From Uganda to the UK – without leaving home: a Commonwealth story of opportunity
An International Student’s perspective on how UK Universities Can Thrive in a Global Market
The year 2024 has posed significant challenges for the UK’s higher education system. The annual release of world university rankings saw many leading UK institutions lose ground to emerging elite universities from Asia and other regions. While the very top of the British elite remains globally competitive, the sector beneath it shows clear signs of strain. Many universities now grapple with mounting financial pressures and a sharp decline in international student admissions raising concerns of their ability to continue attracting international talent to cross-subsidise the system and their ability to nurture innovation.
While debates on how to improve the sector continue to plunge stakeholders into uncertainty, the most valid insights might come from the actual users of the service, particularly the international community. My experience as an international student at one of the country’s top institutions offers a clear perspective on what institutions must do to not just survive but thrive.
Charles Mugalu – https://www.linkedin.com/mugalicharles/
When Arthur Bletchly, the director of Cardiff-based bValued Ltd, generously offered to fund my postgraduate studies in the UK in memory of his late uncle, who worked in Uganda as an environmental conservationist, he allowed me to choose any university that aligned with my career aspirations. For him, an institution offering a fully online RICS-accredited degree was sufficient, but for me, as the immediate beneficiary, my selection criteria were more stringent. Additionally, the university needed to have a strong position in global ranking, the degree had to be highly competitive in the global market, the course material had to be relevant to both my daily work and a rapidly changing world, and it had to offer the flexibility to accommodate a
demanding schedule.
The University of Manchester was the perfect match. It stood out not just for meeting my criteria, but for its proactive and inclusive approach. Unlike more rigid institutions, Manchester waived the standard 2:1 entry requirement based on my professional experience and provided free English language tests to help me meet their standards. This pragmatic admissions policy was my first indication of an institution that values potential and real-world experience alongside academic pedigree. Once enrolled, the student experience confirmed this impression. The ability to access course material on my mobile device and learn at my own pace provided essential flexibility. Multiple, regular “drop-in” sessions offered ample opportunity for feedback and support, transforming a demanding programme into an engaging and supportive experience. Crucially, the curriculum itself was designed not as a static collection of information, but as a platform for intellectual debate. It challenged existing knowledge and emphasised its relevance to future global challenges through diverse international case studies.
The electives were so relevant that choosing among them became a delightful challenge. This richness of choice underscored Manchester’s commitment to relevance and innovation. It is no surprise that an institution fostering such a supportive, flexible, and globally minded environment continues to distinguish
itself. Its reputation is well-earned and evident in my home country, where a strong network of Manchester alumni holds senior positions. In a year of sector-wide scrutiny for UK higher education, the University of Manchester stands out as a powerful model. By focusing relentlessly on the needs of the global student, through inclusive admissions, flexible delivery, and a forward-thinking curriculum, other universities can not only halt the decline but chart a path toward renewed competitiveness.