East-Asian Students' Choice of Canadian Graduate Schools

Abstract

This study seeks to explain why and how international graduate students from East Asia choose to come to Canada to pursue advanced education, to assess the strengths and dynamics of the factors infl uencing the enrollment decision, and to describe possible implications both for educationexporting countries and universities offering graduate education. A synthesis model is developed to explain their decision-making process , while a push -pull model is used to understand the strengths of and relationships among various factors that infl uence the choice of a country, institution, program, and city. The research sample comprised 140 students from China, Hong Kong, Japan, Korea, and Taiwan who enrolled in graduate programs at two large Ontario universities. The research shows a three-stage process, guided fi rst by the focus of the program (i.e. researchoriented versus professional programs). Other factors -country, institution, and city -interplay simultaneously at the later two stages. The research fi ndings reveal the signifi cant infl uence of academic ( Academic Pulling Factors and Administrative Pulling Factors ), economic, environmental, and visa / immigration pulling factors as well as a set of negative pushing factors from third countries such as the United States. This research suggests that to attract top international graduate students, policy makers and institutional administrators should focus on investing in research and ensuring the quality of graduate education, while devoting efforts and resources to the internationalization of graduate education, as well as crafting a national marketing strategy to enhance awareness of and the overall image of their higher education institutions and programs.

Attitudes of international music students from East Asia toward US higher education institutions

“…Also, he found that the reputation of the performing groups and the academic reputation of the school, the possiblity for commuting from home to school, and the friendliness of the faculty were other influencial factors. These results coincide with the results of the studies about the college choice of Asian international students in U.S. higher education institutions (Chen, 2006;Kelly, 1988;Poock & Love, 2001;Talbot, Maier, & Rushlau, 1996) in that the reputation of the programs and the faculty were the most influential factors in their college choices.…”

“…Indeed, Chen (2006) surveyed 140 East Asian international students in Canada and found that many international students in Canadian colleges or universities went to Canada because they could not obtain U.S. visas.…”

“…As a result, it has become difficult for international students to obtain student visas (Hamilton, 2003). Chen (2006) stated, "in the post-September 11 era, some international students prefer to pursue foreign graduate studies in a country perceived to be more peaceful and politically stable" (p. 95).…”

“…Cummings and So (1985) stated, "Parallel to America's political advance into Asia was its promotion of opportunities for educational and cultural exchange" (p. 407). Moreover, the economic development of East Asian countries has been one of the factors attracting international students to U.S. higher education institutions (Chen, 2006;Poock & Love, 2001). …”

The Impact of Different Demographic Variables on Determinants of University Choice Decision: A Study on Business Administration Students of the Foundation Universities in Istanbul

“…Foskett, Roberts, and Maringe (2006) stated the flexibility of fee payments, availability of financial aid, and reasonable accommodation costs to exert a significant influence on students' choices of a higher education institution. Chen (2007) mentioned about the internationalization activities, such as faculty exchange programs, collaborations, attending international conferences, and publishing research papers, played a crucial role in guiding these students' choice process. Alvez and Raposa (2007) listed academic excellence, job market prospects, and location as the most significant factors that determine academic choices.…”