Real or hyper‐real?

Purpose The purpose of this paper is to take a reflexive look at the cultural experiences of a group of overseas students studying at a business school in the North East of England. The paper uses Baudrillard's work on simulacra and simulation to challenge notions of second culture contact. Design/methodology/approach Using primary (i.e. interviews with 14 students and four staff) and secondary sources the paper investigates second culture contact truths associated with English higher education for a group of overseas students. To capture the richness of individual cultural experiences for these students and staff a qualitative approach in gathering empirical data is adopted. Findings First, it seems the mainstream literature that posits cultures as definable, distinct and measurable entities that can be acquired does not capture the complexity of cultural experiences as revealed by the individuals involved in this study. Second, the findings surface questions about the validity of what educators and students take for granted or perceive as “real” in regards to what it means to “be an English student” and the processes of “becoming an English student”. Third, the findings raise provocative questions about the process, content and context of curriculum to those responsible for developing and marketing international programmes. Practical implications Education as an international business means strategists, marketers and educators alike need to look closer at the way international programmes are developed, marketed and delivered both for viability and ethical reasons. Originality/value Engagement with Baudrillard's work on simulacra and simulation is a playful attempt to see higher education as third‐order simulacra. As an alternative lens in challenging second culture contact it offers interesting and novel insights.