The most common reason for becoming a sponsor for international students was to increase cultural diversity. This factor was reported by 64% of HEIs . Universities in the North (78%) and Scotland (77%) were more likely to be recruiting to increase their cultural diversity than the rest of the UK.

“We’ve got the corporate reasonings, which is established in to diversify recruitment significantly. There’s obviously finite reasonings as well, but a lot of it is around diversifying our recruitment portfolio.” – HEI, East of England, non-Russell Group.

Almost half (47%) of HEIs stated that they were motivated to sponsor international students for financial reasons. In the qualitative interviews some reported that this worked alongside increasing cultural diversity.

“If we didn’t [sponsor], we wouldn’t be able to recruit students and that’ll have a massive impact on both the diversity of the student population but also, the university is a business.” - HEI, South East, non-Russell Group.

There was also a sense in the qualitative interviews that sponsoring international students was something that the HEI had always done, and the strategy continued to be an integral part of the institution. This was reported by 12% of HEIs in the survey.

One-in-ten (10%) of HEIs reported that they wanted to build global long-term connections with other countries and 10% also stated that they recruited as part of international partnerships with institutions. These 2 motivations were also referred to in the qualitative interviews, particularly those with specific research interests.

“We’ve always had very sound international relationships with universities overseas, so this is just a continuation of that.” – HEI, outside of England, Russell Group.

3.5 Level of recruitment of international students

Nearly three-quarters (73%) of HEIs said they planned to increase their level of international recruitment, as figure 10 indicates. Russell Group universities were less likely to plan an increase, but this was from a small base. There were no statistically significant differences by region.

Figure 10: HEIs recruitment goals for numbers of international students over the next 1 to 2 years

• Base: HEI survey, All HEIs who actively recruit international students (107).

In the qualitative interviews, those who planned to expand tended to say this was driven by financial reasons.

“[The] only way we can actually grow income is by recruiting more international students.” – HEI, South East, non-Russell Group.

Most of those planning an increase in recruitment were only planning a small increase (53% overall). While around a third were looking to increase the number of students (31%), this was frequently either because they felt that a small increase was what was within their capacity, or felt it was more realistic to have some growth for stability given some uncertainty around policy changes.

“There’s a plan to increase slightly, but it will only be slight because we are a small school…We’ve asked to increase our CAS capacity by about 15 but it’s still under 100 we’ll be requesting.” – HEI, London, non-Russell Group.

“So we’re now looking to broadly stabilize our numbers and a lot of that’s reflecting on governmental policy recently around the dependant changes and within the wireless sector has been reported, you know in a number of areas and there is the significant decrease in stream recruitment.” – HEI, East of England, non-Russell Group.

Just under a third of HEIs (30%) reported that they wanted to increase their markets or diversify them. For some, this was an active part of their institution’s strategy.

“The school’s strategy for overseas growth is about the diversity of the student body, and it was about what overseas students bring to the curriculum, in terms of the student cohort.” – HEI, Yorkshire and the Humber, non-Russell Group.

Others felt that there was a need to offset reducing student numbers coming from the UK and also from the EU following the UK’s withdrawal from the EU.

“Home students have been a steady decline due to pre-COVID-19 and Brexit, a downturn in the 18-year old demographic … so [we’re] exploring more into other markets.” – HEI, South East, non-Russell Group.

A full list of what HEIs were hoping to achieve in relation to their international student recruitments can be found in figure 11.

Figure 11: HEI goals in relation to international student recruitment

One institution reported that they recruited specifically so that they qualified for grants from the Scottish government.

“No, we couldn’t [recruit any less] because we’ve got to hit the Scottish numbers…If we don’t do that, we don’t get the bigger block grants from the Scottish Government.” –HEI, Scotland, non-Russell Group.

As seen in figure 12, 90% of HEIs considered international recruitment to be important to their overall strategy (80% very important). This was often because it was a crucial financial aspect but also that internationalisation was a core part of the philosophy of the institution and how they provide and contribute to education.

“[HEI] has always been an international or a global university, and we have always had a large proportion of international students and staff and I think that that is part of the make-up of a global university, (so we are one of the top 100 in the world). Typically leading universities are very international in terms of not only composition, but how they engage with the world.” – HEI, West Midlands, Russell Group.

Figure 12: Importance of international student recruitment to HEIs ’ overall strategy

Figure 13: activities undertaken to attract international students and meet recruitment objectives.

The most common form of activity to attract international students was overseas outreach and advertising (64%), followed by the use of student recruitment agents (56%). Respondents in the qualitative interviews gave some examples of overseas outreach, which can include recruitment trips, British Consular events in the UK, but also revising what they offer and the language criteria for international students.

In addition to the reasons identified in the quantitative survey as seen in figure 13, respondents in the interviews commented that they were reviewing courses and language policies in order to further appeal to certain target markets.

“The team is also looking at revising our qualifications and English language policy to potentially suit more those markets [Nigeria and Ghana].” – HEI, London, non-Russell Group.

Other strategies identified to increase numbers included having feedback on their website from alumni and running campaigns with Study International. Some identified alumni as the biggest recruitment asset through word-of-mouth and being ambassadors for the institution.

Note: Study International is an independent resource aimed at giving students, parents, educators and institutions a globally-inclined information hub with the latest news and trends in international education.

3.6 Targeted recruitment of international students

Over seven-in-ten (71%) HEIs planned to expand the countries or regions of the world they recruit international students from over the next 1 to 2 years. Sponsors who were previously subscribed to the premium service were more likely to intend to expand than non-Premium sponsors (74% compared with 58%), and non-Russell Group universities were more likely than Russell Group universities (72% compared with 64%, but from a low base so not statistically significant).

As shown in figure 14 the most common country for HEIs to target was the USA (28%), followed by China (24%) and South America in general (20%). The qualitative interviews suggested that countries tended to be targeted for financial reasons.

“Countries being targeted next year include Nigeria and Ghana because the intelligence was telling our international recruitment team that those countries have a very young population, from kind of wealthy backgrounds, and there is a desire from that area for young people to come and study in the UK, so that’s some of the indicators which prompted the team to explore that area.” – HEI, London, non-Russell Group.

In some cases, the motivation was to tap into previously unexplored markets.

“I think we want to look at more of South East Asia in terms of Singapore, China and Vietnam where we traditionally don’t get any students from.” – HEI, South East, non-Russell Group.

Figure 14: Locations where HEIs plan to increase recruitment from

• Base: HEI survey, All HEIs who plan to expand the countries or regions they recruit international students from (76).

3.7 Impact of policy changes

HEIs were mostly positive about their ability to adapt to policy changes affecting students, 66% thought they could do so easily, although only 17% said very easily, as seen in figure 15. The qualitative interviews suggested that the difficulty stemmed from timings and being able to process and disseminate these changes to students efficiently.

Figure 15: Extent to which HEIs are able to easily adapt to visa policy changes affecting students

For changes that affect institutions directly, HEIs were slightly less optimistic about their ability to manage the changes – 60% thought it would be done easily, and 9% very easily, as shown in figure 16. Changes that meant having to adopt new processes could take time, particularly around introducing digital technology such as the shift to eVisas or uploading scans of qualification certificates, because this creates certain questions around how they verified the voracity of digital documents, and particularly the algorithm to filter immigration applications had affected the length of time for processing.

One institution also thought that changes could be difficult to adapt to because they were changes that do not suit institutions and were being made when they can make things harder for HEIs .

“I think the Home Office need to think carefully about how they manage that relationship with the sector, both in our operational level and on that more the wider engagement piece, because I think there’s a certain amount of tone deafness there.” – HEI, South East, non-Russell Group.

Figure 16: Extent to which HEIs are able to easily adapt to visa policy changes affecting organisations

When asked whether specific aspects of policy changes would affect recruitment of international students, many qualitative respondents felt that it was difficult to predict the amount of impact there would be.

“It’s tricky to see how large an impact it’s going to have until it’s kind of been in operation for a while.” – HEI, South East, Non-Russell Group.

As shown in figure 17, those who did feel they could predict what the effects would be thought that most changes would not have a major impact. Just over half (59%) of HEIs thought greater scrutiny over student finances would have an impact (6% to a great extent), 35% thought greater scrutiny over international student agents would have an impact (3% to a great extent) and 27% thought students being unable to switch out of the Student visa route would have an impact (3% to a great extent).

Figure 17: Extent to which HEIs think policy changes to the Student visa will affect their recruitment of overseas students in the UK the following year

HEIs thought that losing the ability to bring dependants was the most likely change to have an effect. Three-quarters (75%) thought this would have an impact to at least some extent, 30% to a large extent.

Some respondents in the qualitative interviews felt that they had already started to see an impact in this regard.

“We have like all other institutions [noticed] a marked decline in the number of applications for this January and we’re as a sector, I suppose we assume we’re putting that down to that removal the of dependants.” – HEI, North West, non-Russell Group.

Across the subgroups, there was a feeling that this change would be likely impact older students in particular, and especially female students.

