Exporting Degrees, Importing Responsibility: Rethinking Careers Support for International Graduates

By Professor Amanda J. Broderick, Vice-Chancellor & President at the University of East London

It wasn’t so long ago that universities across the UK were rallying to preserve the graduate visa route, a vital lifeline for international students and higher education. When the Migration Advisory Committee (MAC) concluded there was no significant abuse of the pathway and recognized its immense value, the sector exhaled a collective sigh of relief. Data from the Office for National Statistics (ONS) underscored this conclusion: 80% of international students leave the UK within five years of arrival.

But amidst this hard-fought victory, a critical oversight emerged. In our defense of the graduate visa, we inadvertently highlighted the transient nature of international students in the UK, risking the perception of them as only economic contributors rather than showcasing the profound, enduring responsibilities we owe to them as alumni – and their broad value. The reality is, universities have a far greater role to play in empowering international graduates to thrive – not just within the UK, but globally.

A Broader Vision for Graduate Support

International students arrive with diverse ambitions. Some envision building careers in the UK, while others plan to apply their skills back home. Regardless, the implicit promise of higher education remains the same: their degree must unlock opportunities and enable them to succeed, whether they are in Hyderabad, Atlanta, Cairo or Athens. But how effectively are we fulfilling this promise?

We are getting better as a sector at having frank conversations about support for international students while at university. The HEPI and Uoffer Global’s recent report on integration challenges facing Chinese students is a good example of this. But as these students graduate, their needs evolve.

Economic growth is the mantra of the UK government, but this will remain a distant dream if we do not focus on global skills as part of the solution. Business and industry are competing internationally for talent and innovation, and as such, global employability and enterprise are an integral part of the education agenda.

To truly fulfill our responsibilities, universities must look beyond the campus experience and address the evolving, global needs of their international alumni. This involves building a bridge between academic learning and the economic, cultural, and professional landscapes of not only the UK but our alumni’s home countries too.

UEL’s Global Employability Model

At the University of East London (UEL), this principle is central to our mission. My recent visit to India for the UEL 2024 India Summit offers a case study in how universities can redefine global graduate support. With over 8,000 Indian students in 2024, UEL’s commitment to fostering long-term success is clear.

The Summit brought together leaders from academia, government, and industry to explore partnerships that align a UEL education with India’s economic and societal needs. A key outcome was the launch of the UEL India Industry Advisory Board, providing strategic direction on UEL’s curriculum development and enterprise initiatives aligned to India’s workforce demands, while also offering alumni robust post-graduation support.

These efforts are not isolated. UEL has long been engaged in projects that foster international employability, including partnerships with Tamil Nadu’s government, where we hosted a hackathon and work placement initiative for computer science and engineering students.

UEL’s forward-thinking approach also extends beyond such events – our international employability offer begins during a student’s degree, with Careers in India mentoring panels and an employer webinar series, providing students opportunities to connect with industry professionals.

Perhaps most importantly, we also offer a programme of peer-to-peer mentoring, creating a supportive network that fosters continuous learning and career advancement. By empowering our international alumni to ‘pay it forward’, we generate a virtuous cycle of mentorship, opportunity, and success.

Rethinking Metrics of Success

We must also look to the role of other stakeholders in this endeavor. As policymakers and universities work together to shape the future of higher education, we must advocate for more nuanced metrics to capture the true global success of our graduates. The Graduate Outcomes Survey (GOS), while valuable, is insufficient to capture the global impact of UK higher education.

Above all, the responsibility to support international graduates does not end at graduation. The world is changing, and the future workforce demands new skills and global collaboration. By supporting international graduates throughout their careers, we help them not only succeed but also lead the way in shaping the jobs the world needs tomorrow. At UEL, we are committed to this vision. By nurturing a cycle of mentorship and opportunity, we aim to empower our alumni to transform their communities and industries. Their success is our success – and a testament to the enduring value of UK HE.