scholarly journals Influential Determinants of International Students’ Satisfaction in Higher Education

2019 ◽  
Vol 8 (2S11) ◽  
pp. 589-597
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Environment ◽  
Study Data ◽  
Satisfaction Level ◽  
Quality Factors ◽  
Course Structure ◽  
Postgraduate Students ◽  
Internationalization Strategies ◽  
Students Satisfaction

It has been argued that international students’ satisfaction level is crucial in measuring HEIs performance in the globalized higher education market. However, as satisfaction level is hard to define because it is based on students’ perception and experience, there is a need for HEIs to continually investigate and identify the factors that contribute to students’ satisfaction. Hence, this study seeks to identify the influential determinants of international students’ satisfaction in higher education and to examine the relationships between perception, costs, reputation, lecturers’ expertise, learning environment, facilities and course structure towards international students’ satisfaction. A total of 281 international postgraduate students at public HEI in Malaysia participated in this study. Data of this study was to examine using the Multiple Regression Analysis. Results of the study revealed learning environment factor as the most influential determinant of international students’ satisfaction. Results also proved that except for costs and reputation, other service quality factors namely, perception, lecturers’ expertise, facilities, learning environment, and course structure were found to influence international students’ satisfaction significantly. This study provides insights to HEIs to better design their internationalization strategies and bridge the academic gap by highlighting the importance of continuously improving the learning environment in HEIs to increase international students’ satisfaction

scholarly journals Investigation of International Students’ Perception of ‘Community’ in a British Higher Education Institute

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Kathrine Angela Jackson ◽  
Fay Harris ◽  
Russell Crawford
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Global Community ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Student Community ◽  
Research Students ◽  
The Uk ◽  
Future Work

This paper investigates the perceptions of members of our international student community by giving them a voice and a platform to explore their feelings as part of a Higher Education institute in the UK and whether they consider that the university is a global environment. Our data is based on a series of structured interviews with twelve students from twelve different countries, inclusive of four postgraduate research students. Our findings reveal that our international students commonly feel part of multiple smaller communities but interestingly, they were less sure of their part within an institute-wide community. The postgraduate students’ perceptions of community were quite divergent when compared to the undergraduate perceptions, which we will continue to explore in our future work. Our data supports the perception from international students that their university is a global community, but there were distinct differences in how individuals defined it and some limitations to consider. Some defined it as students and staff of different nationalities being present at a university whilst other definitions relied on cultural characteristics within the institution as a whole. We reflect upon the implications of our research as these perceptions shape international student opinion of Higher Education institutes and what is understood by the term ‘global community’.

scholarly journals After the Move to a New Campus—Effects on Students’ Satisfaction with the Physical and Learning Environment

2020 ◽  
Vol 10 (12) ◽  
pp. 370
Author(s):  
Andreia P. Costa ◽  
Georges Steffgen
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Physical Environment ◽  
Empirical Studies ◽  
University Campus ◽  
Evaluation Questionnaire ◽  
Students Satisfaction

Few empirical studies in higher education consider the importance of the physical environment on students’ satisfaction with the learning environment. The present study first examined the effects of a move to a new campus on students’ satisfaction with the physical and learning environments. Then, it examined how students’ satisfaction with a physical environment affects students’ satisfaction with the learning environment. It was hypothesised that the move to a new and modern university campus with better study facilities would increase students’ satisfaction both with the physical and learning environment, and that these two would be linked. Results contained 771 students’ assessments of the Bachelor Evaluation Questionnaire, which included students’ satisfaction with five aspects of their learning environment as well as five items assessing satisfaction with the physical environment. Findings showed that students were overall more satisfied with the physical environment in the new campus than in the old campus. These differences were even greater when comparing only students in their last study year than students of all study years. Furthermore, results showed that students’ satisfaction with lecturers and teaching was predicted by increased satisfaction with classrooms. The implications of these findings for the need to design physical learning environments are discussed.

Three Approaches to Competing for Global Talent

2016 ◽  
pp. 114-135 ◽  
Author(s):  
Yulia Shumilova ◽  
Yuzhuo Cai
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Mobility ◽  
Policy Recommendations ◽  
Anglo Saxon ◽  
Policy Makers ◽  
Good Practices ◽  
Internationalization Strategies ◽  
Higher Education Internationalization

Although there is a growing awareness that international students are an important source of potential global talent, few studies have tried to relate the issue of student mobility to that of competition for global talent. This chapter is an effort to fill the gap. Particularly, it is aimed to conceptualize the major approaches to attracting and retaining global talents with respect to the role of higher education institutions. We have observed and characterized three models of attracting global talent, namely the Anglo-Saxon model, Emerging economies model and Continental Europe/Nordic model. The challenges and the good practices reflected in each model along with policy recommendations will help the policy makers and practitioners take a broader view on their higher education internationalization strategies.

scholarly journals Factors that influence students’ satisfaction with their physical learning environments

2016 ◽  
Vol 34 (3) ◽  
pp. 256-275 ◽  
Author(s):  
Hannah Kira Wilson ◽  
Alison Cotgrave
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Sense Of Community ◽  
Personality Profiles ◽  
Learning Spaces ◽  
Content Type ◽  
Physical Learning Environment ◽  
New Perspective ◽  
The Relationship ◽  
Students Satisfaction

