Chinese students accounted for 30% of Student visa expiries but only 10% of Graduate Route grants. The numbers do not tell us why, but they raise an important question about how universities prepare students for what comes next. International education is increasingly being judged not simply by who enrols, but by what happens after graduation. For UK universities, Chinese students present a particularly interesting case. Official UK Home Office data covering the Graduate Rout

Featuring Blessed Pepple, Technical Advisor, Helix4HE Advisory Board Artificial intelligence has rapidly expanded what students, educators and institutions can produce. It can generate text, analyse data, summarise research, translate content, write code, personalise information and automate processes that once required considerable human effort. The capabilities are extraordinary. Yet higher education needs to ask a more fundamental question: What should working with AI act

Within the current landscape of international learning, the discourse surrounding the success of Chinese students frequently centers on recruitment metrics, enrollment figures, and linguistic entry requirements. However, as we observe the professional trajectories of these individuals post-completion, a more complex and troubling narrative emerges regarding the effectiveness of institutional employability provision. While recruitment pipelines remain robust, the actualization