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What is a poem doing in a literature review?

by Nguyen Phuong Le, Kathleen Pithouse-Morgan and Thang Long Nguyen

If the phrase ‘write a poem’ makes your stomach do a tiny backflip, you are in good company. The three of us came to poetry from very different places. Kathleen has been working with poetry in teaching and research for many years, across different countries and contexts. Phuong first encountered poetic inquiry while working with Kathleen as a research assistant, learning her way into the field as a newcomer. Long joined as a critical reader of this blog, bringing curiosity from outside poetry‑based research.

Those different starting points matter. None of us came to this work believing poetry was an obvious or easy fit for literature reviewing.

In our conversations, workshops, and conference sessions, we have seen friends, postgraduate students, supervisors, lecturers, and experienced researchers worry that they are ‘not creative’. Some worry their English is not ‘good enough’. Others feel uneasy because poetry sounds personal, exposing, and even childish, in a higher education context.

Our starting point is simple: using a small, low-stakes poetic process to think with literature, stay engaged, and find your way into scholarly conversation. When you do this with another person, the process can feel even more doable. You cannot get this wrong, because the point is not to produce a ‘professional’ poem.

Why poetry in a literature review, seriously?

You don’t have to write poems to review literature. Most reviews are written in conventional academic prose. But if you are doing qualitative research, you may already know that knowledge is not only built through tidy argument. It is also built through attention, resonance, discomfort, contradiction, and voice.

Literature reviews can become a performance of mastery: you read fast, extract key points, categorise, critique, cite, and move on. Although these steps seem straightforward, the focus on moving quickly and efficiently may mean we miss what texts invite us to feel, picture, and connect with. The emotional texture of reading disappears, along with much of what makes qualitative work matter: empathy, imagination, and relational engagement.

Poetry calls for slower digestion. It invites you to ask, ‘What stays with me?’. It offers a way to respond before you feel ready to produce polished academic claims. That response can later feed your analytic writing, without needing to look like academic writing at the start.

What do we mean by “collaborative feedback poetry”?

Kathleen and Phuong’s article, ‘Reimagining qualitative literature reviewing through collaborative feedback poetry’ (Pithouse-Morgan & Le, 2025), introduces the term collaborative feedback poetry to describe a literature-reviewing strategy in which people respond to academic texts through short poems and exchange poetic responses with one another.

In such a strategy, collaboration matters. Many researchers struggle not only with the literature and writing, but also with the loneliness of the process. Working alongside someone else shifts the emotional climate. You are no longer trying to “prove” that you understand. You are noticing, articulating, and learning together.

Feedback matters as much as the poem. In academic settings, feedback often points out what is missing, what is weak, and what needs to be fixed. In collaborative feedback poetry, the focus is not on correction but on extension. The poem becomes a doorway, inviting you to walk further into the text rather than retreat from it.

“But I’m not a poet!”

That’s the point.

In the first few minutes of Kathleen’s collaborative feedback poetry sessions, the atmosphere is often tense. People apologise before they write. They say they are not creative, have never written a poem, or worry that their English is not good enough.

What changes things is permission: Permission to know, from the start, that there is no way to get this wrong.

Permission to be simple.

Permission to be incomplete.

Permission to use a home language.

When that permission feels real, participants begin to read, talk, and act differently. The literature starts to feel less like a wall and more like a space they can enter – through poetry, in whatever form it takes.

Phuong has seen these hesitations surface in conference conversations and informal chats with colleagues in Vietnam. After presentations on poetry as a literature‑reviewing practice, people are often interested but quiet. Later, they admit their worry about whether there is a ‘right’ kind of poem, or that writing poetry in a second or third language will expose them as less than capable.

That hesitancy matters. So instead of defending poetry in abstract terms, we slow down and walk through a small example.

Here is one example, a short haiku:

Creative Arts Professors’ Concerns

Pandemic’s harsh fall,

professors’ struggles echo,

incomplete sonnets.

(First published in Pithouse-Morgan & Le, 2025)

Phuong wrote this haiku in response to two papers by creative arts educators in higher education: Holmgren (2018) and Meskin and van der Walt (2022). Holmgren’s paper, written before the COVID-19 pandemic, explores musical interpretation through philosophic poetic inquiry and autoethnodrama. Meskin and van der Walt’s paper, written during the pandemic, uses poetic inquiry and reciprocal found poetry to reflect on disruptions to educator-artists’ academic and creative lives.

Rather than summarising either paper, Phuong read them together and asked: ‘What feeling carries across both texts?’ The answer was interruption – teaching and creative work that could not fully unfold. This is where ‘incomplete sonnets’ came from.

The poem does not replace the literature review. Instead, it marks what stayed with the reader after reading closely. This is not (just) an artistic move, but an act of attention and relation.

When we introduce this process, we usually ask a few simple questions, such as ‘What stayed with you after reading?’ ‘Which words carry that feeling?’ ‘What happens when you space those words out on a page?’ And ‘What occurs when another person reads and responds to your poem?’

When we introduce this process, we ask readers to notice what remains with them after reading. Kathleen’s poem Growing Beyond came from that noticing: reading across texts about doctoral students’ poetic inquiry (Chan, 2003; Kang et al, 2022) and attending to what stayed with her. In their poetry, Chan and Kang et al wrote about what it felt like to be doctoral students, including experiences of isolation, marginalisation, and internal struggle. Their work highlights the restorative, reflective, and critical possibilities of poetic inquiry in higher education. The poem opens with an impulse Kathleen recognised in their writing:

A sudden compulsion,

a yearning to express,

to write poetry.

                (First published in Pithouse-Morgan & Le, 2025)

Why the collaborative element carries weight

Higher education research can be intensely individualised. Even when we are part of a student cohort or a research centre, as students or academics, we often read and write alone before submitting work for evaluation or review. Collaborative feedback poetry encourages a different kind of scholarly space. The goal is not to show you are clever, but to practise staying with ideas and emotions in the supportive presence of another.

That matters for students and academics at different levels, and for supervisors and educators trying to teach literature reviewing without turning it into a fear-fest. It also matters for multilingual writers, who are too often made to feel that academic voice counts only when it sounds like confident English.

Collaboration does not remove difficulty; it changes what difficulty feels like. You are not stranded in it. You are accompanied. To us, this companionship feels more welcoming than working alone, not least because, like many of you, we are also trying to find and express our voices within the wider literature.

A takeaway for you

If you want to try this, keep it small. Choose one article. Give yourself ten minutes to jot down words that come to mind as you read, and select phrases from the text that grab your attention. Shape these into a short poem, in any form, with space around the words. Share it with someone you trust. Ask them to respond – not by grading it, but by writing back with their own short poem. Then briefly discuss what the poems say and why that matters.

If you leave with just one idea, let it be this: literature reviewing is not only about demonstrating coverage. It is also about cultivating relationships with ideas, voices, emotions, and sometimes with each other. Collaborative feedback poetry is one way to make these relationships visible and accessible.

By now, we hope you feel encouraged to step into poetic literature reviewing in ways that feel doable and enjoyable. With baby steps, of course.

Acknowledgement

This work was supported by the Leverhulme Trust through the British Academy/Leverhulme Small Research Grants Scheme. (Grant holder: Kathleen Pithouse-Morgan).

Nguyen Phuong Le is a lecturer in English Education at Hanoi National University of Education, Vietnam. She is a graduate of the Master of Arts in Digital Teaching and Learning at the University of Nottingham, UK, and the Bachelor of Arts in English at Northern Kentucky University, US. Passionate about digital education and literature, she has held various positions in research, teaching, and learning across higher education and educational organisations.

Kathleen Pithouse-Morgan is a Professor of Education at the University of Nottingham, UK, and an honorary professor at the University of KwaZulu-Natal, South Africa. She focuses on professional learning and supporting professionals as self-reflexive, creative learners. Passionate about arts-inspired research and teaching, especially using poetic methods, she co-convenes the British Educational Research Association’s Arts-Based Educational Research group.

Thang Long Nguyen is currently a student of the Master of Arts in Sociology at University College Dublin, Ireland. Graduated from Doshisha University in Japan with a Bachelor of Arts in Liberal Arts, he has an interdisciplinary interest in themes of nationalism. Still, he is deeply concerned with the progress of education in social sciences and humanities in his home country, Vietnam.

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Weekend read: What you need to know to make sense of the row about student loans

by Rob Cuthbert

In January and February the mainstream media were full of stories about the unfairness of student loans and the burdens on graduates facing huge debts and effective tax rates of more than 50%. They cut through in a way that the long-running stories about universities’ financial problems had not, and even dominated Parliamentary questions to the Prime Minister (PMQs) on 25 February 2026. But student loan repayments and universities’ financial problems are two sides of the same coin – how to finance mass higher education. The political debate about student loans is a case study in how almost everyone who didn’t know enough got almost everything wrong at first, until more realism gradually emerged.

Under Labour governments from 1997 there was a heated but, by comparison, measured debate about the costs of higher education, and who should pay for it. As HE participation rates soared from 10% towards 40-50% the international consensus was that it was reasonable for students or graduates to bear some of the cost. Higher education benefited society but also individuals who enjoyed a ‘graduate premium’ of higher lifelong earnings. Nevertheless, when the £1000 undergraduate tuition fee was raised to £3000 in 2003 it nearly brought down the Labour government. That probably represented about half of the total cost at that time. Students were of course vehemently opposed to fees, but for some in HE it felt about right to share the costs equally between students and general taxation.

