This thesis investigates how international students perceive and value their studies in the UK.
It looks at whether and how international students gain economic, social, and cultural benefits,
as described by Pierre Bourdieu, during and after their studies abroad.

The primary objective is to assess whether higher education institutions (HEI) provide
international students with the means to build different types of capital to achieve long-term
success. The research also examines the potential for fostering stronger relationships between
students, HEIs, and the UK through deeper engagement, which could lead to increased
collaboration in areas such as research, work initiatives, and alumni support, ultimately
benefiting all parties involved. Constructivist and interpretivist approaches were applied, using
a qualitative methodology. The data was generated through 91 survey responses and 20 semi-
structured interviews with students who graduated from a master’s program between 2015 and
2021 at a university in London. Surveys were conducted via Qualtrics, and interviews were
held on Zoom, as participants were living in different countries. The data was coded and
analysed using Atlas.ti.

My research revealed that international students, regardless of their country of origin, gender,
socio-economic background, or age, share remarkably similar goals. They consistently
prioritise increasing their skills and knowledge, securing relevant employment after
graduation, building meaningful friendships and enjoying their time abroad. In terms of
outcomes, most participants expressed satisfaction with their academic and financial
achievements. However, students felt that they had few opportunities for social and cultural
exposure during their postgraduate studies, which resulted in most participants retaining very
limited friendships in the long term. This aligns with HEIs' emphasis on academic success and
employability outcomes, which often overlook the broader aspects of student engagement that
contributes to building social and cultural capital. HEIs seem to miss the obvious links among
social, cultural, and economic capital, as evidenced by Bourdieu, failing to recognise how these
forms of capital intersect to shape students' holistic development and future opportunities. An
approach that aligns the long-term retention of skilled graduates with stable migratory policies
could not only enhance the student experience but also strengthen the UK’s position as a global
leader in higher education.