Purpose – The purpose of this paper is to identify personality types between different university disciplines, and to establish whether there are differing requirements in the design of physical learning environment. Also to identify features of the learning environment that can support a sense of community. This paper seeks to investigate the relationship between student’s personality and preferences of features of the built environment. Design/methodology/approach – Quantitative questionnaires were distributed in three university disciplines based on the variables personality, elements of the physical learning environment and features that could support a sense of community. Findings – The analysis revealed that there are differences in preferred features within the physical learning environment for the three university disciplines within a large UK-based university. It can also be seen that there are differences in personality profiles between these three university disciplines. Features of the environment that could support a sense of community have been also identified. Research limitations/implications – Those who are responsible for the design and refurbishment of higher education institutions may find this research useful to improve the facilities for students. To support the development of appropriate physical learning spaces through the understanding of students’ requirements. Originality/value – This paper presents a new perspective on how the development of higher education facilities can be designed to increase student experience by identifying specific features of the physical learning environment students prefer.

scholarly journals Predictors of Resilience among Indonesian Students in Malaysian Universities

2020 ◽  
Vol 16 (3) ◽  
pp. 169
Author(s):  
Khairina Khairina ◽  
Samsilah Roslan ◽  
Noorlila Ahmad ◽  
Zeinab Zaremohzzabieh ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Higher Education ◽  
Social Support ◽  
International Students ◽  
Self Efficacy ◽  
Well Being ◽  
Postgraduate Students ◽  
Studying Abroad ◽  
Internationalization In Higher Education ◽  
Adjustment Issues ◽  
The Impact

The benefits of internationalization in higher education are indisputable. However, students studying abroad may face difficulties such as adjustment issues since they are away from home and go through a new stage in their lives. Seeing that an essential predictor of psychological adjustment is resilience, the current study aims to assess the role of a range of factors (optimism, social support, self-efficacy, psychological well-being, and demographic) in predicting the resilience of Indonesian students in Malaysia. Two hierarchical multiple regression analyses were used to test the influencing factors on resilience. Based on the literature, this study is quantitative in nature where a total of 229 Indonesian postgraduate students in Malaysian public universities were chosen as participants. Results showed that resilience is affected by optimism, social support, and self-efficacy. Essentially, this study provides practical insights into how international students can make adjustments to reduce the impact of stress faced in challenging situations.  Keywords: adjustment, higher education, international students, Malaysia, resilience

scholarly journals Key Factors Needed for Developing a Higher Education Cross-Campus Learning Environment in a Nordic Context

2021 ◽  
Vol 6 ◽  
Author(s):  
Shaun Sydney Nykvist ◽  
Veruska De Caro-Barek ◽  
Robin Støckert ◽  
Dag Atle Lysne
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Experience ◽  
Research Question ◽  
Learning Opportunities ◽  
High Quality ◽  
Learning Space ◽  
Flexible Learning ◽  
Postgraduate Students ◽  
Pedagogical Approaches

The use of digital technologies and online tools to support both students and educators has become synonymous with transforming learning within Higher Education, particularly within post graduate courses. It can be argued that the recent push for transforming Higher Education aligns itself with the notion that postgraduate students need more flexible learning opportunities while still retaining access to high quality, engaging and collaborative pedagogical approaches. This paper reports on an exploratory case study that focuses on cross campus/university collaboration and flexible learning opportunities for students studying a masters level degree in the area of Music, Communication and Technology (MCT) within a Nordic context. The research question guiding the study is “What factors do educators in a hybrid cross-campus learning environment identify as essential for providing a supportive learning experience for students?” A pedagogy, space and technology (PST) framework underpins the development of this program and forms the basis for its development. The findings from our research identify three themes that need to be considered when attempting to design and implement high quality learning opportunities for students studying a largely synchronous hybrid music, communications and technology program. These themes were flexibility, trust and the human element, and ownership. The findings also highlight the need for a renewed focus on pedagogical approaches that can be adapted and continually revised to meet the changing needs of students in a synchronous hybrid learning space.

scholarly journals Hybrid Internationalization in Korea: A Promising Development?

2018 ◽  
pp. 13-15
Author(s):  
Hee Kyung Lee ◽  
Byung Shik Rhee
Keyword(s):  
Higher Education ◽  
International Students ◽  
Hybrid Model ◽  
English Language ◽  
Higher Education Institutions ◽  
Primary Language ◽  
Korean Higher Education ◽  
Main Challenge ◽  
Internationalization Strategies ◽  
Promising Development

This article presents and analyzes a newly developed model of inbound internationalization of higher education in Korea—a demand-based, locally oriented, hybrid model of internationalization. This model combines existing features of internationalization—the typical study-abroad model in which international students are taught in the host country’s primary language and the decade-long Korean internationalization model, in which international students are educated in separate academic programs—with recently developed, demand-based educational programs. While conventional, English-language-driven internationalization strategies such as increasing the number of English as a medium of instruction (EMI) courses still exist, this hybrid model is becoming popular among Korean higher education institutions. Yet, although this model may seem better than conventional strategies, it still does not solve a main challenge of internationalization, academic capitalism—and it even reproduces it. This article is meant to help higher education institutions in developing countries whose primary language is not English to develop new internationalization strategies.  

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