“It’s a big pull to move to another country and if you’ve got kids or a spouse, you’d want them to come with you naturally.” – HEI, North West, non-Russell Group.

“Our biggest disappointment in regard to that (visa changes), was that we knew that it would particularly impact on women in some cultures where they are not permitted to travel unless their partners come with them.” – HEI, West Midlands, Russell Group.

One institution gave anecdotal evidence that they thought this would have a big impact on Iranian students or certain cultures, but in general respondents found this a difficult topic to talk about with any certainty because it’s not an area that they hold detailed or robust data on.

One specific recent policy change was the ability of students to be able to switch visa routes. For most HEIs it was rare for student holders to switch visas before the end of their studies. Two-thirds (67%) thought it was rare and a third (33%) very rare, as seen in figure 18.

Figure 18: At your institution, how common was it for Student visa holders to switch visas before the end of their studies?

4. dependants.

This chapter covers the characteristics of the Student visa holders who also had dependants on their visa, as well as dependants themselves, exploring their relationship to the visa holders, age, and main activities in the UK before briefly discussing their influence on the visa holder’s decision to come study in the UK.

4.1 Profile of students with dependants

Almost a quarter (24%) of Student visa holders had dependants on their visa. A further 3% expected their partner and/or child(ren) to join them as dependants on their Student visa later, and another 3% on another visa in the future. Lastly, 70% of students had no dependants associated with their visa nor any plans to bring some in the future.

By nationality, students from Nigeria were more likely than those from any other countries to have dependants on their visa, with 59% of them currently having dependants. By contrast, only 2% of students from China had dependants, making them the least likely to have dependants.

By level of study, master’s students (25%) were more likely than those pursuing a doctorate (10%) to have dependants on their Student visa. Additionally, more students who planned to stay in the UK after their studies had dependants (27%), compared to those who wanted to leave the UK (14%).

Also more likely to have dependants were students who worked while studying (35% compared to 18% among those who didn’t work), women (34% compared to 14% among men), and students at non-Russell Group universities (32% compared to 5% among those at Russell Group HEIs ). The likelihood of someone having dependants increased with their age, from 6% among those aged 24 and under to 32% among those aged between 25 and 34 years, and 62% of those aged 35 and over.

4.2 Profile of dependants

Among the students who had dependants on their visa, almost all (94%) had their partner as a dependant, and 35% had their children as dependants. The majority of those with children as dependants had between 1 and 2 children, with a mean average of 1.7 children.

Students from Nigeria were more likely to have children as dependants (53%), and also more likely to have 3 children as dependants (19% compared to 12% overall among those with dependent children).

Additionally, students aged 35 and over with dependents were more likely to have children on their visa (72%), as were those who wanted to stay in the UK (39% compared to 22% among those who wanted to leave).”

Figure 19: Activities of dependant partners

• Base: Visa holders survey, All those who have a partner as a dependant (516).

In terms of the activities of the dependent partners, as shown in figure 19, they were most likely to be a full-time employee in the UK (61%). This was followed by the partners being unemployed (13%) or working part-time (10%). Partners of students from India were more likely than average to be full-time employed (74%).

4.3 Influence of dependants in decision-making

When asked whether they would have still come to study in the UK if they were not able to bring their dependants with them (figure 20), roughly two-in-five (38%) said they would have looked for other options instead. Around half (49%) of students with dependants said they still would have chosen to study in the UK, but 10% would have chosen shorter courses or qualifications. In addition, 13% were not sure what they would have done if bringing dependants was not an option.

Figure 20: Whether people would have still chosen to study in the UK if they could not bring dependants

• Base: Visa holders survey, All those who have dependants (549).

Students with dependants from India were more likely than those from other countries to say they would have still chosen to come study in the UK without their dependants (66% compared to 43% for Nigeria, 41% for Pakistan and 35% for all other countries). The base size for students with dependants from China was too low (5 students) to provide any indications.

In general, the more dependants they had, the less likely Student visa holders were to have applied without their dependants. Just over a third (34%) of those with one dependant would have looked for other options, whereas almost half (46%) of those with 2 dependants and just over half (51%) of those with 3 or more dependants would have looked for other options. Perhaps related to the number of dependants, the likelihood of choosing other options also increased with age, from 34% among those aged 34 and under, to 52% of those aged 35 and over.

“Having them [my children] on my visa was crucial. As I mentioned, the reason why I didn’t go to Canada first is because my daughter was really young at that time and I wasn’t sure if I could study and then have her because she was so young, and also coming to the UK with my children was really something that I considered because I checked all the conditions and I saw that it was possible to bring my family members.” – Student visa holder, France, doctorate, has dependants.

It should be noted that many HEIs interviewed did not record data on dependants in any significant way and did not comment on the influence of dependants in the decision-making process for students. Anecdotally, universities expected to see an impact of students not being able to bring dependants in coming years.

Case study 2 - Dependants

One student came from South Korea to the UK to study a non- STEM subject at a postgraduate (non-doctorate) level. She had previously studied in Australia and came to do a one-year course as a mature student. Her husband had studied in the UK and recommended it because of its culture and lifestyle.

Dissatisfied with life in South Korea, she wanted to come to the UK and while the intention was to study, she would have applied for a work visa if she was unable to come as a student. Being able to bring dependents with her was a critical factor in coming to the UK because she wanted her children to experience a UK education and live close to mainland Europe to be able to experience a wide range of history and culture.

“Compared to other countries, like the US, it’s more like focussing on the polite attitudes and really like a high education for the children from the young ages to higher education as well.”

“I didn’t want my children to have a Korean education because Korean education is very tough [with a] high cost.”

She learned about the visa through her husband, sought further information from the university website and received guidance from an agent. She wanted to do an MBA (masters in business administration) because being able to get the 2-year working visa extension was very appealing, although she noted her university did not advertise this.

“I decided on the MBA because I can get the one-year visa plus 2 years extended visa for working…it was a huge impact on my decision.”

Through the support she received, she found the whole process very straightforward and quick.

“It was a lot faster than I expected compared to Korean speed.”

Student visa holder, South Korea, master’s, non- STEM , has dependants.

More detail about the influence of dependants on the decision to come study in the UK was covered in the chapter on motivations and the decision-making process for coming to study in the UK.

5. Application and sponsorship experience

This chapter explores the visa application process for students as well as the sponsorship process for HEIs . The transition from Tier 4 sponsorship to Student sponsorship is also examined.

5.1 The application process for students

Satisfaction with the application process

Overall, satisfaction with the Student visa application process was high. Over four-in-five (82%) students reported that they were satisfied with the application process as a whole. Over a third (37%) said that they were very satisfied. Only 5% said that they were dissatisfied and just over one-in-ten (12%) said that they were neither satisfied nor dissatisfied. A full break down of satisfaction is shown in figure 21 below.

Figure 21: Visa holder’s satisfaction with the application process

• Base: Visa holders survey, All respondents (2,415).
• Data labels below 3% not shown. ‘Don’t know’ not shown (1%).

Satisfaction was highest amongst students from Pakistan, Nigeria and India (94%, 92% and 90% respectively). Students from China and other countries were less likely to be satisfied. Around three-quarters (78%) of students from China and 73% from other countries reported being satisfied, both lower than average.

Students studying at Russell Group universities were less likely to be satisfied with the application process compared to those studying at non-Russell Group universities. Overall, 86% of students at non-Russell Group universities said that they were satisfied whereas this was 75% for those at Russell Group universities.

Students in the 35 to 44 age group were the most likely to be satisfied with the application process, with 92% having reported being satisfied. The 25 to 34 age group were also more likely than average to be satisfied with the application process with 86% reporting satisfaction. The 16 to 24 age group were the least likely to be satisfied with application process. Less than four-fifths (78%) of this group said that they were satisfied.

By qualification level, those studying a non-doctoral postgraduate degree, such as a master’s degree were the most likely to be satisfied (87%). Those studying a doctorate level degree were the least likely to be satisfied (70%), followed by undergraduate degree level students (71%). Both doctorate and undergraduate students were below the overall average in terms of their satisfaction.

The qualitative interviewing also brought up challenges which affected students during the application process. For example, several people described having to pay more money compared to other countries for elements of the visa application process and that these fees had reportedly gone up in recent years. Others said that they were not made aware of costs for services, such as the NHS, at the start of the application.

“These costs [for the Student visa] were orders of magnitude above the amounts I paid for study visas to France. I paid about 100 euros for France and about £3,000 for the UK for one year.” – Student visa holder, Australia, master’s, has dependants.

“When I started the [visa application] process I did not realise we had to buy in the services of the NHS for the entire life of our visa. The payment wasn’t a problem for me, but it wasn’t necessarily communicated at the outset of the application process.” –Student visa holder, USA, doctorate, has dependants.

Completing the application

When applying for their visa, over three-quarters (76%) of all students said that they had received some help to complete their application. Students most commonly used an education agent to help them with their application (50% of all Student visa holders). Other support came from friends and family (26%), and places of study (12%). A full list is detailed in figure 22 below. Students from India were the most likely to have received support, with 85% of Indian students reporting that they had used at least one person or organisation for help. Nigerian students were the least likely to have used support, though a majority of them still did (65%).

