Memorandum by Universities UK
1. What have been the numbers of migrants
employed at higher education institutions in the UK over the past
ten years, and what has been their share in the total workforce?
Which occupations and academic positions have a particularly high
share of migrants, and why? How do you see the demand for migrant
teachers/academics developing over the next few years?
Universities UK response
The figures on higher education staff collected
by the Higher Education Statistics Agency (HESA) do not distinguish
between migrants and non-migrants. Information is collected on
nationality that may be taken as a broad indicator of migrant
status although many non-EEA nationals may not require entry clearance
or a visa.
In July 2007 Universities UK published a policy
briefing titled "Talent Wars: the international market for
academic staff". Key points from this briefing included:
— In the academic year 2005-06 19.1%
of academic staff were non-UK nationals and this group has increased
significantly in recent years; 27% of all academic staff appointed
in 2005-06 were non-UK nationals.
— There are more incoming academics
than academic emigrants from the UK. In 2005-06 there were significant
inflows from overseas at lecturer, researcher and other grades,
with greater outflow than inflow at senior lecturer/researcher
and professorial level. The greater new inflow in relevant areas
is welcome but the greater net outflow at senior levels may require
monitoring.
— The major countries of origin of
non-UK academic staff working in UK universities are Germany,
China, the USA, the Republic of Ireland, Italy and France.
— Non-UK academic staff tend to be
younger than their UK colleagues.
— Non-UK academic staff are more concentrated
in the following disciplines: languages, computer science, mathematics,
physics, engineering and technology and social/political studies.
— Students are the major source of
new entrants to the academic profession, including increasing
numbers of international students studying in the UK.
In terms of future demand there are some key
factors to highlight:
— Many countries are engaged in higher
education reforms that should result in more effective and efficient
systems. It will also mean increased international competition
for highly qualified academic staff as countries try to retain
them in their own systems or at least to encourage them to return
after a period overseas.
— Increased research and development
targets in many countries will mean increasing competition for
researchers around the world.
— The creation of the European Higher
Education Area by 2010 is likely to be another important factor
in reinforcing strong international demand for appropriately qualified
academic manpower.
— There is a need for improved intelligence
on the international academic recruitment market. There is a need
for greater understanding of the decision-making processes of
prospective international staff including more comparative data
on the benefits that are offered in different countries. A greater
understanding of the underlying influences on staff mobility may
assist the UK to continue to compete effectively in the global
talent war.
— There may be increasing pressure
to consider the ethical dimensions of recruiting international
staff, particularly from developing countries in areas such as
health.
2. Could you please provide a brief overview
of the flows (in, out and net) and stocks of foreign students
coming to and studying in the UK over the past ten years? What
is the share of foreign students in the student population at
higher education institutions in the UK, and how has this changed
in recent years? Among foreign students, what is the composition
by nationality (please distinguish between EU and non-EU, and
major groups among non-EU students)? How do you expect the number
and relative share of foreign students in the UK to develop over
the next few years?
Universities UK response
It is important to distinguish between international
and EU student numbers. International is the term generally used
in the sector to refer to non-EEA nationals, the term "foreign"
or "overseas" is gradually declining in usage. EU and
EEA students are generally considered for many purposes as "home"
students.
