scholarly journals Detecting the Institutional Mediation of Push–Pull Factors on International Students’ Satisfaction during the COVID-19 Pandemic

2021 ◽  
Vol 13 (20) ◽  
pp. 11405
Author(s):  
Dian-Fu Chang ◽  
Wen-Ching Chou
Keyword(s):  
Higher Education ◽  
International Students ◽  
Structural Equation ◽  
Structural Model ◽  
Student Mobility ◽  
Equation Modeling ◽  
Pull Factors ◽  
Push Factors ◽  
Institutional Leadership ◽  
Students Satisfaction

In this study, we designed a structural model to determine the relationships among push–pull factors, institutional situations, and satisfaction during the COVID-19 pandemic. The 17 selected indicators fell under five domains, namely push factors, pull factors, institutional leadership, international strategies, and satisfaction. Structural equation modeling (SEM) was used to verify the assumptions of the model. Based on 1005 degree-seeking international students' views, this study found that push and pull factors may coincidentally exist, and their functions can be modified by institutional situations. The findings suggested pull factors will, through institutional leadership, impact students' satisfaction, while push factors will not. Moreover, the detection of institutional mediation can provide useful information for specific institutes to develop their future recruiting or retaining strategies. These findings enriched our knowledge of the field for higher education sustainable development. For future studies, this design may be useful to interpret the phenomena of global student mobility in higher education settings.

scholarly journals Detecting the Institutional Mediation of Push–Pull Factors on International Students’ Satisfaction during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Dian-Fu Chang ◽  
Wen-Ching Chou
Keyword(s):  
International Students ◽  
Structural Equation ◽  
Structural Model ◽  
Student Mobility ◽  
Equation Modeling ◽  
Pull Factors ◽  
Push Factors ◽  
Institutional Leadership ◽  
Leadership Impact ◽  
Students Satisfaction

In this study, we designed a structural model to determine the relationships among push–pull factors, institutional situations, and satisfaction during the COVID-19 pandemic. The 17 selected indicators fell under five domains, namely push factors, pull factors, institutional leadership, international strategies, and satisfaction. Structural equation modeling (SEM) was used to verify the assumptions of the model. Based on 1005 degree-seeking international students' views, this study found that push and pull factors may coincidentally exist, and their functions can be modified by institutional situations. The findings suggest pull factors will, through institutional leadership, impact students' satisfaction, while push factors will not. Moreover, the detection of institutional mediation can provide useful information for specific institutes to develop their future recruiting or retaining strategies. These findings enriched our knowledge of the field during the pandemic. For future studies, this design may be useful to interpret the phenomena of global student mobility in higher education settings.

scholarly journals Exploring Structural Relationships in Attracting and Retaining International Students in STEM for the Sustainable Development of Higher Education

2021 ◽  
Author(s):  
Dian-Fu Chang ◽  
Kuo-Yin Lee ◽  
Chun-Wen Tseng
Keyword(s):  
Higher Education ◽  
International Students ◽  
Structural Equation ◽  
Least Square ◽  
International Strategy ◽  
Equation Modeling ◽  
Push Factors ◽  
Reliability Factor ◽  
Stem Programs ◽  
The Impact

Attracting and retaining international students has been widely discussed in higher education settings. Increasing the number of international students has become an indispensable strategy for national and global competition. This study focuses on effective strategies and international students' issues regarding satisfaction in the most popular STEM (science, technology, engineering, and mathematics) programs. We designed a structural equation modeling (SEM) method to determine the effect of institutional mediation between push factors and satisfaction factors for the development of better strategies by which to attract and retain international students. Taking Taiwan as an example, this study employed a self-designed questionnaire to collect data: 485 degree-seeking international students in STEM programs were invited and successfully participated in this study during spring 2021. IBM SPSS 26 and AMOS 26 (Analysis of Moment Structure) were used to carry out the data analysis. We employed reliability, factor, and SEM analyses. This study assumed that the impact of push factors can be modified by institutional situations and result in international students’ satisfaction with their learning and environment and regarding migration policy. The results revealed that the predictors, mediation, and criteria were significant at the 0.05 or 0.01 levels. The findings suggest that push factors impact international students’ satisfaction when using institutional leadership and international strategy. The results of the bootstrap with a generalized least square method showed that the SEM model fit in 2000 bootstrap samples. The effect of institutional mediation can provide useful information for STEM programs to boost their future recruitment and retention strategies. This study provides an innovative approach to the detection of issues among international students in specific programs. These findings can enrich our knowledge regarding attracting and retaining global students in higher education settings.

