Challenges faced by international MBA students in UK higher education: insights into AI and visa policy complexities

Purpose Despite the growth of international students in United Kingdom (UK) higher education, research has primarily focused on individual coping strategies, with limited attention to structural, institutional and technological factors affecting academic excellence. This study addresses these gaps by exploring how international Master of Business Administration (MBA) students navigate psychological, social, cultural and institutional challenges, including the impacts of visa policies, artificial intelligence (AI) tools and institutional support on academic adaptation and wellbeing. Design/methodology/approach A qualitative phenomenological-interpretivist approach, grounded in an extended Berry's acculturation theory conceptual framework, was employed. Purposive sampling selected 32 international MBA students from 16 universities' business schools across UK cities, including London, Manchester, Edinburgh and Birmingham. Semi-structured interviews were conducted face-to-face and online, transcribed verbatim and analysed using a six-step thematic analysis. Findings Themes emerged as challenges across multiple dimensions. Psychological challenges included financial stress, English language anxiety and experiences of bias. Social challenges involved barriers to social inclusion and identity-based exclusion. Cultural challenges encompassed unfamiliar academic norms, ethical and practical dilemmas surrounding AI use and difficulties navigating British communication styles. Institutional challenges related to limited targeted support, restrictive visa regulations and persistent financial pressures. The developed conceptual framework illustrates how these interrelated challenges influence international MBA students' academic engagement, performance and overall wellbeing. Practical implications Universities should implement culturally sensitive mental health support, AI literacy programmes, inclusive pedagogies and proactive advocacy regarding visa and work policies. Policy makers are urged to align immigration regulations with academic and financial realities. Peer-led, gender- and culture-responsive student networks can enhance belonging and engagement. Originality/value This study provides a timely contribution by extending acculturation theory to situate student strategies within structural, policy and technological constraints, emphasising AI literacy and visa-related precarity as central determinants of academic success. It offers a holistic framework addressing psychological, social, cultural and institutional dimensions of academic excellence in UK higher education business schools.