Higher education in the UK, particularly in Scotland, is experiencing significant changes. The new Universities and Colleges Admissions Services’ personal statement reforms aim to make the application process more equitable, while international students, especially from Asia, continue to shape the economic and cultural landscape of universities. This article explores these changes, their impacts on Asian students, and the broader implications for higher education.1
Redefining the UCAS Personal Statement: The Shift to Structured Questions
Starting in September 2025, UCAS will replace the traditional 4,000-character personal statement with three specific questions for students applying for undergraduate places in 2026.
These questions, chosen after extensive research, are:
1. Why do you want to study this course or subject?
2. How have your qualifications and studies helped you prepare for this course or subject?
3. What else have you done to prepare outside of education, and why are these experiences helpful?
Jo Saxton, Chief Executive of UCAS, announced that this change aims to help disadvantaged students access higher education by providing a more structured and accessible format. The traditional personal statement, while offering a platform for students to express their ambitions and experiences, often posed significant challenges for those with less support.2
The new UCAS format is expected to significantly impact students from Asia wishing to study in Scotland and the UK. This approach provides clearer guidelines through structured questions, helping Asian students understand what is required and how to effectively present their qualifications and motivations. By focusing on specific aspects of the application, the new format reduces ambiguity, allowing students from diverse educational backgrounds to highlight their strengths more effectively. Additionally, the guided questions streamline the preparation process, particularly benefiting non-native English speakers by providing a structured way to organise and communicate their thoughts. However, challenges include potential constraints on creativity, as the traditional essay allowed for greater personal expression, which might be limited under the new format. Furthermore, students accustomed to a broader narrative style may need additional support to adapt to the question-based approach, necessitating resources from schools and educational advisors in Asia.
The Role of International Students in Scottish Higher Education
International students, particularly from Asia, play a crucial role in the sustainability and vibrancy of higher education institutions. Their contributions extend beyond financial benefits, enriching the cultural and academic environment. For the academic year 2022–2022, the financial input of international students was estimated at approximately £4.75 billion. This substantial economic impact supports local economies and provides vital income for universities facing financial pressures due to capped domestic tuition fees.3
Beyond their economic contributions, international students enhance the diversity and global perspective of campuses. This internationalisation fosters global connections and enriches the educational experience for all students, which is crucial for maintaining the UK’s reputation as a leading destination for higher education and research. The presence of a diverse student body from various cultural backgrounds also prepares all students for a globalised workforce, promoting cross-cultural understanding and collaboration.
Despite the benefits, the heavy reliance on tuition fees from international students, particularly from China, poses risks due to economic and political uncertainties that could disrupt the flow of students, threatening the financial stability of universities.4 Additionally, the disparity in tuition fees between UK, international, and Scottish students raises questions about fairness, as all students should ideally have equal access to high-quality education and support services.5 Addressing these issues requires universities to ensure financial sustainability while fostering an equitable academic environment. Transparency in fee utilisation and efforts to redistribute resources can support this goal. By implementing clear policies and practices, universities can balance financial health with fairness, ensuring all students have access to high-quality education and support services.
Contrary to a prevalent stereotype, not all Asian students studying abroad come from wealthy backgrounds. Although international students must demonstrate sufficient funds for tuition and living expenses, this does not necessarily mean they are affluent. Many students receive scholarships, are supported by significant family sacrifices, or take on loans to study abroad. This misconception can affect how these students are perceived and treated within the university community, potentially leading to stereotypes and biases that undermine the inclusive environment universities strive to create.6
Balancing Domestic and International Student Admissions
A pertinent issue is whether international students are displacing domestic students in university admissions.7 Universities have dismissed claims that British students are being “squeezed out” by international applicants, describing such allegations as misleading. University leaders argued that the Sunday Times reporting ignored the rising numbers of UK students at Russell Group universities and unfairly compared entry requirements for non-degree courses with those of mainstream undergraduate courses.8
Frozen domestic tuition fees refer to the government’s policy of capping the amount universities can charge home students. This cap has not kept pace with inflation and rising costs, putting financial pressure on institutions. To compensate, universities often seek higher tuition fees from international students, creating tension and raising concerns about equity and access. Although this dynamic could shift if universities continue to admit more international students to offset financial pressures, current evidence and expert opinions suggest that British students are not being systematically displaced by overseas applicants.9
The evolving higher education sector in the UK is marked by significant reforms and the vital role of international students. The UCAS personal statement reforms promise a more equitable and accessible application process, benefiting students from Asia and other regions. Simultaneously, the contributions of international students to universities are indispensable, though the financial model requires careful management to ensure sustainability and fairness.10
As Scotland continues to expand its global educational influence, balancing these dynamics will be key to maintaining its status as a leading destination for higher education and research. By fostering an inclusive and supportive academic environment, Scotland can attract and retain talented students from Asia, enriching its educational framework and cultural diversity. While only time will tell if these changes achieve their intended goals, the commitment to accessibility and the rich contributions of Asian students, alongside systematic reforms like the new UCAS format, provides a hopeful outlook for a more equitable and flourishing academic environment in Scotland.
References:
- Ben Maples, “UCAS personal statements are changing in 2025: here’s what you need to know,” Uni Compare, July 18, 2024, https://universitycompare.com/advice/ucas/ucas-personal-statement-changes ↩︎
- Hafsa Khali, July 18, 2024 “Ucas to reform university personal statements,” BBC, https://www.bbc.co.uk/news/articles/cger11kjk1jo ↩︎
- Universities Scotland, “International students boost Scottish economy by £4.75bn,” May 16, 2023, https://www.universities-scotland.ac.uk/hepimay23/#:~:text=New%20data%20reveals%20that%20the,bn%20to%20the%20Scottish%20economy ↩︎
- Hannah Kershaw, “Universities in Scotland are “overly reliant” on Chinese student fees, Ministers say,” The Saint, February 2, 2024, https://www.thesaint.scot/post/universities-scotland-reliant-chinese-student-fees-ministers#:~:text=At%20the%20Scottish%20universities%20which,not%20host%20a%20Confucius%20Institute. ↩︎
- Kate Ogden and David Phillips, “Scottish universities and students are under pressure – and so is the Scottish budget,” Institute for Fiscal Studies, December 14, 2023, https://ifs.org.uk/articles/scottish-universities-and-students-are-under-pressure-and-so-scottish-budget ↩︎
- University of Essex, “Stereotypes about Chinese international students are mistaken new study finds,” October 18, 2018, https://www.essex.ac.uk/news/2018/10/10/stereotypes-about-chinese-international-students-are-mistaken-new-study-finds ↩︎
- The Times, “Cash for courses: top universities recruit foreign students on low grades,” February 9, 2024, https://www.thetimes.com/uk/article/cash-for-courses-the-foreign-students-with-low-grades-at-top-universities-pcskjb6xx ↩︎
- Richard Adams, “British students not being ‘squeezed out’ by overseas applicants, say universities,” The Guardian, January 24, 2024, https://www.theguardian.com/education/2024/jan/28/british-students-not-being-squeezed-out-by-overseas-applicants-say-universities ↩︎
- Joe Lewis and Paul Bolton, “Higher education funding: Trends and challenges,” UK Parliament, July 16, 2024, https://commonslibrary.parliament.uk/higher-education-funding-trends-and-challenges/ ↩︎
- Scottish Government, “Scotland’s International Educational Strategy,” February 7, 2024, https://www.gov.scot/publications/scotlands-international-education-strategy/pages/3/ ↩︎
Magnus is a Norwegian second year International Business student at the University of Edinburgh.