scholarly journals What International Students Think about US Higher Education

2015 ◽  
Author(s):  
Patricia Chow
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Education ◽  
International Student ◽  
Student Mobility ◽  
Pull Factors ◽  
Push Factors ◽  
Diverse Range ◽  
Attitudes And Perceptions ◽  
The U.S

Key Words: prospective international students, perceptions of U.S. higher education, global student mobility. This article discusses the attitudes and perceptions that international students have of U.S. higher education, based on results from surveys conducted by the Institute of International Education (IIE) in eleven key places of origin. Despite not having any national policies designed to attract students from other countries, the U.S. remains well-positioned in the international student marketplace, with various pull factors attracting students to the U.S., including the high quality and diverse range of U.S. higher education institutions, and the perception that the U.S. is a welcoming country for international students. However, anti-push factors also exist, with cost predominating and perceptions of visa difficulties persisting in some countries.

Should I Start My Own Venture? Moderating Effect of Pull Factors on the Relationship of Push Factors with Women Entrepreneurial Intentions

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Arpita Ghatak ◽  
Bhaskar Bhowmick
Keyword(s):  
Structural Equation ◽  
Negative Relationship ◽  
Entrepreneurial Intention ◽  
Policy Implications ◽  
Entrepreneurial Intentions ◽  
Equation Modeling ◽  
Pull Factors ◽  
Push Factors ◽  
Push And Pull Factors ◽  
Push And Pull

Abstract Extant literature of women entrepreneurial intention (EI) has not studied the interplay of push and pull factors well, creating a lacuna in literature. In this paper, we explored how barriers within their professional careers, i.e. push factors led to women EI, and how interpersonal motivators and contextual pull factors moderated that relationship. Adopting the push-pull framework and analyzing survey-based responses from 302 working women using structural-equation-modeling, we find that the need for recognition (NFR) and the glass ceiling (GC) effect have positive relationships, whereas family support (FS) has a negative relationship with EIs. Moreover, the NFR and FS moderate GC-EI relationship. Our study contributes towards the women entrepreneurship literature by focusing on the interplay of push and pull factors. The paper also provides important managerial and policy implications for organizations and policy makers.

scholarly journals Exploring College Student’s Perspectives on Global Mobility during the COVID-19 Pandemic Recovery

2020 ◽  
Vol 10 (9) ◽  
pp. 218
Author(s):  
Shu-Jing Wu ◽  
Dian-Fu Chang ◽  
Fu-Rong Sun
Keyword(s):  
Higher Education ◽  
Structural Equation ◽  
Logistic Regression Model ◽  
Student Mobility ◽  
Equation Modeling ◽  
Chinese College Students ◽  
Key Indicator ◽  
Factors Influencing ◽  
Global Mobility ◽  
Travel Decisions

At the time of writing, more than 22 million cases of COVID-19 have been reported worldwide, and at least 770 thousand deaths. Under the pressure of the pandemic, promoting global mobility has become an emerging issue in higher education settings. Although various methods of enhancing student mobility have been implemented, little research has as yet confirmed the pandemic challenges for students. This study investigates the global mobility of Chinese college students and the factors influencing their travel decisions. A self-designed questionnaire, consisting of 15 critical indicators of mobile capabilities, intentions, and implementation decisions, was administered to collect data from 2226 participants. The Minitab and Amos software were used to conduct exploratory factor analysis (EFA) and to detect latent relationships among the data with structural equation modeling (SEM). The SEM and logistic regression model provide a clear picture of the relations among the variables, and show that international intention is the key indicator of global mobility implementation under pressure.

scholarly journals Toward Sustainable Overseas Mobility of Vietnamese Students: Understanding Determinants of Attitudinal and Behavioral Loyalty in Students of Higher Education

2019 ◽  
Vol 11 (2) ◽  
pp. 383 ◽  
Author(s):  
Sue Lai ◽  
Hiep-Hung Pham ◽  
Hong-Kong Nguyen ◽  
The-Cuong Nguyen ◽  
Anh-Vinh Le
Keyword(s):  
Higher Education ◽  
International Students ◽  
Structural Equation ◽  
Student Mobility ◽  
Factor Loading ◽  
Switching Cost ◽  
Equation Model ◽  
Direct Impact ◽  
Behavioral Loyalty ◽  
Attitudinal Loyalty