Demand for HE continued to rise but total costs were controlled because government still determined total student numbers. Then came the Coalition government of 2011 with its determination to make higher education a market. The Liberal Democrats reversed their pre-election pledge to abolish student fees, instead agreeing as part of the coalition to triple fees to £9000. And government abolished its control on total student numbers. Universities Minister David Willetts claimed that student choice would “drive up quality”, but he, almost alone, expected a spectrum of fees from £6000-9000 to emerge. Everyone else realised that price would be the loudest signal of quality, and almost every university went for £9000.

The £9000 fee probably covered most of the costs of undergraduate tuition, although some grant funding remained for specialist high-cost courses, and Oxbridge complained that for them £13000 was the break-even figure. £9000 became the highest nationwide tuition fee in the world, and England still enjoys that dubious world-leading position. To keep higher education accessible to all, in theory at least, new arrangements were needed to make HE affordable at the point of delivery, with the cost being partly paid by students after graduation.

Under the new student loan system graduates would start to make repayments once their salary was above a specified threshold. Their debt would increase at a specified rate additional to the Retail Prices Index (RPI). The total repayments each month were capped, so most graduates would never repay their total debt, but any remaining debt was wiped out after 30 years. The explicit intention was that both fees and salary thresholds would rise with inflation.

This means that student loans are not like commercial loans. The system was never designed to get all the money back. It was designed to be progressive, like income tax, so that among graduates “those with the broadest shoulders”, as the Prime Minister likes to say, should bear a greater share of the repayment burden. In 2012 it was intended that the system should deliver about 72% of the total cost in repayments. The unmet cost (government subsidy) was known as the Resource Accounting and Budgeting (RAB) charge.

Almost immediately the RAB charge began to rise above its planned level, and the government soon found it necessary to restrict enrolments in many new ‘challenger’ institutions, which were providing courses of debatable quality, mostly in business and management, mostly in London. Far from driving up quality, student choice seemed to be driving it down. But these problems paled into insignificance as the economy continued on its path of sluggish low growth. To make things worse, government had to abandon a “fiscal illusion” in government accounting, as the Office for National Statistics forced a justified change which put more costs onto current balance sheets rather than allowing them to be deferred for many years. For a while, the fact that interest rates were near zero concealed the punitive possibilities of debt levels and loan repayments, but then government – facing budgetary pressure – decided to freeze thresholds and change repayment terms. (Jim Dickinson’s Wonkhe blog on 2 February 2026 was a detailed explanation of how we got to where we are). Interest rates rose to 3-4% but government persisted with the use of RPI + 3% as the loan interest rate, even though for almost every other purpose it used the lower figure of CPI (consumer prices index). The current outcry on loans became inevitable; indeed, it had even been predicted by Nick Hillman, one of the architects of the loan system, who wrote in a 2014 Guardian article: “… come with me to the election of 2030. Those who began university when fees went up to £9,000 in 2012 will be in their mid-thirties by then. That is the average age of a first-time homebuyer and the typical age for female graduates to have their first child. By then, there will be millions of voters who owe large sums to the Student Loans Company but who need money for nappies and toys, not to mention childcare and mortgages. So, however reasonable student loans look on paper now, the graduates of tomorrow could end up a powerful electoral force.”

Meanwhile, some of the graduates of yesterday were quick to ride the coat-tails of the loans debate and cry “more means worse”, even as all the more successful world economies continue in the opposite direction. Often mentioned but never identified, ‘Mickey Mouse courses’ also took a supposed share of the blame, despite expert commentators like David Kernohan of Wonkhe pointing out the extreme difficulty of identifying them in ways that government or the regulator could operationalise. The Labour government adjusted its stance on exactly what the country needs with some vaguely quantified assertions about skills in its White Paper, and former Skills Minister Robert Halfon popped up on Times Radio on 14 February 2026 to argue, as he always did, for more apprenticeships. Acknowledging employers’ decades-long unwillingness to pay for training, he suggested they should be ‘incentivised’ with £1billion of public money. But even with public funding for employers’ costs, vocational training apprenticeships will mostly remain a great idea ‘for other people’s children’, as Alison Wolf once witheringly put it. Conservative leader Kemi Badenoch got the kind of publicity she probably hoped for as she proposed in an ITV interview to help Plan 2 graduates by reducing interest rates, even as personal finance guru Martin Lewis pointed out this would only help the richest graduates, and the way to help people was by unfreezing the salary thresholds at which the higher repayments kicked in. He apologised for gatecrashing the interview, but he was quite right, and understandably frustrated. Badenoch said this could be afforded by removing 100,000 students on ‘low quality’ courses and using the consequent savings. Shadow Education Secretary Laura Trott, under pressure from the BBC’s Laura Kuenssberg, waxed lyrical about LEO data on graduate salaries and suggested that Creative Arts courses were low quality and should feature in the 100,000 reduction. She refused to say that university closures could be ruled out, but there was, of course, no coherent plan for the supposed reductions and their effects on local economies, especially in regions where salaries are lower.

Conservative leader Kemi Badenoch was unabashed and led with the topic at PMQs on 25 February 2026 and Jim Dickinson blogged the same day for Wonkhe, pointing out the problems with most of the interventions from backbenchers of all parties, and noting that things will soon get worse with barely-noticed measures affecting postgraduate student support in the previous budget. Prime Minister Keir Starmer committed to a review of the loans problem, but in Times Higher Education on 27 February 2026 Helen Packer had experts queueing up to point out that: “Quick tweaks to the terms of English student loans are unlikely to satisfy disgruntled graduates and may conflict with wider plans to reform post-16 education.”

The major problems with HE finance have still not yet had equivalent mainstream recognition. In recent years the tuition fee income of universities fell from £12billion to £10billion simply through inflation and the freezing of tuition fees. 40 % of universities are reporting deficits and the majority are making staff redundant. Government has unfrozen tuition fees but then hit universities with a levy on international student fees which more than wiped out the extra income from fee increases. Visa restrictions have also hit international student enrolment and severely reduced some universities’ opportunity to compensate for the losses on home students. In 2011 Universities UK hoped that accepting the £9000 fee would rescue the HE sector from the coming austerity, but the rescue was short-lived, as fees failed to rise with inflation. Now another government faces the challenge of finding a long-term sustainable solution to the problem of funding higher education. It seems far from the top of the agenda for the embattled Starmer administration, but the media outrage over student loans might push it higher.

Successive cohorts of students have experienced various Plans for repayment. The main problem is Plan 2, affecting students who started their courses from 2012-2013 to 2022-2023. The numbers rapidly become hugely confusing, and some commentators fail to recognise even such basic issues as the need to ensure that all costs and prices are on the same base. But almost all agree that Plan 2 is unfair and should be changed.

American students have more orthodox commercial loans to pay for their tuition and in the USA the growing scale of student debt also became a major political problem. However Americans are much more accustomed to the high costs of HE: the culture encourages parents to save from birth to pay for tuition, and the taxation system rewards both savings and loan repayments. In addition, a ‘borrower defense’ program, created in 1994, allows students to get loans cancelled if they are misled by their colleges about their future employment prospects. The Obama administration began to penalise institutions, mostly for-profit institutions, which did not adequately prepare students for gainful employment which would enable them to repay their loans. Student debt rose to about $1.6trillion; by January 2025 President Biden had forgiven $183.6billion of debt, before President Trump set out to turn the clock back. In the USA the ‘graduate premium’, the advantage for graduates who earn on average higher pay than non-graduates, has continued to rise despite continuing HE expansion, whereas in the UK, almost uniquely, the premium has declined. This suggests, as Jim Dickinson has argued on Wonkhe, that the problem is one of supply rather than demand – employers will not or cannot pay more in the sluggish UK economy. Graeme Atherton (West London) pointed out in Times Higher Education on 26 February 2026 that despite Trump’s changes the US system is still more progressive than Plan 2. John Burn-Murdoch had a telling chart in his Financial Times article on 16 February 2026, ‘Is higher education still worth it is the wrong question’, showing that in the UK the graduate premium had decreased from 1997-2022 as HE numbers increased, contrary to the trends in the USA, Canada, Netherlands, France and Spain.

The problem of financing UK HE remains unsolved and the clamour of vested interests has become almost deafening. The main architect of the fees regime, David Willetts, who wrote a book about intergenerational unfairness, tried hard on Conservative Home to blame someone else while defending progressive expansion rather than reduction in HE student numbers. Alternative solutions abound, but have not yet penetrated the mainstream media debate about HE policy. Nick Barr (LSE), a longstanding expert commentator on HE finance, wrote in July 2023 about ‘A fairer way to finance tertiary education’.  There was detailed and expert analysis in Financial modelling by London Economics in March 2024. In September 2024 Tim Leunig, a former Chief Analyst at the Department for Education wrote a HEPI blog on ‘Undergraduate fees revisited’ alongside his HEPI debate paper, which promised that “Highest earners would pay the most, as is appropriate in a social insurance scheme”. The Higher Education Policy Institute (HEPI) in April 2025 published a report asking ‘How should undergraduate degrees be funded? A collection of essays’. Mike Larkin (emeritus, Queen’s University Belfast) posted on his Total Equality for Students blog on 13 January 2026 a detailed and plausible set of proposals for reform of the present system, summarising many of the attempts to initiate debate.

Yet it is only now that the financing of HE might creep into the mainstream debate, entering through the back door of unfair student loan repayments and threatening to deliver results that may help some graduates but damage higher education even more. Nick Hillman has argued persuasively that of the three main proposed solutions to the student loans furore, one is unwise, one unaffordable, one unpalatable, and all are unfair. Nevertheless, something must be done. Former Director of Fair Access John Blake, interviewed by Nicola Woolcock in The Times on 4 February 2026, said;“…  a system that feels so suffocating to so many is fundamentally broken, no matter how many graphs about average graduate salaries we make…. I think we may need to move to a formal graduate tax. There are no popular options here, it’s not just people saying I’m in debt and it’s going up every year. Even if the system computes, it has a sense of being ridiculous when you’re in it. This system has run out of road.” Blake is Director of the new think tank The Post-18 Project. ‘The walls are closing in on our doomed student loans system’, as Jim Dickinson wrote for Wonkhe on 11 February 2026.