Figure 22: People or organisations from where visa holders received help for their visa application

Students from India were more likely than others to use an education agent, with 61% reporting that they used one to help with their application. This was also higher than the overall average. Students from Nigeria and other countries were less likely than average to use an education agent (42% and 37% respectively). Chinese students were the most likely to have received support from a place of study, with 18% of these students saying that they had received support in this way. Qualitative interviewing suggested that education agents performed a variety of roles, from helping organise paperwork, to translation of official documentation.

“So I actually had like an agent. I thought maybe it was safe to have someone as a person who can guide me.” – Student visa holder, India, master’s, no dependants.

Students attending Russell Group universities were less likely overall to have received support with their application than those attending non-Russell Group universities (73% compared to 77% respectively). However, those attending Russell Group universities were more likely to have received support from a place of study compared to those attending non-Russell Group universities (16% compared to 10% respectively).

Students were asked whether particular elements of the visa application process were easy or difficult. They were asked about:

• locating the necessary documents and information required for their application
• navigating and completing online forms
• receiving updates and communicating with the UK Home Office about the status of their application

Just under half of all students (46%) said that it was easy to locate the necessary documentation for their application. Around a fifth (19%) said that it was difficult and a third (33%) said that it was neither easy nor difficult. Figure 23 below shows the breakdown in further detail.

Figure 23: How easy or difficult visa holders found locating the necessary information or documents for their application

• Base: Visa holders survey, All respondents (2,415). ‘Don’t know’ not shown (3%).

Undergraduate students were the most likely to suggest that they struggled with locating the right documents for their application. A quarter (25%) of this group said that they found it difficult. By comparison, this was only 16% for students studying a master’s degree.

“The financial statements that you need to include are a bit confusing, because not everyone has just one source of income. I had to move some money around to get the one figure acceptable for the application.” – Student visa holder, India, undergraduate, no dependants.

Just over half (52%) of all students found navigating and completing the online application forms easy. Conversely, 15% said that they found it difficult and 31% said that they neither found it easy nor difficult. A full breakdown is shown in figure 24 below.

“It was quite easy for me because everything was self-explanatory … You could easily navigate the site and answer the questions [the Home Office] asked.” – Student visa holder, Nigeria, doctorate, has dependants.

Figure 24: How easy or difficult visa holders found navigating and completing online application forms

• Base: Visa holders survey, All respondents (2,415). ‘Don’t know’ not shown (2%).

Students from Nigeria were the most likely to report finding the online application forms easy to navigate and complete (72%). On the other hand, students from China were the least likely to say that. Just under two-fifths (38%) of these students said that it was somewhat easy or very easy.

Those who had dependants on their visa said that they found navigating and completing the online forms easier than those who did not have dependants (62% compared to 54% respectively).

Those who attended non-Russell Group universities were more likely to say that they found navigating and completing online application forms easy compared to those who attended Russell Group universities (55% compared to 47% respectively).

Overall, just under half (47%) of all students said that they found getting updates about the status of their application easy. Conversely, 22% said that they found this aspect difficult and under a third (28%) said that they found it neither difficult nor easy. A further breakdown of this is shown in figure 25 below. This element of the application process had the highest proportion of students suggesting that it was very difficult (7%), higher than the other 2 aspects investigated. Qualitative interviewing revealed that many had been told that they would receive an outcome to their visa application by a certain date but that this was not met. Some had to re-arrange their travel at their own cost and some missed the start of their course due to Home Office processing delays.

“We were told it would take 3 weeks [for the application to be processed] and it took 11 weeks. We got no updates in that time except for an automated response when we submitted our application … Our passports arrived one working day before we flew out … it was so stressful.” – Student visa holder, Australia, master’s, has dependants.

Figure 25: How easy or difficult visa holders found getting updates about the status of their application and communicating with the UK Home Office

Similar to previous aspects of the application process, there was a difference between students attending Russell Group and non-Russell Group universities. Students attending non-Russell Group universities suggested that they found finding out the status of their visa application and being able to contact the Home Office much easier than those attending Russell Group universities (52% compared to 35%).

Case study 3 - Application experience

This student applied to study in the UK after completing GCSEs and the International Baccalaureate at her international school in India. She applied to 5 universities in the UK as well as Canada. Her first choice was to study in Canada, however her Canadian visa was heavily delayed and the UK visa came back first. She therefore opted for the UK as it was closer to India geographically, and the universities she applied to had a higher global reputation.

In order to complete her application, she reached out to an education agent for support. The agent helped her with her Letter of Recommendation (LOR) and Statement of Purpose (SOP). They also supported her with providing bank statements and financial documents for the application. She had struggled to understand the financial side of the application which was confusing due to the number of bank accounts she held her money in. The education agent was able to guide her through the process and ensure she had her money in the right place.

Once her application was submitted, she received a quick resolution, and she was accepted onto an undergraduate psychology course at the university of her choice.

“The application process is short and straightforward but financial statements less so.” – Student visa holder, India, undergraduate, STEM, no dependants.

5.2 Sponsor experience with the application process

Renewing a sponsorship licence

For an education provider to be able to sponsor visas they must obtain a Student sponsor licence. This licence must be renewed every 4 years in order for HEIs to be able to continue sponsoring visas for overseas students. Through qualitative interviewing, HEIs suggested that sponsorship renewal process was not difficult or cumbersome. One HEI suggested that an online portal for renewal would have been useful as it would have allowed everything to be submitted in one location. However, overall, there seemed to be little issue with the renewal process.

“I think from a business efficiency perspective for the Home Office and for us it would’ve been easier if there was a one stop shop for submitting documents” – HEI, South East, non-Russell Group.

Another HEI mentioned that at the beginning of the Sponsorship Licence, the Home Office said that HEIs would receive a notification that their licence renewal window was opening however this had not materialised.

On the whole, however, most HEIs suggested that the sponsorship licence application process was positive.

“It seemed to be quite sensible, far less complicated than I’d thought. I thought they might ask questions where I’d have to go hunting down the answer, and I didn’t.” – HEI, Wales, Russell Group.

Experience of being a sponsor

HEIs gave mixed responses when describing their experience of being a sponsor. Some HEIs suggested that the experience was positive and that their relationship with the Home Office was constructive. These HEIs also reported that they had good networks between institutions which could help share information.

On the other hand, some HEIs suggested that there were issues with the system and that the Home Office was not always able to help in the way that they would have liked. Several HEIs reported issues during the COVID-19 pandemic when students were stranded either in their home countries or in the UK with expiring visas. One HEI however said that whilst it was stressful at the time, in the longer term, COVID-19 had helped.

“We were forced to do things differently during COVID-19, but in the long term that’s helped us. It’s helped us with new automatic ways of doing things which makes it more robust I think.” – HEI, Wales, Russell Group.

Other HEIs expressed their frustrations at certain aspects of the visa application process for students. Delays in processing for students from low-risk countries had created problems and there were instances where, due to miscommunication, students had been allocated in-country visa application interviews after the HEI ’s final registration date. One HEI suggested that having a live ‘Confirmation of Acceptance’ ( CAS ) update would be useful for ensuring that things like that did not happen. Another HEI said that the communication around CAS allocation was poor.

“We are not told why we didn’t get the CAS we asked for, we should be.” – HEI, West Midlands, Russell Group.

Several HEIs mentioned that the process for assigning CAS and the software was easy to make mistakes on, and the implications of these mistakes could be large. One HEI mentioned that the Home Office did not provide training on the CAS software and training had to be sought through the private sector at a significant cost.

“If we make a very human mistake, it’s very difficult to go back and have that altered, so that’s quite a challenge.” – HEI, Scotland, non-Russell Group.

Additionally, HEIs mentioned that the frequency of policy changes was hard to follow and remember what the current guidelines were. This led to what one HEI described as second-guessing particular rules.

Several HEIs reported that the loss of the Premium customer service support team was a real issue as it meant that they were unable to source the information they required to ensure that they were complying with the guidance. When the HEI survey took place (prior to the closing of the Premium customer service team) 70% of HEIs said that they were a Premium sponsor. One HEI said that because the Premium customer service team no longer existed, when they went to discuss issues with the Home Office, they often had more knowledge than those who they were contacting.

“Those quick announcements and changes in policy direction can be a bit of a challenge.” – HEI, Scotland, non-Russell Group.

“Having the Premium customer service team was an excellent way of getting clarification and confirmation about policy and getting support to ensure that we were abiding and not deviating from the UKVI rules, … but now they are closed.” – HEI, London, non-Russell Group.

When asked what improvements would benefit the experience of being a sponsor, several suggested that the sponsorship management software needed to be updated. Additionally, bringing back the Premium customer service support team was mentioned by a couple of HEIs . Some HEIs also raised the need for consistency with regulations and guidelines which would help ensure that HEI staff would not have to second-guess themselves.