Research on internationalization in higher education has not shed enough light on how cross-border student mobility might contribute to the issue of sustainability. Given that a sustainable movement of loyal international students could help sustain the financial income, ranking, and prospective human resources of the host universities and countries, this study aims to investigate the mechanisms that lead to such loyalty. Specifically, this study adds to the literature by examining how switching cost interacts with disconfirmation and satisfaction in generating attitudinal and behavioral loyalty among international students. The study, surveying 410 Vietnamese students who are studying at either at the undergraduate or graduate level in 15 countries across the globe, first adopts confirmatory factor analysis (CFA) using software SAS 9.3 to evaluate if multiple fit indices, the standardized factor loading, and the average variance extracted scores are satisfactory. It then employs the Structural Equation Model (SEM) to test five hypotheses concerning the interaction between disconfirmation and satisfaction as well as among satisfaction, switching cost and behavioral/attitudinal loyalty. The results find that disconfirmation has both direct and indirect impact, while satisfaction only has a direct impact on attitudinal loyalty. Meanwhile, switching cost is found to have a direct impact on behavioral loyalty, but not on attitudinal loyalty. Based on these findings, the study proposes some theoretical and managerial implications for sustainability in general and sustainability of higher education in particular as well as direction for future studies.

scholarly journals Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

2020 ◽  
Vol 12 (18) ◽  
pp. 7490
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak ◽  
Yousef A. M. Qasem ◽  
Murad Abdu Saeed Mohammed
Keyword(s):  
Higher Education ◽  
International Students ◽  
Structural Equation ◽  
Negative Impact ◽  
Higher Education Institutions ◽  
Measurement Model ◽  
Equation Modeling ◽  
Intercultural Learning ◽  
Learning Challenges ◽  
Main Challenge

The tendency for internationalization of higher education in many Higher Education Institutions (HEIs) around the world, including those of Malaysia, is increasing with the current wave of globalization; however, the main challenge of international HEIs is how to manage intercultural diversity and overcome intercultural learning challenges that affect international students’ learning outcomes and learning sustainability. Hence, the aim of this study was to investigate intercultural learning challenges that affect international students’ learning sustainability through a proposed measurement model. The data were collected from 273 international students in Malaysian HEIs through a survey and were analyzed using variance-based structural equation modeling (i.e., PLS-SEM). The results showed that intercultural challenges did not have a significant effect on students’ learning sustainability. Nevertheless, language challenges, academic challenges, and research challenges were found to have a significant negative impact on the learning sustainability of international students. The study concluded that intercultural learning barriers are considered to be intercultural learning challenges, which have a negative effect on international students’ learning sustainability even though international students might overcome such challenges with the passage of time. In addition, the study identified different factors pertaining to international students’ learning sustainability, such as students’ language and learning skills, Higher Education Institutions’ educational systems, and lecturers. Based on the finding of the study, Higher Education Institutions need to create a clear framework that encompasses these factors to improve learning sustainability among international students.

An investigation of factors influencing intercultural communication competence of the international students from a higher education institute in Malaysia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Umar Nadeem ◽  
Rosli Mohammed ◽  
Syarizan Dalib ◽  
Samavia Mumtaz
Keyword(s):  
Higher Education ◽  
International Students ◽  
Intercultural Communication ◽  
Sensation Seeking ◽  
Structural Equation ◽  
Quantitative Research ◽  
Communication Competence ◽  
Equation Modeling ◽  
Content Type ◽  
Intercultural Communication Competence

