Chinese and Indian higher education students go abroad: listening to them to determine what their needs are

Abstract

This paper voices the opinions of international students’ from China and India, and highlights the intentional process of integrating their perceptions of internationalization into a strategic service delivery plan. Data on those perceptions were analysed using a probabilistic model. We clustered 766 international students’ opinions into categories that enabled us to determine the main ideas that constituted their perceptions. The findings enabled us to draw comparisons between two major sending countries and to formulate a series of recommendations for stakeholders in higher education institutions that receive Chinese and Indian students, as well as for policymakers. Primary differences relate to factors such as learning and internship opportunities for Chinese students and service provision for Indian ones. In conclusion, this study offers the next step in the analysis of Chinese and Indian international students’ needs providing with an innovative way of determining students concerns with a view to empowering them within the internationalization process of higher education institutions.

Challenges in navigating the education-migration pathways, and subjective well-being of highly educated immigrants: the case of Indian student immigrants in the United Kingdom

“…The desire to study abroad has long been common among many middle-class Indians ( Perez-Encinas and Rodriguez-Pomeda, 2021 ). In India, the relatively high graduate unemployment rate of about 18% has led to an increasing number of Indian students considering migration as a viable option ( King and Sondhi, 2018 ).…”