HEI engagement with students regarding sponsorship

Most HEIs said that they were very engaged with students throughout their visa application process. Those who reported that their involvement was not that much said that if applicants were struggling, they would still assist where they could. Engagement throughout the application process took multiple forms including producing written guidance sent to applicants and direct contact with individual applicants if necessary. HEIs said that they often took steps such as directing students to other sources of information first, such as the UK Council for International Student Affairs, before engaging with the student directly.

Whilst students’ studies were ongoing, HEIs reported that they tended only to have direct contact with students if they were failing to comply with the requirements. However, a small minority of HEIs mentioned that they held monthly seminars on compliance information for their students.

“The word we use is compassionate compliance: when a student looks like they might have slightly fallen off the rails, one of our colleagues brings them in, we have a compliance briefing, we reiterate the importance of not missing a tutorial or a lecture to get them back on track … We want to work really closely across our services, so we’re not just saying ‘you’re not being compliant with your visa’, but we’re saying ‘what’s the reason for that, how can we signpost you to services that will help you, and if you’re not able to be compliant, let’s find a way for you to pause your studies so you can go away and deal with that.” – HEI, Scotland, non-Russell Group.

Some HEIs said that they were considering increasing the dedicated support for international students in the future. One HEI mentioned that they were considering creating roles within the university to support.

“We’re thinking about bringing in dedicated visa application advisors…Applying for a visa is more complicated than applying for a mortgage.” – HEI, South East, non-Russell Group.

Most HEIs said that they ran surveys of their international students to receive feedback on their processes. HEIs reported that these surveys often have a poor uptake and that the results were negatively skewed as only those who have had issues tend to fill them in. HEIs felt that a level of frustration was to be expected with visa applications and compliance checks.

Subject specialisms and post-COVID-19 trends

Through qualitative interviewing, HEIs were asked whether there were any subjects that were more popular amongst international students. A majority of HEIs reported that courses related to business and management were most popular amongst international students with some saying that courses in health and nursing were also popular.

Very few HEIs said that course popularity had changed since the COVID-19 pandemic. A minority of HEIs mentioned that there was a greater interest in technology and computer-related courses than there was before the pandemic.

Transitioning from Tier 4 sponsor to Student sponsor

Overall, transitioning from being a Tier 4 sponsor to a Student sponsor seemed to have been a positive experience. Of those who were involved in the transition process from their institution being a Tier 4 sponsor to a Student sponsor, 60% said that the process was fairly easy or very easy. Just over one-in-ten (12%) said that it was difficult and 29% said that it was neither difficult nor easy. A full breakdown is shown in figure 26 below.

Figure 26: How easy or difficult HEIs found the transition from Tier 4 sponsorship to Student sponsorship

• Base: HEI Survey, All those who were involved in the transition process (84).

Of those who did find it difficult, the most common response was that there were difficulties communicating rule changes and dealing with student enquiries. The second most common response was the information was provided too late or was difficult to obtain.

“[It’s] always an area with lots of changes, not necessarily in line with HE cycle, last minute changes which affect students’ admission.” – HEI, Scotland, Non-Russell Group.

Another reason for difficulty discussed in an interview was that there were difficulties surrounding the set-up such as not having a registration number and being unable to get approvals in place.

“The system was so complicated; it took us 2 years to build it.” – HEI, Scotland, Non-Russell Group.

The timing of the change was also a challenge, coming when institutions were dealing with the pandemic and complexities around bringing students to the UK.

“My understanding is everyone will be moving to a digital immigration status check at some point in the next 18 months which is good, but it’s been complex when the whole worlds been kind of turned upside down.” – HEI, South East, Non-Russell Group.

For those who didn’t find the transition to be difficult, there was a sense that these changes were part of a gradual evolution rather than a sudden big change.

“To be honest, it hasn’t made much difference to me… Sponsorship is exactly the same really just with slight changes in the points you get for CAS. But in effect nothing has changed from that kind of experience really.” – HEI, North West, Non-Russell Group.

Throughout the transition process some HEIs had sought support. Those who had been involved in the transition process were asked what support they had used. The most common support used was an account manager (11%), UKVI (10%) and legal advisors (4%). The majority (65%) said that they had not sought assistance during the transition process.

6. Support received

This chapter covers the various forms of support used by HEIs and that was offered to students. This included third-party support for HEIs , Premium sponsorship, support that students received from the HEIs , and finally the work and financial support students received.

6.1 Third-party support received by HEIs

When HEIs were asked about their use of third-party support, such as consultancy firms or immigration advisors, the majority did not use any to manage their sponsorship licences (68%). Of the nearly a third who did use support (31%) the most common organisation types used were immigration law firms (64%).

Over half of the time, third-party support was used to help with audit preparation and mock audits (58%). It was also used for policy review or interpretation (19%) and general advice (11%). The full breakdown of this can be seen in figure 27.

Figure 27: How HEIs use third-party support to manage their sponsorship licence

• Base: HEI survey, All those who have received third-party help (36).

These findings were echoed in the qualitative research, where many respondents had no or minimal interaction with third-party support systems. As with the quantitative research, audits were one of the primary ways that HEIs used third-party support and were mostly used on an ad-hoc basis as and when needed.

International agents were again referenced as the most common source of third-party support, where they either worked in a recruitment role for the HEI or as a way to support students in their application process. Most experiences of using third parties were positive, but some highlighted difficulties using international agents and worried that agents do too much to support students during their application process.

“It’s clear that the agent network does help them [in their application], they probably do too much.” – HEI, South East, non-Russell Group.

6.2 Premium sponsorship

The majority of HEIs surveyed had been Premium sponsors (70%, compared to 28% who were not), and institutions with larger cohorts of international students were more likely to be Premium sponsors (84%). Almost all of the former Premium sponsors used their named account manager and regional account manager (99%), and nine-in-ten used the student immigration history details (93%). The full breakdown of the services used can be seen in figure 28.

Figure 28: Services HEIs have used from the student premium customer service

• Base: HEI survey, All those who are a Premium sponsor (80).

HEIs that had an international student population of over 2,500 students were more likely to use student immigration history details (98%).

On the whole people felt positively about the services offered with the Premium sponsorship, and at least eight-in-ten respondents felt satisfied with the 4 most common services offered. The full breakdown of satisfaction can be found in figure 29.

Figure 29: Satisfaction with services offered by the student premium customer service

• Base: HEI survey, All those who were a Premium sponsor (80).

As can be seen in the quantitative research, the named account manager worked well and HEIs were satisfied with it as a feature. This was supported by the qualitative research where the main element of the Premium sponsor system mentioned was the named account manager. Respondents discussed the benefits of the named account manager which included having detailed knowledge of their institution, ongoing direct support, and a more streamlined process which avoided repetition.

“Having the Premium customer service team was an excellent way of getting clarification and confirmation about policy and getting support to ensure that we were abiding and not deviating from the UKVI rules … but it is now closed.” – HEI, London, non-Russell Group.

“You could go to the premium account manager and get an answer pretty much within a couple of days.” – HEI, North West, non-Russell Group.

The loss of Premium sponsorship was raised by multiple respondents as a negative change, and many reported that they felt disappointed at this decision.

“I think the loss of the premium account manager, I think that’s going to be catastrophic, because you’re not going to have any dedicated support for the errors that happen.” – HEI, Scotland, non-Russell Group.

6.3 Support from HEIs towards students

The majority of HEIs signposted applicants to other sources of help and support whilst they were completing their Student visa application (97%). Other forms of common support offered by HEIs were helping applicants to understand the eligibility criteria (89%) and gathering evidence to support applications (68%). This can be seen in more detail in figure 30.

Figure 30: Help offered by HEIs for applicants whilst they complete their Student visa

• Base: HEI survey, All respondents (115).

HEIs that were looking to increase their recruitment goals were more likely to signpost applicants to other sources of help (100%), and HEIs that were Premium sponsors were more likely to support students in gathering evidence to support their application (75%). HEIs with a medium percentage of international students (between 10% and 20% of all students) were more likely to help students to fill out forms (59%).

In the qualitative research, HEIs discussed a range of support that they offer to students, which included but was not limited to:

• information on the website
• signposting to alternative supports
• online videos and webinars
• regular checks ins and opportunities to discuss their application

HEIs highlighted their role as a place to provide transparency and information, as well as steering applicants in the right direction to find additional support.

“From the visa perspective it is probably more around [providing] transparency because we are often at the coal face in terms of speaking to students and helping them through the process of joining us to study in the UK. The main issue they run up against is the lack of transparency, so – ‘What do I need to put in place to make a successful visa application?’ and it is keeping students updated on that process.” – HEI, West Midlands, Russell Group.

“We try to provide as much information on our website and documentation to kind of steer people in the right direction as well.” – HEI, South East, non-Russell Group.

There was some variation in the amount of support offered to applicants, with some institutions only offering support when something had gone wrong, whereas others took a more hands-on approach in supporting applicants. It should be noted that the HEI that discussed a hands-on approach reported they had only small numbers of international students so potentially had more resource available.

