The increasing marketisation of higher education has become a critical issue worldwide, particularly in the context of the UK, where it is significantly reshaping the landscape of postgraduate studies. In a thought-provoking study conducted by Sheng and Lomer, the authors delve deep into the intricacies of this phenomenon, focusing specifically on the perspectives of Chinese postgraduate students. This demographic offers a unique lens through which the broader impacts of market-driven educational policies can be understood, particularly in how these policies influence their academic journey, interpersonal relationships, and future career aspirations.
Chinese students represent one of the largest international student populations within the UK, contributing significantly to the funding of universities while often facing a myriad of challenges in a highly competitive environment. The authors emphasize the notion that these students frequently feel both a sense of devaluation and an overwhelming responsibility to perform well, encapsulated in the poignant phrase, “I am not worthy, but my pounds are.” This sentiment captures the dual burden of proving oneself academically while also justifying the financial investments made in their education.
The study reveals how marketisation has transformed the UK higher education system from a traditionally academic institution into a competitive marketplace. As universities increasingly rely on tuition fees from international students, the pressure to uphold rankings and attract more overseas students elevates the stakes for both institutions and individuals alike. The influx of Chinese students, in particular, has led to a transformed academic culture, where financial considerations often overshadow the intrinsic values of education, such as learning, personal growth, and the joy of knowledge acquisition.
One of the core findings of the study highlights the emotional and psychological toll of these market-driven realities on Chinese students. The notion of belonging becomes complicated; many students report feelings of isolation and inadequacy, grappling with the idea that their worth is intrinsically linked to their financial investment. This situation is exacerbated by the high expectations that come from family and society, where educational attainment is often viewed as a prestigious achievement.
Additionally, the authors point out the increasing commodification of educational experiences. Many Chinese students have expressed frustration over the perception that they are treated as merely financial assets. This perspective undermines the traditional teacher-student dynamic, skewing it towards a transactional relationship. Consequently, crucial elements of the educational experience, such as mentorship and collaboration, are diminished, leading to a more transactional and less enriching atmosphere.
Classroom dynamics have also evolved as a result of marketisation. The competitive nature of postgraduate programs fosters an environment where collaboration gives way to rivalry among peers. Students find themselves in a constant race for grades and accolades, sometimes at the expense of teamwork and collective learning. Such a competitive atmosphere can be detrimental to mental health, fostering anxiety and stress among the students who are already navigating a foreign education system.
Sheng and Lomer’s research demonstrates the disconnect between the expectations of Chinese students and the reality of their experiences in the UK. Many arrive with idealistic views of what studying abroad will entail, envisioning a transformative journey filled with academic excellence and personal growth. However, the harsh realities of financial pressures and a commodified education system often lead to disillusionment, hindering their overall educational experience.
Moreover, this commodification extends beyond the classroom. Many students report feeling marginalized within the broader university community, experiencing a lack of integration and support services tailored to their needs. The emphasis on generating revenue leaves little room for nurturing a diverse and inclusive environment, creating barriers for international students who might be seeking a sense of belonging.
In addressing these issues, the authors call for policy changes that prioritize the well-being of students rather than focusing solely on financial metrics. They advocate for a holistic approach to education that emphasizes the importance of building genuine relationships between students and faculty, as well as fostering a supportive community where diverse perspectives can thrive. Efforts must be made to reorient the narrative around education from that of financial gain to one centered on human capital development, enriching both personal and academic experiences.
This critical exploration raises fundamental questions regarding the future of higher education. Will institutions adapt to the changing needs of their student body, or will they continue to prioritize profit over people? The findings suggest that if universities are to maintain their credibility and attractiveness to international students, they must shift their focus towards creating meaningful educational experiences that foster collaboration, belonging, and intellectual exploration.
In conclusion, the study by Sheng and Lomer presents an urgent call to reflection and action within UK higher education. As marketisation continues to reshape the academic landscape, understanding the perspectives of international students—particularly those from China—becomes crucial in developing policies that balance financial sustainability with the core values of education. The integration of empathy, understanding, and inclusivity into the institutional framework could enhance the experience for international students, ensuring that they leave not only with degrees but also with rich, transformative experiences that equip them for future challenges.
Ultimately, the implications of this research extend beyond just the immediate experiences of Chinese postgraduate students. They serve as a broader commentary on the shifting dynamics of global education systems, urging stakeholders to reassess priorities and reaffirm their commitment to fostering true educational excellence.
Subject of Research: Perspectives of Chinese postgraduate students on the marketisation of UK higher education
Article Title: ‘I am not worthy, but my pounds are’: Chinese postgraduate students’ perspectives of the marketisation of UK higher education and its impacts on their experience
Article References:
Sheng, S.J., Lomer, S. ‘I am not worthy, but my pounds are’: Chinese postgraduate students’ perspectives of the marketisation of UK higher education and its impacts on their experience. High Educ (2025). https://doi.org/10.1007/s10734-025-01507-y
Image Credits: AI Generated
DOI: 10.1007/s10734-025-01507-y
Keywords: Marketisation, Chinese postgraduate students, UK higher education, international education, student experience, educational policy, academic culture