NON-UK DOMICILED STUDENTS AS A PROPORTION
OF ALL STUDENTS AT UK HEIs, 1996-2007
|
| 1996-97
| 1997-98 | 1998-99
| 1999-00 | 2000-01
| 2001-02 | 2002-03
| 2003-04 | 2004-05
| 2005-06 | 2006-07
|
|
| Number of International (Non-EU students) |
109,940 | 116,840
| 117,290 | 122,150
| 136,290 | 152,625
| 184,685 | 210,515
| 218,395 | 223,850
| 239,210 |
| % | 6.3%
| 6.5% | 6.4%
| 6.6% | 6.8%
| 7.3% | 8.5%
| 9.4% | 9.5%
| 9.6% | 10.1%
|
| Number of EU students | 88,124
| 96,424 | 101,995
| 102,510 | 94,575
| 90,135 | 90,580
| 89,545 | 100,005
| 106,225 | 112,260
|
| % | 5.0%
| 5.4% | 5.5%
| 5.5% | 4.8%
| 4.3% | 4.2%
| 4.0% | 4.4%
| 4.5% | 4.8%
|
| % Non-UK domiciled students | 11.3%
| 11.8% | 11.9%
| 12.1% | 11.6%
| 11.6% | 12.7%
| 13.4% | 13.9%
| 14.1% | 14.9%
|
| Total HE student population | 1,756,179
| 1,800,064 | 1,845,757
| 1,856,330 | 1,990,625
| 2,086,075 | 2,175,115
| 2,247,440 | 2,287,540
| 2,336,110 | 2,362,815
|
|
MAJOR COUNTRIES SUPPLYING STUDENTS TO UK HEIs, BY LEVEL
OF STUDY, 2005-06
|
| EU countries |
| Country | First
degree
| Country | Other
Under-
graduate
| Country | Post-
graduate
taught
| Country | Post-
graduate
research
|
|
| China | 20,540
| United States | 2,915
| China | 22,830
| China | 4,835
|
| Republic of Ireland | 8,055
| China | 2,545
| India | 12,530
| United States | 3,170
|
| Malaysia | 7,655
| Republic of Ireland | 2,130
| Greece | 8,645
| Greece | 3,115
|
| Hong Kong | 6,425
| France | 2,115
| United States | 5,765
| Germany | 2,270
|
| Germany | 5,890
| Germany | 1,665
| Republic of Ireland | 5,410
| Malaysia | 1,785
|
| France | 5,735
| Spain | 1,360
| Nigeria | 4,990
| India | 1,775
|
| Greece | 5,335
| India | 1,130
| Pakistan | 4,455
| Italy | 1,680
|
| Cyprus | 4,400
| Zimbabwe | 985
| Taiwan | 3,840
| France | 1,290
|
| India | 3,765
| Japan | 965
| Germany | 3,440
| Canada | 1,245
|
| Nigeria | 3,320
| Poland | 710
| France | 3,320
| Taiwan | 1,210
|
| United States | 2,905
| Nigeria | 620
| Thailand | 2,230
| Republic of Ireland | 1,195
|
| Spain | 2,525
| Greece | 585
| Japan | 2,180
| Thailand | 1,035
|
| Pakistan | 2,430
| Philippines | 585
| Canada | 2,085
| Mexico | 925
|
| Poland | 2,270
| Italy | 465
| Cyprus | 2,015
| Japan | 875
|
| Japan | 2,175
| Hong Kong | 385
| Hong Kong | 1,880
| Saudi Arabia | 850
|
| Sweden | 2,130
| Pakistan | 350
| Ghana | 1,725
| South Korea | 835
|
| Singapore | 2,035
| Taiwan | 350
| Malaysia | 1,685
| Spain | 830
|
| Norway | 1,900
| Malaysia | 325
| Italy | 1,660
| Portugal | 815
|
| South Korea | 1,695
| South Korea | 310
| Spain | 1,510
| Hong Kong | 755
|
| Italy | 1,655
| Cyprus | 305
| South Korea | 1,190
| Pakistan | 705
|
| Kenya | 1,640
| South Africa | 250
| The Netherlands | 1,095
| Iran | 680
|
| Sri Lanka | 1,555
| Canada | 235
| Turkey | 1,005
| Nigeria | 675
|
| Belgium | 1,450
| Sweden | 225
| Poland | 975
| Singapore | 510
|
| Portugal | 1,305
| Ghana | 225
| Saudi Arabia | 945
| Libya | 495
|
| Finland | 1,190
| Portugal | 210
| Kenya | 875
| Egypt | 490
|
|
Looking to the future continued growth is expected, although
it is unlikely to match the growth of the last decade.
In 2004 the British Council, Universities UK and IDP Education
Australia produced a report "Vision 2020: forecasting international
student mobility—a UK perspective". The study forecast
that the total global demand for international higher education
may increase from c.2.1 million in 2003 to approximately 5.8 million
by 2020. Within this overall increase demand for international
higher education in the higher education sectors of the five major
English speaking destination countries (MESDCs—USA, Australia,
Canada, UK, New Zealand) may increase from 1 million to 2.6 million.
For the UK share of these projected increases a set of five
scenarios were developed to forecast the likely impact of changes
in the global international student market. Each scenario incorporated
different predications regarding the relative performance of the
UK compared to the other MESDCs and the impact on the UK market
share. These figures are for both EU and international students
as international is used to mean non-UK students in this report.