When it started, the student loan system was perhaps financially logical, if you accepted its progressive premise of redistribution. Repeated government tinkering in the face of extreme budgetary pressure, especially the freezing of thresholds, made it successively more and more unfair, and has now exposed the underlying psychological and emotional illogicality. The oppressive psychological impact of the loan system on graduates facing a difficult job market makes it unsustainable. So what is to be done?

If  higher education is free, poor people who don’t go to university pay for the education of rich people who do. If students pay all the cost of their higher education, as is now being widely proposed, then everyone suffers because economic growth and incentives are diminished. We need to find a halfway house which shares the cost of higher education between graduates and the wider society which benefits from HE. The immediate challenge is to find a sustainable way to preserve the progressive and redistributive nature of student finance, which is not experienced by successive cohorts of graduates as oppressive and demotivating.

The Labour government has accepted the need for a comprehensive review of how HE should be financed, but it remains a work in progress, promised but not near the top of the agenda. Short-term budget fixes like the international students’ fees levy suggest that there is limited sympathy in government for the financial plight of many universities. Previous governments of various stripes have resorted to bipartisan national inquiries (Dearing, Browne) which straddle general elections to reduce their electoral risk, and such a device cannot be ruled out this time. The danger is that, under the short-term pressure of finding a fix for the student loans problem, government will lurch into a ‘solution’ with possibly massive collateral damage to the whole HE sector, and to local economies. Government is desperate not to increase its spending and borrowing any further, and in any case has other higher priorities than HE. But a solution to student loan repayments which requires HE to contain the cost of improving the system may force the closure of a significant number of universities, with long-term and possibly irreparable damage to their local communities and economies – probably mostly in the Midlands and the North, not London and the South East. Brian Bell (King’s College London) has just been appointed principal adviser to both the PM and the Chancellor on macroeconomics and fiscal policy. He spoke at an LSE event in February about migration, where he said, discouragingly: “I’m sure we’d all like for there to be a complete rethinking of university financing, and perhaps even the university model across the UK – perhaps we shouldn’t all be teaching three-year degrees in X and Y – perhaps we should have different universities doing different things. But I see no realistic prospect of that happening.” These are hard questions with no easy answers, but too many people are getting too many things wrong about both the costs and the benefits of higher education. Let us at least start by understanding what the problem is.

Rob Cuthbert is editor of SRHE News and the SRHE Blog, Emeritus Professor of Higher Education Management, University of the West of England and Joint Managing Partner, Practical Academics. Email rob.cuthbert@uwe.ac.uk. Twitter/X @RobCuthbert. Bluesky @robcuthbert22.bsky.social.


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Pragmatic problem-solving for inclusive doctoral admission

by Bing Lu, Rebekah Smith McGloin and Scott Foster

This blog post reflects on ongoing collaborative efforts to advance more equitable doctoral admissions between a group of UK institutions. It argues that transforming graduate admissions is not simply driven by competitive logic, nor by a search for a single, universal framework that can be applied across the sector. Instead, sector-level change emerges through collective, interactional, and often emotional work.

Inclusive postgraduate research (PGR) admission and recruitment have become an increasing global concern (Posselt, 2016; Bastedo, 2026; Boghdady, 2025). Drawing on ongoing collaborative work between a group of UK institutions, this blog post reflects on collective efforts to advance more equitable doctoral admissions. We argue that inclusive doctoral admission is not a competition to produce an exhaustive, finished framework, but an ongoing process of collective problem solving, one that requires humility, openness, and sustained commitment across institutional boundaries.

PGR students are strategically vital to the UK’s research capacity, innovation and future academic workforce. PhD programmes increasingly function as the primary entry route into academic careers and shape who is able to imagine themselves, and be recognised, as future researchers. Within the doctoral lifecycle, admission is a particularly critical intervention point. Yet, compared with undergraduate or taught postgraduate recruitment, the mechanisms shaping PGR admissions have historically received less sustained scrutiny.

A report commissioned by the Higher Education Funding Council for England (HEFCE) in 2014 highlighted that UK institutions primarily value academic attainment, the quality of research proposals, and evidence of prior research skills when selecting candidates (Mellors-Bourne et al, 2014). Since 2020, a growing body of UK-based scholarship has begun to highlight equity issues in doctoral selection (McGloin & Wynne, 2022; Oyinloye & Wakeling 2023; Mateos‑González & Wakeling, 2022; Britton et al, 2020), and has sought to explore the ascriptive nature of systems and processes that underpin doctoral recruitment and admission.  Together, these studies identify a range of barriers. These include the persistence of ‘elite pipelines’, whereby attending a Russell Group university at undergraduate level strongly predicts access to elite postgraduate education, as well as the significant under-representation of British candidates from minoritised backgrounds at doctoral level, particularly within funded studentships. These patterns underscore the need to interrogate how merit, potential, and excellence are operationalised in practice.

The initiatives and the community of practice

Initiatives funded by Research England and Office for Students, including the Equity in Doctoral Education through Partnership and Innovation (EDEPI) programme, represent important attempts to push forward the agenda of inclusive PGR admissions in English Higher Education Institutions (HEIs). In 2022, EDEPI conducted a national survey on PGR admissions practices in UK HEIs. The study identified ten key barriers to inclusive admission in its final report EDEPI Postgraduate Researcher Admission Framework and led to the development of the Postgraduate Researcher Competency-Based Admission Framework. This framework deliberately shifts focus away from previous institutional prestige and historical academic attainment towards the specific skills, experiences and competencies which demonstrate future potential for doctoral research.

From 2024, EDEPI has fostered an inter-institutional Community of Practice involving a group of international and UK institutions to explore approaches for enhancing inclusive PGR admissions collectively. Within this community, three institutions engaged as case studies to trial new approaches to evaluating applicants beyond conventional academic metrics, building on the Competency Framework. Through regular facilitated discussions, shared reflective practices, collaborative webinars and a jointly organised symposium on Fostering inclusive doctoral admission, participating institutions work alongside the EDEPI team to explore challenges and embed equity-driven principles into their PGR admissions processes.

Key learning from collective work

One of the most important lessons drawn from this collective institutional effort is that, while institutions hold different conceptions of fairness and merit shaped by their unique contexts, they nonetheless share a commitment to addressing persistent equity issues. This aligns with the findings of the sector survey (Smith McGloin et al, 2024) which found an overwhelming commitment to inclusive practice, an awareness of the need for change and huge complexity in existing processes with multiple stakeholders and drivers. This work is neither straightforward nor purely normative; it is complex, negotiated, and deeply pragmatic.

For example, in staff training workshops, academic colleagues described their deliberate efforts to apply equity principles when making departmental admissions decisions. Professional services staff, meanwhile, highlighted their role in carefully matching applicants’ proposals and disciplinary backgrounds to appropriate departments, ensuring that applications reach the review stage rather than being filtered out prematurely. Where resistance or hesitation arose around the introduction of yet another ‘framework’, this was less about rejecting equity goals and more about uncertainty regarding feasible, appropriate, and sustainable implementation.

Debates around distributive fairness versus procedural fairness illustrate this tension clearly (Boliver et al, 2022). Graduate admissions are not objective measurements of worth but sites of intense organisational boundary work, where judgements about potential, fit, and excellence are continuously negotiated. These discussions echo longstanding sociological insights into academic evaluation. Lamont (2009), for instance, argues that in real-world academic review, excellence and diversity are not alternative principles but additive ones. Staff involved in PGR admissions are often guided by pragmatic, problem-solving considerations, caught between institutional principles, personal commitments, and procedural constraints. Panels are typically required to reach consensus on a limited number of candidates within tight timeframes, and these practical pressures shape how fairness is understood and enacted.

Within this ‘black box’ of academic decision-making, Bourdieu’s Homo Academicus is frequently cited to explain how scholars’ legitimate visions of high-quality research and defend disciplinary boundaries, with conflicts often most pronounced among those occupying similar positions. Our collective work over the past 12 months, however, suggests a more nuanced picture. Admissions staff, both academic and professional, are motivated not only by positional interests but also by a shared, pragmatic curiosity about how to solve persistent problems together. The Community of Practice created space for dialogue, uncertainty, and learning, enabling participants to reflect on their own assumptions while engaging with others’ institutional constraints.  Transforming graduate admissions, then, is not simply driven by competitive logic, nor by a search for a single, universal framework that can be applied across the sector. Instead, sector-level change emerges through collective, interactional, and often emotional work. A recent WonkHE article, How to level the PhD playing field, posed a critical question: does the sector have the collective will to move beyond well-intentioned initiatives towards the structural changes required to address inequities among PGRs?

The experiences emerging from EDEPI offer cautious but promising evidence. They demonstrate how institutions with differing histories, resources, and institutional affordances can nonetheless work together pragmatically to enhance admissions practices. Inclusive doctoral admission, in this sense, is not a finished model to be adopted but an ongoing process of collective problem solving, one that requires humility, openness, and sustained commitment across institutional boundaries. Through the established Community of Practice, the EDEPI framework has also begun to attract interest from institutions in international contexts, despite differing governance structures, as a means of collectively developing equity-oriented approaches to PGR admissions through shared learning.

