Social science students from China need post-study pathways

Recent statistics have sparked concern about the future of higher education in the United Kingdom, especially regarding international student recruitment. According to Times Higher Education in March, enrolments in overseas masters programmes at UK universities have declined by 17%.

Similarly, a March article in University World News highlights a 7% drop in total international student numbers and a 10% fall in postgraduate taught entrants from outside the European Union – marking the first such decline in a decade.

These figures present more than a market challenge – they expose a deeper strategic issue: how can UK universities remain globally relevant, socially responsible and competitive while continuing to attract international students, especially in the humanities and social sciences?

This question is especially pressing for social science programmes that have historically depended on international enrolments from China. While STEM and business fields often benefit from robust industry partnerships and well-established internship pipelines, social science students – particularly those from China – frequently encounter systemic gaps in tailored career support, employer engagement and structured practical experience.

The UK’s one-year masters structure leaves little time for international students to build networks or navigate job markets, especially when career services within social science departments are under-resourced or disconnected from global labour markets.

Compounding the issue, national employment surveys often exclude international alumni, particularly those who return to China soon after graduation, leaving universities with little data to inform improvements. As a result, many Chinese students depart in MA level as early as May to seek internships or jobs in China – shortening their UK study experience and weakening programme engagement.

As Chinese students increasingly make return-on-investment calculations when choosing overseas education, the lack of clear post-study pathways in social science disciplines can diminish the appeal of UK degrees, posing risks not only to recruitment but also to the equitable inclusion of this vital international student population.

Social responsibility through employability

To address this employability gap, UK universities must make it a strategic priority. To remain attractive to Chinese international students in the humanities and social sciences, institutions need to adopt a more integrated, practice-oriented model of education for social science disciplines.

This approach should cater specifically to the aspirations and needs of international Chinese students and support their post-study career ambitions, whether in the UK, China or globally. By doing so, UK universities can enhance the value of social science education and ensure sustained enrolment growth from this key student demographic.

• Curriculum integration with a global focus: Programmes should embed employability modules tailored to international students, focusing on cross-cultural communication, CV-building for Chinese employers and case studies from both UK and Chinese industries. This would help students to bridge the gap between Western academic models and the expectations of Chinese employers.

• China-facing industry partnerships and internships: Universities should foster partnerships with Chinese companies, NGOs and government agencies to offer internships, consultancy projects and summer placements aligned with students’ academic backgrounds. These experiences could take place during holidays or immediately post-graduation, helping students build relevant industry experience before returning home.

• Financial and logistical support for internships: Many social science students cannot afford unpaid internships. For international students, this barrier is even more significant. UK universities should create funding schemes – especially for China-based opportunities – to subsidise travel, accommodation and other costs, enabling broader participation.

• Highlighting and translating transferable skills: Social science students gain critical thinking, communication, research and analytical skills – capabilities that are highly sought after in policy, media, education, consultancy and international organisations. Career services and academic staff should work with Chinese students to help them articulate these strengths in culturally appropriate ways to employers in China and beyond.

Socially responsible employability

As one of the UK’s most globally recognised civic universities, the University of Manchester is uniquely positioned to lead in reimagining international career development through a social responsibility lens. We are currently preparing to launch a pilot initiative that will test a new model integrating transnational higher education partnerships, targeted career services and civic engagement.

This trial will aim to: develop replicable global career pathways tailored to international social science students; help institutions rethink the purpose and delivery of education in ways that promote inclusion and social impact; and strengthen Manchester’s international standing among students, employers and policy-makers as a leader in responsible innovation.

Knowledge with purpose

International social science education must evolve – not by mimicking the structures of business schools, but by honouring its unique capacity to address social challenges and promote global citizenship. Employability, then, is not just about job readiness. It’s about empowering students to apply their knowledge with purpose, in service of their communities and societies.

At a time when international enrolment is in flux and the value of higher education is under scrutiny, universities must invest in models that reflect their civic missions. For Manchester and its peers, socially responsible career pathways for international students are not just a good strategy – they are an ethical imperative.

Dr Huili Si is a practice-oriented researcher and higher education professional with a PhD in transnational higher education governance and leadership from the University of Manchester, United Kingdom. She is the founding manager of a global internship programme that connects education and industry across the UK, China, the US and Singapore, with a focus on advancing graduate employability and international engagement. Her work spans executive-level coordination, event and financial management and student support. Si’s doctoral research delivers a macro-level evaluation of the internship model as a case study in socially responsible, practice-oriented education. Sylvie Lomer is Higher Education Research and Scholarship Group lead (HERE@Manchester), senior lecturer in policy and practice and deputy director (staffing) of Manchester Institute of Education, University of Manchester, UK.

A forthcoming article will further explore how this model bridges the gap between policy and practice, and how UK institutions can turn the employability challenge into a catalyst for positive, inclusive change.

This article is a commentary. Commentary articles are the opinion of the authors and do not necessarily reflect the views of University World News.