Base scenario—assumes UK performance on attractiveness
factors remained constant with changes in demand arising from
demographics, economics and participation rates. This forecast
suggests there could be 325,000 international students seeking
higher education in the UK by 2010 and 511,000 by 2020.
Optimistic scenario—assumes the UK will consistently
increase its attractiveness. This forecast suggests there could
be 400,000 international students seeking UK higher education
by 2010 and 870,000 seeking UK higher education by 2020.
Pessimistic scenario—assumes the UK will experience
a decline in its attractiveness but particularly in the perception
of quality. The forecast suggests around 158,000 international
students may seek UK higher education by 2010 (a decline on the
latest 2003 HESA figures) before rising to 254,000 in 2020.
Price escalation scenario—assumes the UK will
experience a decline in perception of affordability due to price
increases but that numbers seeking UK higher education may increase
to 525,000 in 2010 and to 735,000 in 2020. These seemingly contradictory
trends may be explained by the view that price sometimes acts
as a proxy for quality.
EU impact scenario—examines the possible impact
of changes in the pattern of demand from students from the expanding
European Union. This forecast suggests that European student numbers
may rise to 170,000 by 2020.
Forecasts were also attempted for demand for UK higher education
delivered outside the UK. Data on current offshore delivery by
UK HEIs is limited so the forecasts for this area of activity
should be viewed with caution. The research suggests that demand
for UK higher education delivered outside the UK may increase
significantly to 350,000 students by 2010 and 800,000 students
by 2020. According to some scenarios this could see the number
of students in UK higher education programmes outside the UK outnumber
international students in the UK.
The research looked at demand for different levels and forecasts
a faster growth rate in postgraduate international student numbers
than undergraduate international students. The research attempted
to forecast demand for different subject areas with business studies
remaining the most popular area and computer science experiencing
the fastest growth rate according to the forecasts. Gender demand
was investigated and although no attempt was made to forecast
gender mix some interesting trends on gender were revealed based
on current data.
Another issue examined was the possible impact that increased
higher education provision in particular countries may have on
demand for international higher education. This aspect was focused
on China and India as increased domestic provision in these two
countries could potentially have the greatest impact on the UK
and result in a significant decline in international student numbers
in the UK. Reference was also made to demand for higher education
in the UK population and what the ratio of international to UK
students may be under these scenarios.
This work is now being re-visited by the British Council
in partnership with Universities UK.
Each HEI will obviously also have projections and targets
for international and EU student numbers alongside UK student
numbers over the next few years. Universities UK is running a
research project on the size and shape of the UK higher education
sector in the future building in demographic projections but also
international and EU factors.
3. How would you assess the economic impacts of foreign
students on higher education institutions in the UK, and on the
UK economy more broadly? What has been the total income in university
fees from foreign students in recent years, and how important
are they for university finances?
Universities UK response
International (non-EU) student fees make a significant contribution
to higher education funding. In 2005-06 non-EU domicile student
fees provided 8% of the total income of the higher education sector
in the UK. In 2005-06 the total income of the UK higher education
sector was £19.5 billion.
INCOME FROM NON-EU DOMICILE STUDENT FEES—SELECTED
YEARS
|
| (expressed as £ thousands in cash terms)
|
| Non-EU domicile student fees | UK
| England | Scotland
| Wales | Northern
Ireland
|
|
| 2000-01 | 746,366
| 648,976 | 68,502
| 23,851 | 5,037
|
| 2004-05 | 1,395,773
| 1,214,806 | 124,774
| 48,717 | 7,476
|
| 2005-06 | 1,499,348
| 1,297,178 | 143,896
| 50,194 | 8,080
|
|
Obviously there are significant institutional variations
in income from international student fees.
International students make a very positive economic impact
on UK higher education but they are also very important for academic,
social and cultural reasons.
Universities UK has published research on the economic impact
of UK higher education institutions and within that work there
are the following points in relation to the wider economic impact
of international students and visitors to UK HEIs:
— Personal (off-campus) expenditure of international
students attending UK HEIs in 2003-04 was estimated to be £1.5
billion.
— Higher education makes a key contribution to business
tourism with personal (off-campus) expenditure of international
business and recreational visitors to UK HEIs estimated to be
just over £106 million in 2004.
— International student expenditure generated £2.4
billion of output across the economy and over 21,900 jobs.
— International visitor expenditure generated nearly
£200 million of output and over 2,700 jobs.