Closing summary

Inclusive PGR admissions require ongoing, collaborative work, as shown through EDEPI’s efforts to help institutions rethink how fairness, potential, and merit are assessed. Colleagues across academic and professional roles demonstrate that excellence and diversity can be mutually reinforcing when supported by reflective practice and shared experimentation. Future progress depends on refining competency-based approaches, tracking applicant journeys, expanding training and co-creation, and translating these insights into clearer sector guidance and policy.

Dr Bing Lu is a higher education scholar based at Nottingham Trent University and University of Warwick. Bing’s research critically engages with access, equity, and sustainability in postgraduate education, focusing particularly on underrepresented groups and the global flows of academic labour. Bing is currently guest editing a Special Issue on Taboos in Doctoral Education Across Cultures hosted by Higher Education Quarterly.

Dr Rebekah Smith McGloin is Director of Research Culture and Environment at Nottingham Trent University and Chair of the UK Council for Graduate Education. Her focus is on innovations in practice and national policy work related to new and emerging forms of doctorate that align with the changing research, innovation and skills policy landscape; including research culture reform, civic-engaged and inclusive doctoral education and equity-focused admissions.

Scott Foster is a professor specialising in postgraduate research culture and academic leadership. He has published extensively on equity, well-being, and innovation in doctoral education. Through influential articles and forthcoming book projects, he advances global research culture while supporting institutions to strengthen policy, supervision, and the doctoral experience.


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Higher education’s postcode lottery: How geography and disadvantage shape university access in England

by Frances Sit and Graeme Atherton

Across the world, access to higher education is often shaped as much by geography as by ability or aspiration. For many students, this can be starkly literal: the distance to a campus, the availability of local courses, and the time, travel, and financial costs of attending university determine whether learners can study close to home, work, care for family, or take the first steps toward the careers and social mobility that higher education uniquely enables.

In England, this reality is recently brought into sharp focus when the University of Essex announced the closure of its campus in the coastal city of Southend-on-Sea. By August 2026, the nearest routes into higher education for local students will be further away, harder to reach, and more costly. What will disappear is not just a campus, but a locally anchored gateway to opportunity.

The story of Southend matters because it reflects a broader national pattern. Across England, learners from coastal areas like Southend, smaller towns, rural communities or other ‘cold spots’ are facing similar barriers, making them systematically less likely to progress to higher education than their peers in cities or more well-served regions. Our report Coast and Country: Access to Higher Education Cold Spots in England lays bare the scale of these disparities, highlighting how geography continues to shape opportunity – and what must be done to address it.

A national picture that hides local realities

Drawing on ‘Widening Participation in Higher Education’ data published annually by the Department for Education, our report examines the differences in higher education participation by age 19 for state-funded pupils living in different types of places in England. We focus specifically on learners eligible for free school meals (FSM), who are among the most disadvantaged in the education system and a critical group for understanding equity in higher education.

At a national level, higher education participation for FSM learners stood at 29% in 2022/23. But this headline figure masks stark geographical variation. Excluding London areas, which account for only 16% of England’s population, the average progression rate outside the capital fell to just 23%. London’s strong performance is obscuring a far more challenging situation across much of the rest of the country.

Disparities become sharper as places become smaller. In 2022/23, the average higher education progression rate for FSM learners fell steadily from 42% in core cities to just 19% in villages and rural areas. Coastal communities see notably lower progression as well. Their average higher education progression rate for FSM learners in 2022/23 was 11 percentage points lower than in inland areas, with pupils in many coastal areas having less than a one-in-five chance of going on to higher education.   

All in all, as depicted in Diagram 1, it is in rural villages where FSM learners had the least chance of progressing to higher education. Coastal locations also tend to have lower participation rates compared to their inland counterparts, even when the areas are similar in size and settlement type.

Diagram 1: Average FSM higher education participation rates in different area types in 2022/23

Explaining the gaps – and why place matters

It is often argued that disparities in HE progression are largely explained by attainment in schools, and for a number of years increasing attainment was the priority where widening access work was concerned for the Office for Students. In the report, we mapped GCSE attainment at the area level against FSM higher education progression rates in 2022/23 and we indeed found a strong correlation (𝑟=0.9001). However, that relationship between prior attainment and FSM higher education participation becomes much weaker when it comes to rural villages and coastal areas (𝑟=0.4181 for rural villages; 𝑟=0.4733 for coastal areas). In these communities, improving attainment alone does not fully address low higher education participation.

The presence of a higher education provider can also be a decisive factor in participation. In our report, we mapped the distribution of universities and colleges in England. HE providers are heavily concentrated in core cities, and 39 of the 42 core city areas are situated inland. London alone is home to over 40 universities and HE institutions, plus numerous smaller providers, while half of the 18 rural villages in our study have only one or two universities – and the other half have none. This uneven distribution underscores how profoundly that where you live can shape whether higher education feels accessible. That said, it is not possible to say the extent to which the level of higher education provision or its supply affects the demand for it.

The limits of attainment and provider distribution in explaining disparities in HE participation underline the need for education policy that truly takes place into account. Effective approaches must go beyond national and regional averages, and at times operate at a finer level of granularity than broad place labels like ‘rural’ or ‘coastal’ can capture. Low participation is not confined neatly to rural villages or seaside towns, nor does urban location in itself guarantee access. In 2022/23, for example, the local authority area with the second lowest FSM higher education progression rate nationally was South Gloucestershire, an urban core city area. Places that appear to have similar characteristics can also experience vastly different outcomes: for instance, Oldham and Blackpool are both large towns located just over 50 miles apart, yet FSM progression rates stood at 36.2 percent in Oldham compared to just 16.2 percent in Blackpool.

These contrasts highlight why widening participation policy and efforts must engage with local conditions in a more nuanced way. Factors such as transport connectivity, the availability of part-time or flexible study, alignment with local labour markets, cultural expectations around higher education, and the strength of local support networks all shape whether HE feels achievable. It is the combination of structural, logistical and social factors that shape whether HE is genuinely within reach. Without attention to these finer-grained dynamics, place-based policy risks remaining too blunt to reach the communities most in need.

Breaking the postcode lottery

Since our report was published, the latest ‘Widening Participation in Higher Education’ data, covering up to 2023/24, have become available. Patterns of disparities in FSM higher education participation between different types of places in England have remained unchanged. And as shown in Diagram 2, gaps between different types of places have continued to grow over the past decade, under a widening participation approach that emphasises individual institutions over the collaborative, place-based, cross-sector strategy previously used.

Diagram 2: Gaps in average FSM higher education participation rates between different types of places in 2013/14 and 2023/24

It is therefore welcome that the government has begun to acknowledge these challenges. Its Post-16 Education and Skills White Paper commits to addressing higher education cold spots, improving understanding of local supply and demand, and tackling systemic barriers faced by disadvantaged learners. The creation of a Higher Education Access and Participation Task and Finish Group focused on tackling regional gaps and barriers across the student journey is a positive step in this direction, and one of our report’s authors, Professor Graeme Atherton, is sitting on the group.

However, recognition must translate into delivery. Our report sets out key recommendations, including setting local education participation targets as part of the government’s devolution strategy, auditing post-16 provision by place, and shifting the focus of widening access strategy from individual providers’ approach to local participation outcomes.

The evidence is clear: without a place-sensitive approach, existing gaps in HE participation will continue to widen. The closure of the University of Essex’s Southend campus illustrates what is at stake. If place continues to dictate access to higher education, individuals and the communities they call home risk being shut out, not just from higher education, but from the opportunities, skills and futures it makes possible.

Frances Sit is Research and Policy Officer at the Ruskin Institute for Social Equity (RISE), which produces policy-relevant research related to inequality in the UK and focuses particularly on place-based inequality, education and skills, work/labour market and the role of business. Frances supports RISE’s policy and research initiatives and coordinates the planning, promotion and delivery of its events. Previously, she served as the Policy and Communications Officer at the National Education Opportunities Network (NEON), the UK’s professional organisation supporting those involved in widening access to higher education. Before that, Frances worked as a journalist, reporting on education, politics, social movements.

Professor Graeme Atherton is Associate Pro-Vice-Chancellor for Regional Engagement at the University of West London, Vice-Principal of Ruskin College, Oxford and the Director of the World Access to Higher Education Network (WAHEN). He studied Philosophy, Politics and Economics at Trinity College Oxford and has been working in the field of education research and management since 1995. An international leader and researcher in access to higher education and social mobility, Graeme has produced over 200 conference papers and publications, led regional, national and international initiatives to increase opportunity in higher education and frequently comments on social mobility and education in the UK and internationally. He founded AccessHE and the National Education Opportunities Network (NEON), and now leads the Ruskin Institute for Social Equity (RISE).


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The Tao of plagiarism: when chi achieves enlightenment without you

by a mildly surprised emeritus professor

Academics are taught many things over the years. How to write grant applications in a tone of sober optimism. How to disagree politely while eviscerating an argument. How to pretend that Reviewer 2’s comments are ‘helpful’. But we are rarely prepared for the moment when our own work achieves enlightenment and returns to the world under a different name.

It began, as these things often do, with Google Scholar. Browsing innocently, I discovered that a paper I had written many years ago, first author with two colleagues, had been reborn. Here it was miraculously renewed: Freeing the chi of change: The Higher Education Academy and enhancing teaching and learning in higher education. Same title. Same argument. Same metaphors. Different authors. Different journal. Different universe.

This was not mere influence. Nor was it scholarly dialogue. This was something more metaphysical. The article had apparently passed through the cycle of samsara, shedding its original authorship like an old skin, and had re-emerged – serene, confident, and wholly unburdened by attribution.

Opening the paper produced a strange sense of déjà vu. Paragraphs unfolded exactly as I remembered writing them. The argument progressed through familiar analytical levels. The meso level was, once again, mysteriously absent. And there it was: the metaphor of chi – blocked, stagnant, yearning to be freed – flowing unimpeded across two decades and several thousand miles.