“Because we’ve got a small amount of CAS’s we don’t want any mistakes with the applications so we’re kind of a bit pedantic with it and in touch with them a lot.” – HEI, London, non-Russell Group.

“Even though technically we don’t usually help applicants … if they are really, really in a mess, we will help them.” – HEI, Wales, Russell Group.

When asked about the level of support offered to students, HEIs mostly felt satisfied with their current offer. There was some interest in more resource to provide more support, but others also worried about overwhelming students with too much contact.

HEIs also highlighted that their institution offered different levels of support based on the level of risk associated with their applicants. When it came to HEIs who recruited mostly low-risk applicants there were institutions who offered high levels of support and others who offered lower levels of support. An institution that offered high levels of support did so as they felt there was less risk of losing out due to a rejected application – by offering support across other aspects of the application process they were able to ensure return on the investment.

“So we focus on low risk countries to make the process more streamline and also one the key things is that historically they have less issues with visa applications … Because our students go through such a thorough selection process with all the documentation, by the time they get to the selection process, they have gone through so many hoops that they are unlikely to get rejected.” – HEI, London, non-Russell Group.

However, another institution which recruited from low-risk countries reported less engagement and support offered to these applicants. This was because they were lower risk so needed less support on producing documentation and other requirements.

“Students who are under the differentiation arrangement or low risk, we do less checks which is common practice across the sector.” – HEI, South East, non-Russell Group.

Thinking about the feedback received from international students, HEIs reported that there was usually a level of mixed feedback, but that was to be expected with a stressful process like Student visa applications and often feedback is only received when it was a negative.

“We only tend to hear [feedback] from the ones where they’re having a problem. On the whole, there’s nothing particularly surprising.” – HEI, South East, non-Russell Group.

However, on the whole, universities felt that students had as positive an experience as they could offer.

6.4 Financial support and student’s work

A minority of students’ main reason for choosing to study their course was because they had a grant or scholarship (6%), and students doing a doctorate or from India were more likely to have reported a grant or scholarship as a motivator (24% and 9% respectively).

In the qualitative research, some respondents received financial support such as grants or scholarships. Generally, these grants or scholarships only partially covered the costs associated with their degree. There were mixed views on whether receiving a grant or scholarship influenced their decision to attend university in the UK. Some had already made up their minds to study in the UK regardless of the outcome of their scholarship, whilst others said it was an incentive to study in the UK over another country.

“It was an incentive for me, knowing that I would have part of my cost of living covered by the tuition fees.” – Student, France, doctorate, has dependants.

The majority of students had not undertaken any paid work alongside their studies (68%), though of these 46% were considering taking up some form of paid work in the future, whilst around a quarter of students were working (23%). Students who worked alongside their studies were more likely to be from Nigeria and India (47% and 33% respectively), as were those studying for their doctorate (33%).

The majority of work was non-study related work (73%), with a third working on a study-related work placement (32%). Doctoral students were more likely to have a study-related work placement (57%), as were those who attended a Russell Group institution (45%).

In terms of sectors, the most common sectors students were working in were hospitality and wholesale / retail work (36% and 23%). The full breakdown of sectors can be found in figure 31.

Figure 31: Sectors that students worked in

• Base: Visa holders survey, All those who have undertaken paid work (618).

Students who were studying at undergraduate level were more likely to work in hospitality (45%), whilst those studying for a doctorate were more likely to work within education (51%). Students who had dependants were more likely to work within the health and social work sector (40%), as were students from Nigeria (53%).

Students said they worked alongside their studies because primarily to gain work experience and to meet new people (68% and 57% respectively). Other reasons students worked were to support themselves or family in the UK (47%), to practice their English (36%) or to support themselves and / or family outside the UK (22%).

Students from Nigeria were more likely to report the main reason why they worked was to gain work experience (85%), whilst students from Pakistan and India were more likely to say that it was to practice their English language skills (64% and 50%).

Similar findings were found in the qualitative interviews, with respondents highlighting the importance of gaining work experience.

“[I worked] because I need extra money, and also I need experience; teaching at [my university] is a great experience which I want to have on my CV.” – Student visa holder, France, doctorate, has dependants.

Students also discussed the impact of the increased cost of living as a reason for engaging with paid work, as well as unfavourable exchange rates.

Students were working an average of 16.9 hours a week. The majority of students were working 16 to 20 hours (73%), and a small minority were working more than 20 hours (2%) within one week. The 2% working more than 20 hours during term time are not working within the rules. This is a small minority and may also be at least in part an error in approximation on the part of the student. The average time spent working increased to 22.3 hours a week when students were asked about their time spent working outside of term time. Outside of term time around half of students were working more than 20 hours a week (43%) and a third worked 16 to 20 hours a week (33%). More detail can be seen in figure 32.

Figure 32: Hours worked by students in and outside of term time

• The data labels not shown are 2%.

As shown in figure 32, the number of students working over 16 hours a week did not vary much from term to non-term time, but the way in which they were working changed.

Outside of time term over half of the 73% of students who worked 16 to 20 hours a week moved to working more than 20 hours a week (43%). The students who worked more casual hours (less than 15 hours a week) were less likely to work outside of term time, with the number of students who did not work at all raising from 2% to 16%.

Students from Pakistan, India and Nigeria were more likely to work 16 to 20 hours during term time (88%, 81% and 79% respectively). Outside of term time, students from Nigeria were more likely to work over 20 hours a week (54%) and to work on average of 25.1 hours a week. Master’s students were more likely to work 16 to 20 hours a week during term time (80%).

From qualitative research, respondents felt that it could be hard to secure work and felt that the 20-hour limit was sometimes a barrier. Though they did report that it was easy to keep under the 20-hour cap during term time once they had secured work. Some noted that their employers were well versed in the regulations which made it simpler for them.

“I told my employer I was a student, and he explained the conditions to me.” – Student visa holder, Nigeria, Master’s, has dependants.

In terms of pay, students most commonly earned between £10.43 and £14.99 per hour. Nine-in-ten students earned up to £14.99 an hour (90%), and over a third earned up to £10.42 an hour (35%). This can be seen in figure 33.

Figure 33: Visa holders earning per hour

Students from Nigeria were more likely to earn between £10.43 and £14.99 per hour (71%), whilst students from India were more likely to earn between £7.49 and £10.42 per hour (44%).

Case study 4 - Work and study

This student came from Nigeria to study a STEM master’s degree, with the aim of applying for a further doctorate programme. He wanted to stay in his home country but became dissatisfied with the quality of the teaching and lack of research opportunities. He applied to study in the UK and received a £2,000 scholarship for his particular course. This was an influencing factor when he chose to study in the UK at the specific university. He viewed this scholarship as a ‘discount’ for paying the university fees.

When he first started at university, he did not work but once term time finished, he began to look for work. The student wanted to work to meet new people and because a UK salary converts to more money in their home country. Initially, he found it difficult finding suitable work, as he wanted to work in a school setting or a professional setting related to their course, but the timing was wrong for the school roles, and he could not meet the working hours criteria employers were looking for.

“I applied to schools for a teaching assistant role, but they were on summer break, and when I applied for professional jobs, I was unable to get one; they all wanted full-time, full-time, full-time.”

Whilst he looked for work in a school, he got work in a warehouse. The student felt that this work helped him build confidence and allow for a settling-in period. Eventually he joined an agency and worked once a week as an agency supply teaching assistant.

Student visa holder, Nigeria, master’s, STEM , has dependants.

7. Future intentions

This chapter explores the future plans of students and whether they intended to remain in the UK after finishing their studies, as well as what they planned to do in the UK once their studies had finished, and the different visa routes they were considering. Additionally, this chapter also looks at HEIs ’ plans around their status as a Student sponsor in the future and explores any further reflections they may have.

7.1 Future plans for students

More than half (58%) of Student visa holders said that they would apply for a further visa to stay in the UK once their current visa expires. Nearly a third (31%) of students were not sure yet if they would apply for a further visa.

Nearly one-fifth (18%) of Chinese students said that they would not apply for a further visa, making them the least likely out of all nationalities planning to stay in the UK after their studies. A further two-fifths (41%) of Chinese students did not know if they would apply for a further visa, which was higher than reported in all other nationalities (Table 4).

Table 4: Intention to apply for a further visa once current visa expires

• Base: Visa holders survey, All visa holders (2,415); India (519), China (507), Nigeria (431), Pakistan (155), Other (803).

Master’s students were most likely to be planning to apply for a further visa, when compared to doctoral students and undergraduates (60% compared to 45% and 52% respectively). However, undergraduate students and doctorate students were also more likely to report that they did not know if they would apply for a further visa (37% and 44%) when compared to master’s students (28%).

Students who had dependants on their Student visa were more likely than those with no dependants to report that they intended to apply for a further visa (67% compared to 57%). They were also less likely to not know if they intended to apply for a further visa (27%).

Older students had a better understanding of their future intentions than younger students. Over three-fifths (62%) of students aged 25 and over had the intention of applying for a further visa. In contrast, over a third (34%) of students aged between 16 and 24 reported that they did not know if they would apply for a further visa, which was higher than those aged 25 and over(28%).

