College Choice Behaviors of International Students

Abstract

The purpose of this article was to explore the main reasons influencing international students to study abroad. Main study abroad destinations are the United States, Australia, United Kingdom, and Canada. China is the leading sending country with 14% of the total market. This study explored the factors influencing international students to study abroad at particular higher education institutions in the United States. Data were collected through surveys in two higher education institutions in South Texas. Sequential explanatory mixed method design was used to collect and analyze the data. Their main motivation in selecting their current institution was mostly because of family and friend recommendations.

Opinions of International Students on Choosing a State University in a Developing Country

“…Moreover, intolerance of women's education in home country and past experiences in Turkey are only mentioned by non-scholarship students, whereas, the presence of Türkiye Scholarships is expressed only by the scholarship students. All these factors are also compatible with the current literature (Hercog Singh, 2016;Tan, 2015). Considering all, it can be said that differentiation between the factors drawing scholarship and non-scholarship students are weak because these expressions are too general.…”

“…All the above factors are also mentioned by previous studies in the literature (Hercog, & Van de Laar, 2013;Kim, Bankart, Jiang & Brazil,2018;McCarthy, Sen, & Fox Garrity, 2012;Ortiz, 2015;Özoglu, Gür & Coşkun, 2015;Singh, 2016;Tan, 2015) except the peer social capital and instrumentalization of higher education to go abroad. P3 expresses the presence of an idea of going abroad for higher education in his and his friends' minds at high school.…”

“…When it comes to choosing to study at Anadolu University, the popularity of Anadolu University (campus and academic quality), recognition of degrees and diploma gained from Anadolu University in the home country, the presence of programs in English, significant others and city characteristics (low and favorable cost of education and the living expenses) are the major factors affecting CCIS, as is seen in other studies (Hercog, & Van de Laar, 2013;Kim et al, 2018;McCarthy et al, 2012;Ortiz, 2015;Özoglu et al, 2015;Singh, 2016;Tan, 2015). All these factors do not differentiate between scholarship and non-scholarship students as well as whether they are from high or low-income countries of Asia, Africa or Europe.…”

“…These students think that educational expenses are low in Turkey because in their countries living expenses are high and universities demand high fees. Actually, students from MENA and central Asian countries also find that educational expenses are favorable in Turkey, because they would pay more if they studied in their countries for lower quality higher education (Greene & Kirby, 2012;Hercog, & Van de Laar, 2013;Kim et al, 2018;Kondakci, 2011;McCarthy et al, 2012;Ortiz, 2015;Özoglu et al, 2015;Singh, 2016;Tan, 2015).…”

Influential Determinants of International Students’ Satisfaction in Higher Education

“…Survey research was used in this study because it could produce a good response at a faster rate and less costly [36]. Measurements used in the questionnaires were developed based on adaption from the previously validated study from [14], [17], [35], [37]. Respondents were requested to rate their opinions and evaluations regarding the quality of product and services provided with regards to the service quality factors of perception, costs, reputation, lecturers" expertise, learning environment, facilities, and course structure, in order to determine the degree of satisfaction towards the overall services quality of higher education.…”