One could not help but admire the fidelity. This was not slapdash copying. This was careful stewardship. A lightly paraphrased abstract here, a synonym substituted there. “Examines” had matured into “takes a look at”. “Work intensification” had achieved inner peace as “an increase in workload”. The original prose had been gently guided toward a simpler, more mindful state.

The production values added to the sense of cosmic theatre. Running headers attributed the article to someone else entirely, suggesting either deep enlightenment or mild confusion. Words occasionally developed spontaneous internal spacing, or none at all, as if even the typography were observing a vow of non-attachment. Peer review, meanwhile, appeared to have transcended physical form altogether.

At moments like this, one is tempted to ask philosophical questions. What is authorship, really? If an argument is copied perfectly, does it still belong to its original creator? If a journal publishes without editors in the room to hear it, does it still make a sound? If a metaphor about blocked chi appears in the forest of academic publishing, does anyone notice?

And then there is Google Scholar, calmly indexing it all, like a Zen monk sweeping leaves while entire epistemologies collapse around him.

The emotional journey is predictable. Surprise gives way to irritation, which in turn yields to a kind of exhausted amusement. After all, it is not every day one gets to read one’s own work as if it were new – especially when it has been thoughtfully simplified for contemporary consumption.

Correspondence followed. Screenshots were taken. Appendices multiplied. Examples of verbatim overlap were laid out with the careful precision of a tea ceremony. The original article was cited. The reincarnated article was cited. Karma, it seemed, was being documented.

What lingers after the initial absurdity is not just concern about misconduct, but about the ecosystems that allow such reincarnations to flourish. Journals without editors. Publishers without addresses. Ethics policies without enforcement. A publishing landscape in which the appearance of scholarship is often sufficient, and coherence is optional.

Perhaps this is the true lesson of Eastern philosophy for higher education. When systems lose balance, chi stagnates. When oversight weakens, energies flow in unexpected directions. When scholarly publishing detaches from accountability, articles achieve nirvana without the inconvenience of authorship.

The good news is that the chi remains remarkably resilient. Even when blocked, it finds a way. It circulates. It reincarnates. It reappears – sometimes with better spacing, sometimes with worse.

As for me, I have learned a valuable lesson. Should I ever wish to republish my earlier work, there are evidently paths that require no revision, no peer review, and very little effort. I will not be taking them. But it is oddly comforting to know that my chi, at least, is doing well.

SRHE Fellow Paul Trowler is Emeritus Professor of Higher Education at Lancaster University. His work focuses on teaching, learning, and organisational change, with a long-standing interest in how academic practices operate in everyday settings. More recently, he has been working on doctoral education and the practical use of AI within learning architectures that support research and learning. He continues to write and develop tools that emphasise dialogic, theory-informed approaches rather than transmission-led models.


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Understanding complex ambiguous problems through the lens of Soft Systems Methodology

by Joy Garfield and Amrik Singh

As the future leaders of a society that is increasingly complex and challenging higher education students need a good grasp of social, political, economic and environmental issues and need to feel equipped to propose reasonable recommendations. This can seem a daunting prospect for anyone, let alone higher education students who may have little or no prior experience of working in these areas. Students need to understand the world view of the stakeholders and the what, how and whys of the situation being explored. What is the problem situation, how will we understand it, and why are we trying to understand it? Here we describe an approach successfully used in our postgraduate teaching at Aston Business School, UK.

Soft Systems Methodology (SSM) (Checkland, 1986) has been successfully used in many different contexts for complex problem-solving. With its seven-stage structure it provides a framework for structuring/framing wicked problems by initially thinking about what is happening in the real world from the point of view of different stakeholders. An idealised world without any constraints is then explored from different stakeholder perspectives so that different wants/needs for a new system can be considered. Students are encouraged to use empathetic discourse to understand the multiple perspectives of the stakeholders in the problem situation. The comparison between the real world and idealised worlds allows for an eventual accommodation of future ways forward.

Soft Systems Methodology is currently used to teach complex problem solving to postgraduate students at Aston. The module team have developed a group-based approach that has been found to produce a deeper understanding of concepts and yield better overall results, particularly given that students are mostly international postgraduate students. For most of the students their first language is not English, and they are new to complex problem-solving.

Teaching sessions are structured around the different stages of the Soft Systems Methodology. Group work is used so that students support one another in their learning of the concepts and then apply these individually to their chosen assessment topic. The UK criminal justice system is taken as an in-class example and students are asked to think about a particular complex area to focus on, eg overcrowding in prisons in a particular city. Terminology can be particularly complex and hard to grasp if your first language is not native English, so the language used to explain concepts is kept simple and a number of areas of scaffolding are used to help to support the learning.

The first task related to SSM involves students identifying the stakeholders and their power/interest in the complex situation. Students are then taught the concepts of a rich picture and they draw a rich picture as a group for their chosen problem situation using white board paper (example below). The rich picture itself enables students to understand the real world, stakeholder issues, conflicts, and relationships together with who interacts with the problem from outside of its boundary.  Students present their rich pictures to the wider group for formative feedback.

This helps with constructive feedback and a deeper understanding of the complex issue. The rich pictures may seem simple, but simplifying a complex problem is complex in itself! This helps students to understand and tease apart the complexities of the problem situation. The rich picture depicts the problem situation better than just making notes alone.

For the realisation of the idealised world, students put themselves in the shoes of the stakeholder.  This involves empathetic discourse whereby students interview one another about what they would want for a system, without taking into consideration any constraints from different stakeholder perspectives. Students are then able to expand these statements as a group to take into consideration the different aspects. From this, students construct a model which helps depict the transformation activities that the stakeholders wish to conduct to reach their desired output.

By gaining a better understanding of the real world from drawing the rich picture and thinking about an idealised world and possible transformation activities, students can then gain an understanding for the changes going forward.

Topics chosen by students for their assessment have included: housing refugees in the UK; online exams or in person exams at university; homelessness; impact of the pandemic on tourism; child marriages in India; a start up in France to reduce plastic packaging; finding the appropriate route for a railway between two cities in Germany. These are all complex and ambiguous problems that need to be understood before any potential solutions are made.

During the module students develop confidence in the application of SSM and come to a true understanding of the process of accommodating different stakeholder perspectives – especially when consensus is not always possible. What we understand from this journey is that there is no ‘one shoe fits all’ solution when understanding complex ambiguous problems.

Empathy enriches the SSM process by ensuring the human side of systems is as important as the technical side. It helps to create solutions that work not just in theory but in real, messy, human-centric environments. Empathetic discourse is very valuable to understand the voice of the stakeholders. What we have learned from the delivery of the module is that when complex ambiguous problems are human centric, then the solutions are human centric also.

Checkland, P (1986) Systems thinking, systems practice Chichester: Wiley

Dr Joy Garfield is a Senior Teaching Fellow and Director of Learning and Teaching for an academic department at Aston Business School, Aston University, UK.  Her subject discipline area is information systems, particularly systems modelling and complex problem solving. With just over 20 years of experience in academia, she has worked at a number of UK universities. Joy is a Senior Fellow of Advance HE and is currently an external examiner at Sheffield Hallam University and the University of Westminster. 

Dr Amrik Singh is a Senior Teaching Fellow at Aston University, UK. He has over 15 years of academic experience in Higher Education. He is also a Senior Fellow of the Advance HE, SFHEA. His teaching areas includes operations management, effective management consultancy, and business operations excellence. 

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The Society for Research into Higher Education in 2015

by Rob Cuthbert

In SRHE News and Blog a series of posts is chronicling, decade by decade, the progress of SRHE since its foundation 60 years ago in 1965. As always, our memories are supported by some music of the times. This is the last of the series.

2015 was a troubled year, as wars and terrorist outrages proliferated. Russia had invaded Crimea and eastern Ukraine in 2014 and a supposedly agreed ceasefire in 2015 broke down within days, as had a previous agreement in 2014. The war in Iraq involving Islamic State, which had started in 2013, would not end until 2017. Islamic State were also involved in the Syrian civil war, drawing in more and more major powers on opposite sides. It would continue until the Assad regime was overthrown in 2024, but elsewhere the Arab Spring popular uprisings had mostly faded. Massacres in Nigeria by Boko Haram killed more than 2,000 people. Al Qaeda gunmen killed 12 people and injured 11 more in Paris at the offices of newspaper Charlie Hebdo. Al-Shabaab killed 148 people, mostly students, at the Garissa University College in Kenya. A terrorist bomb probably brought down Metrojet Flight 9268, an Airbus A321 airliner which crashed in Sinai, killing 224 passengers and crew. Another Airbus was deliberately crashed by its first officer in the French Alps, killing all 150 people on board. An earthquake in Nepal killed 9000 people, and at least 2200 people died in a stampede at the Hajj pilgrimage in Mecca.

Xi Jinping had been leader of China since 2012, as had François Hollande in France; Angela Merkel was in her tenth year as German Chancellor and Barack Obama was halfway through his second term as US President. The UK general election in 2015 was won by the Conservatives under David Cameron; their former coalition partners the Liberal Democrats suffered their worst result in recent history, paying for their betrayal of Nick Clegg’s “pledge” before the 2010 election to abolish HE tuition fees, even though they almost said sorry. The Labour Party elected Jeremy Corbyn as leader. Queen Elizabeth II became the longest-serving British monarch. The Paris Agreement at COP 21 saw countries agreeing to “do their best” to keep global warming to “well below 2 degrees C” and Greece became the first advanced economy ever to default on a payment to the International Monetary Fund.