Students who had worked whilst studying were more likely to be planning to apply for a further visa. Nearly three-quarters (71%) of those who had worked whilst studying intended to apply for a further visa compared to over half (55%) of those who did not work whilst studying. Additionally, those who did not work whilst studying were more likely than those who worked whilst studying to say they did not intend to apply for a further visa (14% compared to 6%) or that they did not know if they intended to do so (31% compared to 23%).

Most students who intended to stay in the UK planned to work (76%), followed by planning to enrol in further study (38%). Just under one-in-ten (8%) of those who intended to stay in the UK were not sure of their future plans.

There were notable differences in sub-groups in terms of which students were considering working in the UK. Nigerian students who were planning to stay in the UK were more likely to be planning to work in the UK (83%). Furthermore, master’s students were more likely to be planning to work in the UK (80%). For those with no dependants, over four-fifths (81%) reported that they planned to work in the UK. Those who were aged between 25 to 34 and 35 to 44 were also more likely to plan to work in the UK (80% and 85% respectively). Unsurprisingly, those who had worked whilst studying were more likely to plan to work in the UK after their studies compared to those who had not worked whilst studying (84% compared to 75%).

In terms of enrolling in further study, Chinese students were more likely than any other nationality to be planning to take this route (58%) at the end of their visa. Similarly, undergraduates were more likely to be planning to enrol in further study (60%), as were younger students aged between 16 to 24 (43%). Additionally, those who were studying at Russell Group universities were more likely to be planning to enrol in further study compared to those in non-Russell Group universities (48% compared to 35%).

The most important factor for students when considering remaining in the UK were opportunities for work in the UK (91%). The next most important factors were familiarity with the English language (37%) and having personal networks in the UK (34%) (figure 34).

Figure 34: Importance of factors when considering remaining in the UK

• Base: Visa holders survey, All visa holders intending to stay in the UK (1,439).

The importance of certain factors varied depending on the nationality of students. Nigerian and Chinese students were more likely to think that personal networks (49% and 43%) were important than Indian and Pakistani students (24% and 23%). They were also more likely to think that familiarity with British culture was important (50% and 44%) compared to Indian and Pakistani students (25% and 27%). Chinese students were the most likely out of all nationalities to think that familiarity with the English language was an important factor (57%).

In terms of work being a motivating factor to remain in the UK, those studying at Russell Group universities were more likely than those studying at non-Russell Group universities to think opportunities for work in the UK was an important factor (94% compared to 90%). Students with dependants on their visa were more than twice as likely to think opportunities for dependants to work was an important factor (33% compared to 16% overall). This suggests that when it comes to decision-making, those with dependants’ place emphasis on the benefits that were available to not only them, but also to their dependants.

There were also further subgroup differences when personal networks in the UK was a motivating factor. Doctoral students, (64%), those at Russell Group universities (42%) and students aged between 35 and 44 (42%) were all more likely to think that this was an important factor.

Most of the students in the qualitative interviews were also planning to stay in the UK. Many were planning to work in the UK or were at least considering it as part of their plans.

“I want to gain professional experience in Business analytics because that was my main purpose for coming here” – Student visa holder, India, master’s, no dependants.

In line with the survey, a few students also mentioned staying in the UK to enrol in further study, such as master’s or a PhD.

Some students we interviewed were motivated to remain in the UK due to better opportunities in the UK. This included jobs being more readily available as well as having access to high quality education. It was also noted that it was relatively easy to stay in the UK as they were familiar with the culture, had developed local networks and had visa options available to them. A few students interviewed also reported that the Graduate route and the time it gave them to think about their future plans was an encouraging factor to consider staying in the UK.

“Also it’s in Leeds, so it allows me to stay local, because all my friends I knew after I get to UK, my church, Christian Union, it’s all in Bradford… so Leeds gave me that option [to stay local].” – Student visa holder, China, undergraduate, no dependants.

“The Graduate route is something that I’ve considered. So, I think that’s one thing that’s attracting me to stay because it gives you more time to find work and stuff like that.” – Student visa holder, USA, doctorate, no dependants.

Of the few students from the qualitative interviews who were unsure of what they planned to do in the future, this was mostly because they considered they had time on their side to decide as they were on an undergraduate course. The students did have some idea of what they may do in the future but nothing firmly decided.

The Graduate route was the most likely route that students who wished to stay in the UK would apply through (62%), followed by Skilled Worker visa (34%) and Global Talent visa (10%) (figure 35).

Figure 35: Visa routes being considered for application after studies are finished

• Percentages <3% are not included in this chart.

There was a considerable difference in the routes students were thinking of taking depending on their nationality, with Chinese students overall most likely to apply for a range of visas, as shown in table 5 below. Nigerian students were most likely to apply for the Skilled Worker visa (49%), the Health and Care Worker visa (25%) and indefinite leave to remain (settlement) (13%). Pakistani students were the most likely to not know which routes they might apply for (21%).

Table 5: Potential routes students might apply for after finishing studies

• Base: Visa holders survey, All visa holders intending to stay in the UK, Total (1,439); India (346), China (211), Nigeria (308), Pakistan (106), Other (468).

As the Graduate route was the most popular potential visa route, it was selected by a range of students. Doctorate students were more likely to consider the Graduate route (83%) as well as students studying non- STEM subjects (65%) and at Russell Group universities (71%). Furthermore, those with no dependants were more likely to consider the Graduate route (66%).

Visas that related to working also attracted certain students. The Skilled Worker and Health and Care worker visa was more likely to be considered by students on STEM subjects (38% and 10% respectively), those at non-Russell Group universities (36% and 10%) and those who had worked whilst studying (45% and 12%).

Over half (56%) of those who did not plan to stay in the UK after their course reported that they would leave immediately after the end of the course. Just under one-fifth (18%) reported that they would stay longer and just over a quarter (26%) did not yet know.

Subgroup analysis for this particular question was limited due to small base sizes. However, it should be noted that men were more likely to leave the UK immediately compared to women (64% compared to 48%). Women were also more likely to not know how long they planned to stay in the UK (31% compared to 20% of men).

Case study 5 - Future intentions

This Student visa holder was a master’s student from India who studied international business. She had her husband and her child as dependants on her visa. Whilst studying in the UK, she had undertaken work, which included working at a fast-food restaurant and at a retail store as a sales associate. After her Student visa expired, the student planned to either apply for the Graduate visa so that she could work or secure a Skilled Worker visa. This was part of her original 5-year plan as the student thought working in the UK in her field would be a different experience to studying in the UK.

“I, along with the student experience in the UK, want the job experience too, so if I’m not getting the Skilled Worker one, I’ll apply for the Graduate route visa.”

“So far I’ve worked in the retail sector, but that’s not where I want to work in the long run, so I want to get the perfect [multinational corporation] (MNC) experience to add to my previous work experience.”

Another factor that motivated the student to stay in the UK was that she was on a 2-year long master’s course, with the intention being that students would secure an internship during this time. However, she found the process of securing an internship very difficult and was ultimately unsuccessful. By moving onto the Graduate route or securing a Skilled Worker visa, she hoped to be able to gain the job experience she would have gained from the internship.

Student visa holder, India, master’s, non- STEM , has dependants.

7.2 Remaining a HEI sponsor

Nearly all (98%) HEIs said that they were likely to continue to be a Student route sponsor. The majority (95%) of HEIs reported that it was very likely they would continue to do so.

Nearly three-in-ten (29%) HEIs reported that they had no further reflections on being a Student route sponsor. Of those who did have reflections to share, the most common ones related to the communication from the Home Office needing to be improved (23%) and issues with the premium account service (23%). This was followed by issues with policy changes or timings of policy changes (21%) (figure 36).

“The uncertainty and the changes of the last year or so do make our lives quite difficult.” – HEI, Wales, Russell Group.

“The Home Office need to think carefully about how they manage that relationship with the sector, both in our operational level and on that wider engagement piece, because I think there’s a certain amount of tone deafness there. Most of the sector wasn’t in favour of the withdrawal of the premium customer service, they wanted it to be enhanced, improved so offered better value for money. But that seems to have been interpreted by the Home Office as nobody wants to pay so let’s make it a free service and offer less…” – HEI, South East, non-Russell Group.

Figure 36: Further reflections from HEIs on what can be improved

• Base: HEI Survey, All HEIs (115).

Those who sponsored over 2,500 international students were more likely than average to report policy changes (33% compared to 21% overall). They were also more likely to want more support or consultation from the Home Office (23%) and would like to see improved information sharing between the Home Office and student route sponsors (9%).

8. Conclusions

8.1 decision making and prior awareness of visa routes.

Students indicated that they were most likely to have heard about the Student visa from friends or family members (23%), from education agents (22%) and places of study in their home country (19%). It was often the case that these friends and family were students in the UK and had Student visas themselves, which indicates that they would be in a good position to offer advice or share knowledge about the Student visa.

