ince 2010, the British government has responded to the global financial crash, Brexit, and a global pandemic, COVID-19. These crises have brought many challenges for the country, but they also provide a unique opportunity to examine how politicians respond and form higher education (HE) policies in uncertain times. Crisis responses can generate social and political change and shift societal values, norms, and practices, so examining emerging discourses can provide insight into the rationale for policy changes. HE policy in England has become subject to increasing state steering and micro-management, so it is a fascinating site for investigation. Education and skills discourses in England frequently intertwine with crisis rhetoric and concerns about potential economic downturns. The study applies Fairclough and Fairclough’s (2012) Political Discourse Analysis (PDA) to nine political speeches from senior politicians in three consecutive Governments formed by the same right-leaning political party. PDA focuses on the reason for action, describes the problem that needs addressing, and sets a goal that imagines a better future informed by values. The study found a trajectory toward the marketisation of education and a coherent approach called ‘Discursive Strategies of Neo-austerity’. Politicians use these strategies to justify change even if the content of the discourse varies according to the circumstances of the crisis. The discursive strategies comprise three phases: First, building a consensus for change through allocating blame and responsibility for the crisis and by playing on people's fears and the risks of not taking action. Secondly, the realignment of the purpose of HE to economic and individual benefits. Finally, the advancement of marketisation through funding changes and perceptions about value for money in HE education justify increasing state intervention, regulation and monitoring in the HE sector.