Australia beat New Zealand to win the Cricket World Cup, jointly hosted by Australia and New Zealand. The Rugby World Cup was held in England but the hosts flopped as New Zealand beat Australia in the final. Microsoft launched Windows 10, and a new startup called OpenAI was founded.

Higher education in 2015

In 2015 the dominant theme in higher education was internationalisation. A 2016 book by Paul Zeleza (Case Western Reserve University, US), The Transformation of Global Higher Education 1945-2015 argued that “Internationalization emerged as one of the defining features of higher education, which engendered new modes, rationales, and practices of collaboration, competition, comparison, and commercialization. External and internal pressures for accountability and higher education’s value proposition intensified, which fueled struggles over access, affordability, relevance, and outcomes that found expression in the quality assurance movement.”

The Economist leader in March said the world was going to university but: “More and more money is being spent on higher education. Too little is known about whether it is worth it”. Students in Canada, Netherlands, UK and elsewhere were still protesting, trying to hold back the river of commercialisation, but they were just washed away.

Simon Marginson (by then at the UCL Institute of Education) naturally provided the authoritative commentary in his 2016 article in Higher Education: “Worldwide participation in higher education now includes one-third of the age cohort and is growing at an unprecedented rate. The tendency to rapid growth, leading towards high participation systems (HPS), has spread to most middle-income and some low-income countries. Though expansion of higher education requires threshold development of the state and the middle class, it is primarily powered not by economic growth but by the ambitions of families to advance or maintain social position. However, expansion is mostly not accompanied by more equal social access to elite institutions.“

The Going Global conference in 2015 in London had 1000 VCs and others debating “the impact of the greatest global massification of higher education ever experienced”, as NV Varghese, Jinusha Panigrahi and Lynne Heslop reported for University World News on 27 February 2015. Oxford University provided its own report on International Trends, and there was continuing progress towards a common European Higher Education Area, as the 2015 Implementation Report said: ““The European Higher Education Area (EHEA) has evolved towards a more common and much more understandable structure of degrees. There is, however, no single model of first-cycle programmes in the EHEA.” No single model for pop music either, as the Eurovision Song Contest in Vienna was won by Sweden with “Heroes” (no, me neither) and George Ezra’s European tour included Budapest.

UK HE in 2015

In 2015-2016 there were 162 publicly-funded HE providers in the UK; HESA held data on all of them, plus the decreasingly private University of Buckingham. In addition there was HE provision in FE colleges and other places. Of the 2.3million HE students, 60% were full-time undergraduates. 56.5% of all students were female, 43.5% male. Total numbers had been falling since 2011-2012, because the decline in part-time numbers had outstripped the continuing growth of full-time and sandwich student numbers, up by 5.8% over the same period. Business and administrative studies was the most heavily populated at both UG and PG levels, as in previous years; at PG level Education was second. Reflecting the globalisation of HE, UK universities in 2015-2016 had over 700,000 students registered in transnational education.

The 2004 Higher Education Act (2004 c. 8) had established the Arts and Humanities Research Council and provided for the appointment of a Director of Fair Access to Higher Education. It set out arrangements for dealing with students’ complaints about higher education institutions and made provisions on grants and loans for FHE students. Then came the 2005 Education Act (2005 c. 18), which renamed the Teacher Training Agency (established by the 1994 Education Act) as the Training and Development Agency for Schools (TDA). The Learning and Skills Council was set up by the 2007 Further Education and Training Act (2007 c. 25) and the 2008 Sale of Student Loans Act (2008 c. 10) allowed the government to sell student loans to private companies. The school leaving age went from 16 to 18 under the 2008 Education and Skills Act (2008 c. 25) and the2009 Apprenticeships, Skills, Children and Learning Act (2009 c. 22) created a statutory framework for apprenticeships, and established among other things the Young People’s Learning Agency for England (YPLA), the office of Chief Executive of Skills Funding and the Office of Qualifications and Examinations Regulation (Ofqual).

Labour might have had a head full of dreams, but many of their new structures were dismantled after the coalition government was elected in 2010. There was bad blood between Education Secretary Michael Gove and the teacher unions’ ‘blob’; his 2011 Education Act (2011 c. 21) put an end to the General Teaching Council for England, the Training and Development Agency for Schools, the School Support Staff Negotiating Body, the Qualifications and Curriculum Development Agency and the Young People’s Learning Agency for England. The Act also ended the diploma entitlement for 16 to 18 year olds and abandoned Labour’s aim of making 18 the upper age limit for participation in education.

The tortuous rise of HE fees for undergraduates was usefully summarised in a 2015 House of Commons Library Briefing Note. The £1000 fee introduced in 1998 had risen to £3000 after 2006, in a move which almost brought down the Labour government. The 2010 election saw the Liberal Democrats renege on their pre-election ‘pledge’ to abolish tuition fees, instead agreeing with their Conservative coalition partners to triple them instead, which had many asking ‘What do you mean?’ The £9000 fees were partly a consequence of the Browne Review, but the government as always cherry-picked the recommendations it liked and ignored the package which was proposed. A 2010 vote set fees at between £6000 and £9000, but as everyone had predicted – except the Universities Minister David Willetts – English universities scrambled en masse to charge £9000, for fear of otherwise being labelled as inferior. The £9000 fees took effect in September 2012, while in other parts of the UK tuition fee arrangements increasingly diverged from England’s world-beating fee levels. The fee rose with inflation to £9250 but was then frozen, fiscal drag which would cost HE many £billions in revenue and lead to today’s widespread financial problems.

In June 2011 the government published the White Paper Higher Education: Students at the Heart of the System, but the anticipated Higher Education Bill did not follow. Minister David Willetts was not letting go; he brought forward a package of reforms to change HE regulation: placing the funding council in an oversight and coordination role; establishing a Register of Higher Education Provision; introducing designation conditions for HEIs, and a new designation system for alternative providers; updating the Financial Memorandum; reforming student number controls, including a system for alternative providers; and creating a Designation Resolution Process. Once again Sue Hubble of the House of Commons Library provided a definitive record in September 2013, noting some commentators’ criticisms that such sweeping changes had been achieved by administrative procedures rather than primary legislation.

In July 2015 DBIS updated the statistics on widening participation, which showed continuing but erratic progress despite too many policy interventions. We had to wait until November 2015 for a Green Paper, Fulfilling Our Potential, which proposed establishing a Teaching Excellence Framework, abolishing the Higher Education Funding Council for England and replacing it with the Office for Students. It would not be until 2017 that the Higher Education Reform Act confirmed and enshrined these changes in statute. HEPI Report 161, edited by SRHE member Helen Carasso (Oxford), looked back on the 20 years since HEPI’s formation in 2022-2023. It included a chapter by SRHE Fellow Michael Shattock (UCL) on how ‘self-governed’ universities (I doubt if we’ll see you again) were forced to say Hello to a ‘regulated’ university system: “The year 2003 can be seen as starting point in a process of systemic governance change in UK higher education.”

SRHE and research into higher education in 2015

By 2015 research into higher education had been noticed even in the furthest corners of academe. A 2012 book chapter by philosopher Andre V Rezaev (St Petersburg State University) was thinking out loud: “… to articulate a possibility for integrating a number of perspectives in studying higher education as a scholarly subject in current social science. We begin with the reasons for such an undertaking and its relevance. We then develop several basic definitions in order to establish a common conceptual basis for discussion. The final section presents new institutionalism as one of the ways to integrate several approaches in understanding higher education. This chapter is rather theoretical and methodological in its outlook. We develop the basic approach that, in many respects, is still a work in progress. We take in this approach a set of arguments that open up new research agenda rather than settled a perception to be accepted uncritically.” Even latecomers were of course welcome.

With due ceremony SRHE staged a 50th Anniversary Colloquium in London on 26 June 2015. The congregation of more than 200 people included almost everyone who had been anyone in HE research in the UK, and many places beyond, gathered in Westminster for discussion and celebration, primed by ‘think pieces’ from SRHE Fellows past and future. The themes encapsulated the scope of research into HE: Learning, Teaching and the Curriculum (Marcia Devlin); Academic Practice, Identity and Careers (Bruce Macfarlane); The Student Experience (Mary Stuart); Transnational Perspectives (Rajani Naidoo); Research on HE Policy (Jeroen Huisman); Going Global (Paul Ashwin); Access and Widening Participation in HE (Penny-Jane Burke); and, Reflective Teaching in HE (Kelly Coate).

The Society had managed to shake off its financial woes and was flourishing in financial and academic terms. The chairs from 2005 were Ron Barnett (UCL), George Gordon (Strathclyde), Yvonne Hillier (Brighton), and Jill Jameson (Greenwich). The successful series of books published by the Open University Press had ended when it was swallowed by McGraw-Hill, but a seamless change led to a new and even more successful series with Routledge from 2012. SRHE News was reimagined and relaunched in February 2010, and the SRHE Blog followed from 2012. The Society’s office moves continued, switching in 2009 from the Institute of Physics in Portland Place to a brief sojourn at Open University offices in 44 Bedford Row, London, before finding a longer-term home on the second floor at 73 Collier Street in London. In 2009 the annual Research Conference was held for the first time at Celtic Manor in Newport, Wales (where François Smit might often have said shut up and dance). It would return every year until 2019, just before Covid disrupted the world, including the world of research into higher education. The Society would however emerge even stronger, having discovered the power of online meeting (if you don’t believe me, just watch) to expand its global reach, as a more prominent complement to the still essential face-to-face meetings in networks and conferences.

Rob Cuthbert is editor of SRHE News and the SRHE Blog, Emeritus Professor of Higher Education Management, University of the West of England and Joint Managing Partner, Practical Academics. Email rob.cuthbert@uwe.ac.uk. Twitter/X @RobCuthbert. Bluesky @robcuthbert22.bsky.social.