The majority of Student visa holders said their reason for coming to study in the UK under the Student visa was because they wanted to pursue a particular course at a particular university (60%). Only 4% of international students said their main motivation was primarily wanting to live in the UK.

Among the students for whom living in the UK was at least partly important, access to the Graduate route, the ease of the application and the ability to bring dependants were influences on student’s decision to get a Student visa rather than a different UK visa, though the most common reason was because they mainly wanted to study in the UK. Most students (70%) were aware of the Graduate route visa before the survey had taken place, particularly those studying at a postgraduate level.

Half of the Student visa holders (50%) also considered other countries before applying to come to the UK, most commonly the USA and Canada. The UK Student visa was a factor in deciding to come to the UK over other countries in almost a quarter of cases.

The ability to change to a different visa before finishing their studies was perceived as important by almost a third of non-doctoral international students, but three-quarters of those students would not have been deterred from applying for a UK student visa if this option wasn’t available at the time.

Most (93%) HEIs reported that they actively recruit international students, mostly to increase cultural diversity, but also motivated by financial reasons. Most HEIs planned to further increase their level of international recruitment as well as to expand the countries or global regions that they recruit from.

International recruitment was seen as a core element of most HEIs ’ overall strategy from an internationalisation and financial point of view as well. HEIs did this mainly by overseas outreach and advertising and via the use of student recruitment agents. Most commonly targeted countries for HEIs were the USA and China and South America in general.

Finally, HEIs were mostly positive about their ability to adapt to policy changes affecting both students and the institution itself. However, some HEIs mentioned that the frequency of policy changes was hard to follow and remember what the current guidelines were. This led to what one HEI described as second-guessing particular rules. Several HEIs reported that they were disappointed with the loss of the premium customer service support. As well wanting to see this reinstated, HEIs felt that the sponsorship management software needed to be updated.

8.2 Dependants

Almost a quarter (24%) of Student visa holders had dependants on their visa. Almost all of these had their partner as a dependant, and just over a third had children as dependants. Most dependent partners were employed full-time (61%), with a further 10% being employed part-time.

About half of all students with dependants said that they would have still chosen to come study in the UK if they couldn’t bring their dependants on their visa, while just over one-in-three would have looked for other options and 13% were unsure of what they would have done.

8.3 Visa application and sponsorship experience

Overall students were satisfied with the application process, Over four-in-five (82%) students reported that they were satisfied with the application process as a whole. Over a third (37%) said that they were very satisfied. Students studying at Russell Group universities were less likely to be satisfied with the application process compared to those studying at non-Russell Group universities.

When applying for their visa, over three-quarters (76%) of all students said that they had received some help to complete their application. Students most commonly used an education agent to help them with their application.

Students were asked whether particular elements of the visa application process were easy or difficult. They were asked about: locating the necessary documents and information required for their application, navigating and completing online forms, and receiving updates and communicating with the UK Home Office about the status of their application. Just under half of all students (46%) said that it was easy to locate the necessary documentation for their application.

Through qualitative interviewing, HEIs were asked whether there were any subjects that were more popular for applications amongst international students. A majority of HEIs reported that courses related to business and management were most popular amongst international students with some saying that courses in health and nursing were also popular.

Most HEIs said that they were very engaged with students throughout their visa application process. Those who reported that their involvement was not that much said that if applicants were struggling, they would still assist where they could.

Through qualitative interviewing, HEIs suggested that sponsorship renewal process was not difficult or cumbersome.

On the other hand, some HEIs suggested that there were issues with the system and that the Home Office was not always able to help in the way that they would have liked.

Transitioning from the Tier 4 to the Student visa route was not seen a difficult by HEIs . Only difficulties flagged were in getting quick specific information about and communicating rule changes to students, compounded by the timing of the change with the COVID-19 pandemic, which had added further complexity.

Overall, transitioning from being a Tier 4 sponsor to a Student sponsor seemed to have been a positive experience. Of those who were involved in the transition process from their institution being a Tier 4 sponsor to a Student sponsor, 60% said that the process was fairly easy or very easy.

8.4 Support received and student’s work

When HEIs were asked about their use of third-party support, such as consultancy firms or immigration advisors, the majority did not use any to manage their sponsorship licences (68%). Audits were one of the primary ways that HEIs used third-party support and were mostly used on an ad-hoc basis as and when needed.

On the whole HEIs felt positively about the services offered with the Premium sponsorship, at least eight-in-ten respondents felt satisfied with the 4 most common services offered.

The majority of HEIs signposted applicants to other sources of help and support whilst they were completing their Student visa application (97%). Other forms of common support offered by HEIs were helping applicants to understand the eligibility criteria (89%) and gathering evidence to support applications (68%).

Only a minority of students’ main reason for choosing to study their course was because they had a grant or scholarship (6%), and students doing a doctorate or from India were more likely to have reported a grant or scholarship as a motivator (24% and 9% respectively). Similarly, the majority of students had not undertaken any paid work alongside their studies (68%), though of these 46% were considering taking up some form of paid work in the future, whilst around a quarter of students were working (23%).

8.5 Future intentions

Master’s students were most likely to be planning to apply for a further visa, when compared to doctoral students and undergraduates (60% compared to 45% and 52% respectively).

Students who had worked whilst studying were more likely to be planning to apply for a further visa. Nearly three-quarters (71%) of those who had worked whilst studying intended to apply for a further visa compared to over half (55%) of those who did not work whilst studying.

Some students we interviewed were motivated to remain in the UK due to better opportunities in the UK. This included jobs being more readily available as well as having access to high quality education.

The Graduate route visa was the most likely route that students who wished to stay in the UK would apply through (62%), followed by Skilled Worker visa (34%) and Global Talent visa (10%).

Appendix 1: Methodology

Student visa holder method.

The study with Student visa holders comprised of an online survey of over 2,000 international students, and follow-up qualitative interviews with 25 students.

The contact details for the student survey were provided by the Home Office. A file containing the details of international students who had had their Student visa approved since 2019 was sent securely and saved on the IFF Research internal secure access servers. The reason for only including Student visa holders from the last 4 years was in order to increase the number of visa holders who were still students and had not completed their studies yet. The data from the Home Office was cleaned to remove any accidental duplicates and to exclude students whose email address was that of an agency or law firm that helped them with the application process, in order to try to maximise the response rate from the drawn sample.

The survey consisted of a one-week pilot between 20 and 26 September 2023 and a mainstage fieldwork period of 5 weeks between 18 October and 20 November 2023.

A sample of 2,000 records was randomly selected from the cleaned file for the pilot, and 40,000 contacts were drawn for the mainstage survey, representative of the total population of Student visa holders by a cross-section of nationality and age and gender. The Home Office were particularly interested in the nationalities that had the highest number of Student visa holders, therefore the top 11 countries were monitored separately, while all other countries were grouped together.

The survey and all communications were translated and made available in Mandarin for all students from China. Weekly reminder emails were sent to those who had not yet completed the survey, including those had only partially completed it, up to a maximum of 4 reminders.

The survey was completed by 46 students during the pilot and by 2,369 students during the mainstage fieldwork period, a total of 2,415 completes. In order to keep the profile of the survey completes as close to the population profile as possible, the data was weighted to nationality by age-band (the gender split was already close to that of the overall population). The full weighting grid can be found in table 6.

Table 6: Weighting grid profile for the Student visa holder survey, country of origin by age

The number of international students surveyed was split across the different demographic categories as represented in table 7 through to table 12.

Table 7: Achieved student interviews by country and age

Table 8: achieved student interviews by country and gender, table 9: achieved student interviews by country and level of study, table 10: achieved student interviews by country and university type, table 11: achieved student interviews by country and subject of study, table 12: achieved student interviews by country and whether they have dependants.

For the qualitative interviews with students, we aimed to cover a wide range of experiences and profiles, with a focus on a few characteristics, as represented in table 13 below. We also covered a good spread of subjects studied (15 non- STEM , 10 STEM ), despite it not being an original quota.

Table 13: Qualitative interviews achieved with students, by category

The qualitative interviews covered in more detail student’s decision making process for coming to study in the UK, their experience with the UK Student visa application process, their experience of working while studying, and their plans for after they finish their current studies.

Ten interviews were conducted by telephone and 15 via Microsoft Teams. The interviews lasted around 45 minutes on average and took place between 8 November and 11 December 2023.

Higher education institutions ( HEIs ) method

The study with HEIs comprised a telephone survey of 115 institutions, and follow-up qualitative interviews with 20 institutions.

The sample for HEIs comprised 172 institutions, with up to 4 named contacts for each, and all were considered in scope for the survey. A census approach was adopted, and no weighting applied. Contact details were provided from the Home Office for up to 4 members of staff at each institution that had a role that made them suitable to talk about the impact of sponsorship policy on their institutions decisions to attract international students and the requirements of being a sponsor. These roles included: Associate Directors of Admissions, Deputy Academic Registrars, Head of Compliance and Immigration Compliance, Head of Admissions, and Director of Human Resources. Screener questions were used in the questionnaire to ensure the respondent was in a position to answer questions fully.