PurposeThe purpose of this study is to highlight the importance of intercultural communication competence (ICC) of international students living in Malaysia. This study considered the culture-general factors of integrated model of ICC (IMICC) established from the West with an addition of empathy and further addressed these influencers on the international students from a Malaysian university. It is proposed that empathy, sensation seeking, ethnocentrism, attitude and motivation have a direct influence on ICC.Design/methodology/approachA quantitative research methodology was considered to address the relationship between the variables of this study. Data were collected through a survey by visiting different parts of the university campus. A total of 388 international students took part in the study voluntarily. Data were analysed using statistical package for social sciences (SPSS) and structural equation modeling-analysis of a moment structures (SEM-AMOS).FindingsThe findings revealed that empathy, sensation seeking and attitude are the antecedents of ICC. However, ethnocentrism and motivation do not influence ICC significantly.Originality/valueThrough the findings of this study, a series of training sessions can be conducted by Malaysia (host country training) and sender countries (home country training) to educate international students regarding ICC. Furthermore, ministry of higher education (MoHE) Malaysia and higher education institutes (HEIs) can improve their infrastructure and services in terms of hosting and accommodating more international students by considering the findings of this study. These approaches could help international students to adjust in a new cultural setting of Malaysia.

scholarly journals Structural Equation Modeling of Cognitive Determinants of Technology Integration Literacy in Ghanaian Higher Education

2018 ◽  
Vol 1 (3) ◽  
pp. 181-194
Author(s):  
Gideon Mensah Anapey ◽  
Dominic Kwaku Danso Mensah ◽  
Stephen Antwi-Danso
Keyword(s):  
Higher Education ◽  
Structural Equation Modeling ◽  
Self Efficacy ◽  
Latent Variables ◽  
Structural Equation ◽  
Structural Model ◽  
Equation Modeling ◽  
University Graduates ◽  
Need For Achievement ◽  
Ict Integration

Technological innovations are altering the lives of the poor, rich, nation‘s economics, and education globally. Hence, Ghana‘s commitment to formulate the ICT for Accelerated Development (ICT4AD) Policy in 2003 to achieve the transformative vision of competing favorably in the knowledge economy in addition to the introduction of ICT- related subjects in the Ghanaian schools to develop the human resources for indigenous knowledge development is laudable. However, instructional technologists feared that the Ghanaian ICT curriculum from basic to tertiary level might be too generic and lacking curriculum-specific integration literacy, thereby likely to widen the digital divide. To support Ghana‘s vision for ICT integration into higher education lessons, the current study sought to predict university graduates‘ integration literacy from cognitive constructs using partial least squares structural equation modeling (PLS-SEM) approach. The measurements and structural model fit indices were tested with SmartPLS Version 3. The results showed that students‘‘goal-setting and need for achievement significantly predicted over 15% (R2 = .155) of ICT integrate skills. However, self-efficacy was not an important predictor (t = 1.74, p > .05) for students ICT integration literacy in the Ghanaian setting. We concluded that whilst graduates‘goal-setting and need for achievement traits motivate them to acquire technology skills in the Ghanaian public universities, certainly, 85% of latent variables such as pedagogy, lecturers‘ computer integration competencies, and access remain unaccounted for per our structural model. The study recommends that career counsellors could design cognitive interventions to improve students‘ self-efficacy traits and educational administrators should encourage formative assessment by ICT instructors in their schools to enhance skills developments.

scholarly journals Internal Push Factors and External Pull Factors and Their Relationships with Lecturers’ Turnover Intention

2016 ◽  
Vol 11 (12) ◽  
pp. 110
Author(s):  
Sudhashini Nair ◽  
Lim Yet Mee ◽  
Aik Nai Cheik
Keyword(s):  
Higher Education ◽  
Role Conflict ◽  
Turnover Intention ◽  
Role Ambiguity ◽  
Private Universities ◽  
Stress Factors ◽  
Equation Modeling ◽  
Role Overload ◽  
Pull Factors ◽  
Push Factors

The globalization of the higher education has resulted in the rise of private universities in Malaysia. As it is the aim of the country to be an international hub for higher education, the role of lecturers has become pivotal in the success of this industry. Literature has indicated that internal push factors such as role stress factors and attraction to various external factors may have a significant effect on employees’ turnover intention. This study examines the impact of three internal push factors--role overload, role ambiguity, role conflict--and four external pull factors--job opportunity, compensation, working location, and university image--on lecturers’ turnover intention. Data were obtained from 401 lecturers of private universities via self-administered questionnaires and were analyzed using structural equation modeling. The results of this study reveal that internal role overload, role ambiguity, role conflict and external working location have a significant relationship with lecturers’ turnover intention respectively. The findings indicate that internal push factors play a much more significant role than external pull factors on lecturers’ turnover intention. Implications of the research findings were discussed.

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