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Snakes and Ladders: gamifying educational research to enhance practice

by Lucy Panesar

I write here about an example of higher education research that has been gamified to enhance inclusive practices at the University of Kent. The original game of Snakes and Ladders had its origins in a ritual Indian game of knowledge, evolving to entertainment, and now again to education.

Student Success Snakes and Ladders is a University of Kent staff development game I created with research associate Dr Yetunde Kolajo in 2024, to support colleagues to understand student barriers and identify appropriate solutions. It takes the classic Snakes and Ladders board game and adds cards explaining the reason for a student downfall or advancement. These scenarios were derived from longitudinal research by Hensby, Adewumi and Kolajo (2024) that tracked the higher education journey of 25 students in receipt of the Academic Excellence Scholarship (AES) at Kent. The AES research reveals factors influencing student retention, continuation and attainment along with associated institutional supports.

We adapted Snakes and Ladders to gamify the AES research findings in a way that develops inclusive student support practices. Our version of the game rests on principles of “serious play” (Rieber et al, 1998), in the way that it supports players to understand and respond to the real lives of students with care, respect and a sense of collective responsibility. The classic Snakes and Ladders game we’ve adapted has a rich history in both entertainment and educational contexts, and this encouraged us to adapt it for our purposes.

We have run Student Success Snakes and Ladders with over 200 colleagues now. When we ask who’s played Snakes and Ladders before, nearly everyone says yes, whatever their background, due to the game’s international popularity. And like many popular traditions in British culture, the game made its way to the UK via British colonialism. As a half-Indian Brit, it was a pleasure but no surprise to learn from Wikipedia that Snakes and Ladders originated in ancient India as Moksha Patam and came over to the UK in the 1890s.

The image is a Jain version of Snakes and Ladders called Jnana Bazi or Gyan Bazi from India, 19th century, Gouache on cloth (Wikicommons).

Mehta (cited in Aitken, 2015) explains: “Just as the board game of chess was designed to teach the strategies of war, so Snakes and Ladders was played ritually as Gyanbaji, the Game of Knowledge, a meditation on humanity’s progress toward liberation.” Topsfield (2006) explains how variants have been found across Jain, Hindu and Sufi Muslim sects in India and describes how: “… pilgrim-like, each player progresses fitfully from states of vice, illusion, karmic impediment, or inferior birth at the base of the playing area to ever higher states of virtue, spiritual advancement, the heavenly realms, and (in the ultimate, winning square) liberation (mokṣa) or union with the supreme deity.”

This paints quite a different picture to the fun game of chance most of us played as children. Topsfield outlines how the game developed from its Indian spiritual origins into a more moralistic English children’s game in the late 1800s and then into the modern simplified derivatives familiar to us now.

While the game is still played mainly for fun, it has continued to serve educational purposes across the globe. Snakes and Ladders is used to teach Jawai script in Malaysian primary schools (Shitiq and Mahmud, 2010); to promote moral education learning systems in Nigeria (Ibam et al, 2018); for Covid awareness training (Ariessanti et al, 2020), sex education (Ahmad et al, 2021) and to promote healthy eating in Indonesia (Thaha et al, 2022). An article on Snakes and Ladders being used for anatomy training in Iran concludes that the method “can excite the students, create landmarks for remembering memorizing methods and can improve their team work” (Golchai et al, 2012). In the UK, Snakes and Ladders has been used to facilitate Dignity in Care training by Caerphilly Council (2024).

Inspired by these other examples of ‘serious play’ (Rieber et al, 1998), Yetunde and I adapted the game to develop inclusive student support practices at Kent. We bought existing copies of the board game and added bespoke snake and ladder cards, each with different scenarios from the AES research. When players fall on a snake or ladder, they read a corresponding card to understand the scenario leading to that advance or decline.

Before sliding down any snakes, players can use a blank “Catch” card to propose an intervention to mitigate the snake and allow the student to stay put. This element prompts colleagues to collaborate to enhance inclusive and equitable practices, reinforcing values inscribed in the Advance HE Professional Standards (2023). If players fall on a yellow square, they can pick up a “Campus” card to reveal and discuss an aspect of campus life in relation to student success.

Student Success Snakes and Ladders has been well received by Kent staff, including academics, and has proved to be an effective way of using institutional research to enhance student support practices. Our next step is to embed the game within mandatory training for academic and support staff across the university, to ensure that more students are supported to avoid slippery snakes along their higher education journey.

Dr Lucy Panesar is a UK-based educator and educational developer focused on the development of inclusive and equitable higher education practices. Her first teaching role was at the University for the Creative Arts and her first educational development role was at the University of the Arts London, where she led various projects promoting curriculum decolonization. Since 2022, she has been a Lecturer in Higher Education at the University of Kent, supporting academic and curriculum development across the disciplines.


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One Nation, One Subscription: why it matters for India’s researchers

by Satveer Singh Nehra, Saloni Chaudhary, and Kanchan Nagpal

India’s One Nation, One Subscription (ONOS) scheme is one of the most ambitious initiatives in reshaping global access to scholarly knowledge. Approved as a central scheme in November 2024 and rolled out from January 2025, ONOS promises nationwide access to around 13,000 international journals from 30 major publishers for publicly funded higher education and research institutions. Our study aimed to critically examine the potential of this new scheme in transforming India’s research landscape, alongside the challenges involved in its implementation and the opportunities for global accessibility that lie ahead. This blog post abridges the key findings of our study, published in Policy Reviews in Higher Education and highlights how ONOS can foster inclusive growth and research activities.

While India is among the largest producers of scientific and engineering papers globally, its academic institutions have historically faced significant barriers to accessing high-impact international journals due to restrictive paywalls and exorbitant subscription costs. While premier institutions such as the Indian Institutes of Technology (IITs) and the Indian Institute of Science (IISc) possess the financial capacity to procure these expensive databases, a vast majority of universities and colleges struggle to provide even rudimentary access to cutting-edge research. This groundbreaking policy seeks to bridge the urban-rural knowledge divide, reduce institutional costs, and position India as a global research leader by integrating paywalled content into the country’s academic mainstream.

The ONOS initiative is a central scheme formally approved by the Union Cabinet on November 25, 2024. It is administered under the supervision of the Office of the Principal Scientific Adviser to the Government of India (PIB, 2025). Implementation of the first phase commenced on 1 January 2025. The scheme is executed by the Information and Library Network (INFLIBNET), an Inter-University Centre of the University Grants Commission (UGC), which manages the subscriptions via a centralised portal.

The financial commitment to this initiative is substantial, with an allocation of approximately ₹6,000 crore ($715 million) for the calendar years 2025, 2026, and 2027. Additionally, the policy includes a central fund of ₹150 crore ($16.9 million) per annum to support authors in paying Article Processing Charges (APCs) for publishing in selected high-quality Open Access journals, thereby aiding researchers who previously had to pay these high costs themselves.

The scale of ONOS is vast, comprising agreements with 30 leading international publishers, including major entities such as Wiley, Springer Nature, Elsevier ScienceDirect, IEEE, and the American Chemical Society. Through these agreements, approximately 13,000 e-journals across 27 subject categories, ranging from STEM to humanities and social sciences, are made available to institutions. Currently, the initiative encompasses over 6,500 research and development institutes, as well as central and state government universities and colleges. The access mechanism utilises the ONOS portal, where users can access resources on campus via institutional IPs or off campus using the Indian Access Management Federation (INFED) for authentication.

ONOS as a catalyst for NEP 2020

The ONOS initiative is not an isolated measure but a strategic enabler of the National Education Policy (NEP) 2020, which envisions transforming India into a global knowledge superpower. The NEP 2020 prioritises universal access to quality education and the fostering of a vibrant research ecosystem (Ullah, 2024). By centralising subscriptions and removing paywalls, ONOS directly supports the NEP’s equity mandate, ensuring that students in Tier 2 and Tier 3 cities have access to the same prestigious scholarly journals as those in elite institutions.

Furthermore, the NEP emphasises multidisciplinary learning, encouraging students to break existing boundaries between disciplines (Kasturirangan, 2019). ONOS supports this pedagogical shift by providing access to a diverse array of multidisciplinary resources, allowing, for instance, engineering students to access social science literature. This aligns with the establishment of the Anusandhan National Research Foundation (ANRF), which aims to foster an innovative culture across Indian universities and research laboratories through financial assistance. The primary impact of ONOS is the democratisation of information, potentially benefiting nearly 1.8 crore (18 million) students, faculty, and researchers. By negotiating collective licenses, the government aims to resolve accessibility issues while ensuring compliance with copyright laws (Nithila Kovai, 2025).

Prior to ONOS, the country’s collective expenditure on academic journals was estimated at over ₹1,500 crore annually. Through bulk licensing, ONOS aims to reduce these national expenditures on journal access by 30–40% (Chakraborty et al, 2020). By ensuring immediate dissemination of global research to the wider community, the initiative is expected to boost India’s research productivity and citation rates, thereby enhancing the nation’s visibility in the global academic discourse.

Consequently, ONOS is viewed as a well-thought-out investment in India’s research capacities, designed to create a level playing field for innovation nationwide through enhanced digital infrastructure.

Possible roadblocks

Despite its transformative potential, the ONOS initiative faces significant challenges in implementation. A primary concern is the “digital divide” and infrastructure gaps. Over 70% of rural Indian colleges lack reliable internet access, which severely limits the reach of this digital-first scheme. Without robust digital infrastructure and literacy training, the benefits of ONOS may remain concentrated in urban centres, undermining its goal of inclusivity.