Minimum call protocols were put in place for each piece of sample so each institution was treated equally as it would be for random probability sampling (RPS).

The telephone survey consisted of a one-week pilot between 18 and 22 September 2023 and a mainstage period of 5 weeks between 16 October and 7 December 2023.

Table 14: Achieved HEI interviews by geographical region

Table 15: achieved hei interviews by russell group/non-russell group status, table 16: achieved hei interviews by prior premium sponsor/non-premium sponsor status.

For the qualitative interviews with HEIs , soft quotas were used to ensure coverage across some areas as outlined in table 17.

Table 17: Qualitative interviews achieved with HEIs by category

The qualitative interviews covered in more detail HEIs ’ level of engagement with sponsoring students (for example, intermittent vs. extensive), length of time as a sponsor, experience of being a sponsor and renewing licences, use of third-party support, and subject specialisms.

Five of these interviews were conducted by telephone and 15 via Microsoft Teams. The interviews lasted around 45 minutes on average and took place between 14 November and 14 December 2023.

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King's College London

20 May 2024

PhD student named as 2024 BBC/AHRC New Generation Thinker

4th year PhD candidate in Comparative Literature and Philosophy, Jonathan Egid has been selected by BBC Radio 3 and the Arts and Humanities Research Council (AHRC).

Ten New Generation Thinkers have been announced as part of a New Thinking episode of the Arts & Ideas podcast hosted by former New Generation Thinker Eleanor Rosamund Barraclough.The scheme recognises the UK’s most promising arts and humanities early career researchers and is supported by the Arts and Humanities Research Council (AHRC) and BBC Radio 3.

The New Generation Thinkers scheme has been proven to be career changing as each researcher will be given the opportunity to share their pioneering research by making programmes for BBC Radio 3 and will also be provided with unique access to training and support from both the AHRC and the BBC.

Jonathan Egid is a PhD candidate in Comparative Literature and Philosophy. Jonathan’s PhD focusses on a seventeenth century Ethiopian philosopher and the question of whether or not he actually existed. It examines an enigmatic work named the Hatata Zera Yacob, its philosophical system, its discovery in the context of European missionary activity and the subsequent debate concerning its authorship. Jonathan’s thesis explores Ethiopian literature and philosophy, the legacy of colonialism in the history of philosophy, and the global varieties of philosophical rationalism and critique.

The diverse range of topics covered by the New Generation Thinkers cohort also include the possible existence of the multiverse, the future of black literature and the surprisingly dark history of Technicolor film.

Next, Jonathan plans to begin a postdoc, publish a trade book on the Hatata Zera Yacob in addition to his work on it, and to begin translating some other works of early modern Ethiopian literature. He is also planning to write a book about Jewish life in Poland immediately after World War II, focusing on the life of his relative, Jakub Egit.

Hundreds of academics applied to the scheme this year, from which 60 were invited to day-long workshops with the BBC to develop their ideas with experienced BBC producers. From these workshops, 10 were selected as New Generation Thinkers.

They will benefit from training and development with AHRC and will also spend a year being mentored by producers from BBC radio, where they will appear and take part in discussions during the year.

These New Generation Thinkers represent some of the brightest early career researchers in the country.

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Institute of Archaeology

IoA PhD Student Conference 2024: Innovative Ideas, Methodologies, and Techniques

A one-day conference highlighting the latest research by PhD researchers of the UCL Institute of Archaeology will be held on 7 June.

Join us for a day filled with groundbreaking research and stimulating discussions. This free, in-person and digitally syndicated event is a fantastic opportunity where PhD students will showcase their work, exchange ideas, and network with fellow researchers.  

Book your place now

9:30 - Dr Gabriel Moshenska

9:35-10:00 - Keynote Speaker: Dr Miljana Radivojevic

Session 1 - 10:00-10:50

• A Long-Term Comparative Approach to Palatial Buildings in the Southern Levant and Mesopotamia: Insights from Space Syntax Analysis - Xosé L. Hermoso-Buxán
• Ferme Neuve of Les Douaires, Normandy: Digital Reconstruction of a French Youth Penal Colony - Elias Michaut

Session 2 - 11:10-12:25

• Modelling Site Location and Dynamic Occupation of Early Societies in the Lower Yangtze, China and the Netherlands: An Ecological Perspective on Neolithisation in Coastal Regions - Shenglun Du
• Integrating AI and Visual Methods for Enhanced Cranial Sex Estimation in Forensic Anthropology - Karina Andersson
• The chilihueques of Southern Chile: Archaeological Considerations in Relation to the Camelid Domestication in the Araucanía, Southern Chile - Ayelen Delgado Orellana

Session 3 - 13:30-14:45

• Assembly and Dispatch: A Multi-dimensional View of the Practice of Eating - Sian Therese
• Pierced Stones: Embodied Permeability on the Roman Frontiers - Blair Katherine Betik
• Interconnectivity between Ports in East China from 8th to 13th Centuries: A Case Study from Qinglong Town, Shanghai - Shiyu Yang

Session 4 - 15:05-16:20

• The Relationships between Land-users and Archaeologists in British Mandate Palestine and Their Impact on Archaeological Research - Stephen Porter
• Volunteers as Re-Narrators of Colonial Histories: T heir C ontribution to D ecolonisation of the British Cultural Institutions - Laurence Maidment-Blundell
• Decolonising conservation practices in Kenya - Oba K. Waiyaki

Session 5 - 16:40-17:30/17:55

• Material manipulation: Knowledge exchange between experienced practitioners and emerging conservators within the field of historic brick pointing - David Pope
• Sustainable Data Infrastructures for Heritage and Archaeology: Risks and Solutions? - Jinyue Zhang
• Drones, Artificial Intelligence, and Preventative Archaeology: Prospection of Subsurface Archaeological Remains using Unmanned Aerial Vehicles (UAVs) and Deep Learning Approaches - Louis Monntero

Don't miss out on the chance to be inspired by the latest developments in archaeology, cultural heritage, and museum studies and make valuable connections in the field.

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Please note : valid Staff/Student UCL ID will be required to gain access to the conference.

• Any enquiries about the event may be directed to  [email protected]

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Ill Nigerian PhD student who complained faces losing UK visa

Home office notification of sue agazie highlights ‘weaponisation of immigration status’ by universities when students complain, say critics.

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Supporters of a Nigerian PhD student facing potential deportation after her doctoral studies were halted by illness and a breakdown in relations with her supervisor have claimed her plight highlights the precarity of international students who complain about their course.

Sue Agazie, a copywriter from Lagos, moved to the UK in January 2023 to begin a PhD in marketing at Newcastle University Business School on the understanding, she claimed, that she was likely to receive a full scholarship for her studies or would gain enough part-time academic work to cover her living costs.

However, funding and paid work did not materialise in the way suggested, said Ms Agazie, who added that she has run up huge debts to finance her PhD.

Amid a breakdown in relations with her primary supervisor over her money troubles, Ms Agazie was then diagnosed with kidney failure in September 2023.

With a formal complaint launched against Newcastle and her supervisor over allegedly misleading her over funding, Ms Agazie has now been informed that Newcastle has contacted the Home Office over her absence from supervisions – a move that could see her visa revoked.

That would mean her husband and young child, who travelled with Ms Agazie to north-east England, would also be forced to leave the country.

Her case is now being championed by Unis Resist Border Controls, a campaign group that raises awareness of how migrant university staff have  been affected by the UK’s hostile environment policies.  More than 250 people – including many PhD students and scholars – have signed a  petition  urging the Home Office to stop any visa curtailment.

Its spokeswoman Sanaz Raji, a visiting researcher at Northumbria University , said the notification of the Home Office was an example of the “weaponisation of her immigration status” in a disputes process.

In a statement, Newcastle said “complaints are investigated following the university’s standard procedures”. “Where a complaint has been made by a postgraduate student about their supervisor, our normal practice would be to investigate the matter and explore arrangements for an alternative supervisor if that becomes necessary,” it continued.

“We can’t discuss individual cases, but we offer a range of support to postgraduate students including advice on visa issues, hardship funding, and support to have a break in study where there is an illness or other circumstances.”

Under Home Office rules, higher education institutions must notify authorities if students fail to attend class or discontinue their course, although Ms Agazie said she intends to finish her studies.

The lack of support for a “critically ill” student  also indicated how “universities instrumentalise migrant students from the Global South as sources of income that they can afterwards dispose of”, said Ms Raji in a reference to the multimillion-pound revenues received by universities from international postgraduates.

According to official statistics, Nigeria is the UK’s third largest source of international students behind China and India with about  44,000 studying in 2021-22,  mostly at postgraduate level.

According to Ms Raji, Ms Agazie was led to believe that many PhD students in her situation had found plentiful paid work and obtained scholarships, but these apparent success stories did not stand up once they were investigated.

With the threat of visa revocation looming, students would, however, be reluctant to complain if things go wrong, said Ms Agazie. “Forcing an international student into immigration problems while a complaint is under way…is basically telling international students not to complain,” she said.

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