4. Do you have any data/information about the share and
average working hours of foreign students taking up employment
in the UK during their studies?
Universities UK response
This information is not collected. International (non-EEA)
students are generally allowed to work for up to twenty hours
per week during term-time and without restriction during vacations.
Anecdotally a number of international students do work, often
to learn more about the UK and to develop their English language
skills if necessary. EU students obviously have no restrictions
on access to the UK labour market.
5. Do you have any comments on the new points-based systems
for managing migration to be introduced by the Government later
this year? How will the planned new system affect the number and
composition of foreign students coming to the UK, and higher education
institutions in the UK more generally? Do you have any specific
policy recommendations?
Universities UK response
The new points-based system has significant implications
for higher education institutions (HEIs) as recruiters of international
students, employers of international staff and hosts of international
visiting staff. HEIs will be the highest volume users of the new
immigration system.
UK HEIs welcome many aspects of the new points-based immigration
system and are keen to ensure it works appropriately and facilitates
the mobility of international students, staff and visiting staff
to the UK. The system includes welcome measures such as institutional
visas, the possibility of tracking visa applications online and
the new opportunity for international graduates to apply to stay
in the UK to work for up to two years after graduation.
However, a number of the proposals for the operation of the
system are not appropriate for HEIs as they have been developed
for employers and employees rather than for education institutions
and students.
The certificate process for Tier 4 needs to be re-designed
to reflect the recruitment and admissions processes of HEIs. The
current proposal for one certificate per student will not work
for HE and if implemented could undermine the integrity of the
new system. There needs to be a more flexible approach for HE
to ensure student choice remains in the system.
The migrant reporting timescales and process outlined in
the recent sponsorship publication need to be re-considered for
HE. They will not work for higher education as they do not fit
with the organisation and delivery of higher education. It would
be appropriate for the Home Office to adopt the Australian system
where HEIs are trusted to monitor their migrants using their own
systems.
There is a lack of clarity about the position under the new
system of the highly-skilled people who currently enter the UK
as academic visitors and sponsored researchers. They will not
qualify to enter under Tier 2 as they are not coming to the UK
to do particular jobs, they may not qualify for Tier 1 but the
current restrictive structure of Tier 5 is not appropriate for
these people. A new sub-category within Tier 5 should be created
for academic researchers coming to the UK.
There has been no input from the higher education sector
to the development of the new IT system underpinning the points-based
system despite repeated offers from Universities UK to facilitate
discussions between the Home Office and IT Directors from HEIs.
This is extremely concerning and against all recommended practice
in the development of new systems. The new sponsor management
system must be able to receive data from and have an interface
with HEIs own systems as currently takes place between HEIs and
various agencies. Universities UK would be glad to help facilitate
these critical discussions.
There are also likely to be significant new resource costs
for HEIs in reviewing policies and processes ahead of the implementation
of the new system as well as ongoing costs to ensure compliance.
Universities UK hopes that the new system will not have any
impact on the number and composition of international students
coming to the UK. The UK is very successful in attracting international
students to our HEIs and considering the emphasis placed on international
education by the former and current Prime Ministers it would be
very unfortunate if the new system affected international student
recruitment. We watched with considerable concern the impact of
the visa changes in the USA in 2001 and 2002 that led to a significant
downturn in international students going to the USA and are only
now recovering.
The new opportunity for international graduates to apply
to stay and work in the UK for up to two years after graduation
is very positive and reflects the contribution that this group
of highly-skilled people can make to the UK economy. It should
assist in making the UK an even more attractive destination for
international students as the provision is currently more favourable
that those that apply in Australia, Canada and the USA.
However, it is unclear as to the extent of UK employer awareness
of the new provision and unless employers recognise the opportunities
it may offer their businesses the provision may suffer if international
graduates do not find appropriate employment. Discussions are
needed between relevant Government departments (Home Office, DWP
and DIUS) as well as with employer organisations to convey information
about the new arrangements.
There is an urgent need to begin effective communication
both in the UK and overseas about the new system. Overseas it
is very important to have effective communication strategies as
we know prospective international students often begin to research
study destinations many months in advance and gather information
on institutions but also country specific requirements. The new
system should bring benefits to genuine migrants in terms of a
more efficient service but we need to be careful that the perceptions
are positive and not that the UK is making it more difficult for
migrants or that we are unwelcoming.
4 February 2008
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