Financial sustainability is another critical issue. Unlike global open-access initiatives such as the EU’s “Plan S“, which mandate freely available research, ONOS relies on a recurring subscription model. Critics argue that this perpetuates dependency on commercial publishers and may strain public finances during economic downturns. There is also concern regarding the dominance of Western publishers, whose profit margins can reach 35–40% (Fazackerley, 2023), potentially reinforcing a system where public funds subsidise corporate profits (Olsson et al, 2020). Furthermore, the current focus is predominantly on STEM disciplines, with insufficient coverage for social sciences, humanities, and regional language scholarship.

Institutional eligibility also remains a point of contention. There is ambiguity regarding the inclusion of private higher education institutions, which enrol over half of India’s students. Excluding these institutions would significantly diminish the scheme’s impact and reinforce inequities in scholarly access.

Concluding Remarks

India’s One Nation One Subscription initiative represents a bold paradigm shift in research policy, moving from fragmented, institution-based access to a unified national entitlement. By guaranteeing access to over 13,000 global journals for millions of users, it promises to catalyse a transformation in the country’s research ecosystem and support the ambitious goals of NEP 2020. However, for ONOS to truly democratise knowledge, it must navigate the challenges of digital infrastructure in rural areas, ensure sustainable funding, and eventually evolve towards a hybrid model that strengthens India’s domestic open-access publishing capabilities alongside these international subscriptions. Success will depend on overcoming publisher resistance, ensuring inclusive coverage across all disciplines and institutional types, and integrating this access with robust support for the dissemination of indigenous research.

Satveer Singh Nehra is a Senior Research Fellow at the Department of Library and Information Science, Savitribai Phule Pune University, Pune. His doctoral research focuses on Open Research Data and Research Data Management, emphasising the need for a national policy framework to strengthen open science initiatives in India. In addition to his primary research area, he actively explores emerging fields such as Digital Humanities and the application of Artificial Intelligence in library environments.

Dr Saloni Chaudhary is an academic and researcher dedicated to the evolving landscape of Library and Information Science. She currently serves as an Assistant Librarian at the University of Delhi and holds a PhD in Library and Information Science from Banaras Hindu University, Varanasi. Her research interests lie at the intersection of Scientometrics, Digital Literacy, and Digital Humanities, where she explores the impact of digital advancements on knowledge systems.

Dr Kanchan Nagpal is a library and information science professional and works as an Assistant Librarian at the India International Centre.  She holds a PhD degree in Library and Information Science. She is a council member of the Indian Library Association. 


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Changing landscape of international student mobility

by Hans de Wit, Philip G Altbach and Lizhou Wang

In its many diverse forms – including degree study, credit earning, branch campuses, and others – mobility remains a major aspect of international higher education. But mobility patterns are shifting. While the South-North movement remains primary at the world level, new patterns and modes are emerging. This blog describes these new patterns and their rationales. It is based on our chapter ‘International student mobility in a changing global environment: key issues and trends’, in: Simon Marginson, Catherine Montgomery, Alain Courtois and Ravinder Sidhu (eds), The Future of Cross Border Academic Mobilities and Immobilities: Power, Knowledge and Agency, published by Bloomsbury.

Notably, student and scholar mobility has become a mass enterprise, with more than six million students studying outside their countries in 2021 (UNESCO Institute for Statistics, 2024). But, although global student mobility is a significant factor and at the core of internationalisation efforts, it is limited to a small and mainly elite sector of the global student population. Six million global students represent a small proportion of the 254 million students pursuing higher education worldwide. Nevertheless, the mobility of learners, teachers, and scholars has always been a key dimension of higher education.

‘Internationally mobile students’ often refers to degree-mobile students who move to a foreign country for educational purposes and receive a foreign tertiary/higher education degree on a student visa. The predominant pattern of degree mobility at the world level has been from the Global South to the Global North, although there is also significant degree mobility within the Global North, in particular within Europe, and from the United States to Europe, as well as the reverse. Initially, the South to North flow consisted largely of small numbers of elites from colonies to the imperial countries. This movement increased significantly after independence, for example, students travelling to the UK and France. This kind of mobility also extended to other key Anglophone countries, including the United States, Canada, and Australia, which have maintained a dominant destination position. On the supply side, the fastest growth in outgoing students has been from Global South countries. From 1995 to 2010, the main sending countries worldwide were China, India, and Malaysia.

Shifting mobility patterns

While South-to-North and, to some extent, North-to-North mobility remain numerically dominant, there is a trend towards multipolarity and intra-regional student mobility. According to Van Mol et al (in E Recchi and M Safi (eds), (2024) Handbook of Human Mobility and Migration (pp 128–47). Cheltenham: Edward Elgar Publishers), the past fifteen years have witnessed a challenge to the hegemony of the Anglo-Saxon and Western countries, with new educational hubs gaining prominence. A more diverse set of countries now exerts greater relative influence in the overall student mobility network.

In particular, intra-regional mobility is growing in the South, from low-income towards middle-income countries. For China, the top senders are neighbours South Korea, Thailand, and Pakistan. For Russia, the top senders are nearby Kazakhstan, China, and Uzbekistan. Likewise, South Korea and Japan have become top study destinations for students from Vietnam, Indonesia, and Malaysia. For Argentina, all the top sending countries are also from South America: Brazil, Peru, Colombia, Paraguay, and Bolivia. Interestingly, some of the sending countries present themselves as new destinations, for instance, Kazakhstan and Vietnam. What drives these changes?

Macro-level drivers for international mobility

In the dynamic landscape of international higher education, macro-level factors, beyond the control of individual countries, higher education institutions (HEIs), and students, wield significant influence in changing mobility patterns. In many sending countries, the enhancement in higher education quality, along with economic development, plays an important role. For example, in East Asian countries, such as Japan and South Korea, the national higher education systems have now achieved excellent quality and become attractive study destinations for international students. And other countries follow.

Economic and financial considerations

Another global factor shaping the mobility landscape is the increasing commodification of education. Anglophone high-income countries have particularly benefited financially from this market. For example, in the academic year 2022–3, over one million international students at US colleges and universities contributed more than $40 billion to the US economy and supported more than 368,000 jobs (NAFSA, 2023). For the UK, the figure for the total economic contribution was £41.9 billion in the 2021/2 academic year (Higher Education Policy Institute, 2023).

At the same time, high living and tuition costs, coupled with increased xenophobia and visa and other restrictions in the Global North, have driven many students from the South to pursue education in non-Western nations where tuition and living costs are less expensive. These economic pull factors make the emerging study destinations attractive to many international students, especially those from middle-income and lower-income families.

Soft power and cultural influences

Many countries and institutions prioritise international student recruitment as a key target in their strategies for the internationalisation of higher education because of the value they place on securing soft power, cross-border cultural influence, and improved university rankings.

At the national level, countries utilise strategic policies and national agencies to promote international student recruitment and subsidize inbound mobility. Activities and initiatives involve various national actors that aim to build a comprehensive ecosystem in supporting immigration regulation, university cooperation, language training, and scholarships. Examples include the Indian government, which launched the Study in India flagship project in 2018 in collaboration with various government departments to enhance its global identity through international education initiatives. Similarly, the Education Plan in China’s Belt and Road Initiative showcases the political and diplomatic motivations behind its internationalisation strategy and international student recruitment.

Demographic change, labour market, and migration

For many countries in the Global North, significant demographic decline and the need for skilled labour have made it challenging to find sufficient talent domestically. Attracting talented international students, faculty, and professionals, as well as encouraging student retention, are often crucial strategies for higher education in high-income and middle-income countries.

Important in the above-mentioned factors are the many ways in which migration and student mobility cross over. Education functions as a significant migration doorway for a large minority of students moving from the Global South to the Anglophone countries. Tensions and controversies arise regarding international students’ post-study options, labour market needs, and immigration policies.

Complex and multilayered

In the words of Van Mol et al (2024, p141), international student mobility is ‘complex and multilayered’. It is influenced by a variety of changing contexts and related push and pull factors. There is no such archetype as ‘the international student’, as there are different forms of student, stakeholder roles, and motivations for mobility. In degree mobility, one can observe a gradual shift from a predominantly South-North movement towards a more diverse movement, with dominant sending countries, particularly in Asia, increasingly becoming receiving countries.

Revenue generation remains a dominant pull factor in the Anglophone higher education sector. Another key consideration is increasing the stay rate of international students so as to better meet skilled labour needs.

At the same time, geopolitical tensions, national security concerns, and nationalist anti-immigration sentiments and policies are becoming important obstacles to international student mobility. While international students and the revenues they generate are important in a few countries, perhaps more important to the global economy as a whole are patterns of high-skilled immigration related to student mobility. These patterns contribute to inequalities, impact remittances, influence scientific collaboration, and affect many other factors in numerous countries.

As countries navigate these complex dynamics, the strategic management of international student flows and integration of skilled graduates into the labour market will be crucial for maximising the benefits of global education and fostering international collaboration. Ultimately, understanding the evolving nature of international student mobility is essential for policymakers and educators who seek to enhance the internationalisation of higher education and address the broader challenges and opportunities it presents.

Hans de Wit is Emeritus Professor and Distinguished Fellow of the ‘Center for International Higher Education’ (CIHE) at Boston College. He is IAU Senior Fellow in the International Association of Universities (IAU) and Co-Editor of Policy Reviews in Higher Education (SRHE).

Philip G Altbach is Research Professor and Distinguished Fellow at the Center for International Higher Education at Boston College, where from 1994 to 2015 he was the Monan University Professor.

Lizhou Wang is an Assistant Professor at the Waseda Institute for Advanced Study, Waseda University, Japan. Lizhou conducts research on the internationalisation of higher education, including international mobility and research collaboration.