International students’ course satisfaction and continuance behavioral intention in higher education setting: an empirical assessment in Malaysia

Shahijan, Milad Kalantari; Rezaei, Sajad; Amin, Muslim

doi:10.1007/s12564-015-9410-9

Cited by 30 publications

(27 citation statements)

References 156 publications

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“…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.…”

Section: Methodsmentioning

confidence: 99%

“…In addition, to increase students" satisfaction, HEIs should regularly monitor and emphasize on students" expectations, needs, and interests when designing programs, courses, and course outlines and periodically monitor their performance in meeting the students" expectation and perception. Satisfied students with a good experience during their study will help promote the HEI to other prospective international students in the future [13], [14]. Eventually, it will also benefit HEIs in the long run in terms of their ability to attract more students, improve retention rate, stabilize the financial situation and heighten the overall quality and performance and distinguished themselves from other competitors [11].…”

Section: A Service Quality and Students' Satisfactionmentioning

confidence: 99%

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Influential Determinants of International Students’ Satisfaction in Higher Education

2019

IJRTE

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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

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Section: Methodsmentioning

confidence: 99%

Section: A Service Quality and Students' Satisfactionmentioning

confidence: 99%

Influential Determinants of International Students’ Satisfaction in Higher Education

2019

IJRTE

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“…As mentioned in earlier sections, some amount of research has already demonstrated the efficacy of shared experiences in helping to promote better IS acculturation (Shahijan, Rezaei, & Amin, 2016;Jon, 2012). Host universities can support this process by investing in more multicultural activities or programs that encourage cross-cultural dialogue and study.…”

Section: Policy Recommendationsmentioning

confidence: 97%

“…Program and university branding has been another factor shown to affect IS continuance and satisfaction (Shahijan, Rezaei, & Amin, 2016). Work in other cultural contexts has demonstrated that branding can affect an IS's perception of the quality of a host university, subsequently influencing enrollment or re-enrollment intentions (De Jong, Schnusenberg, & Goel, 2010;Henthorne, Miller, & Hudson, 2001).…”

Section: Institutional Challengesmentioning

confidence: 99%

“…Language barriers are known to have a serious impact on academic performance, acculturation, and social interactions (Yang, Noels, & Saumure, 2006;Zimmermann, 1995), likely amplifying the causes and consequences of IS isolation. Recent work has demonstrated that the amount of intercultural interaction can have a direct influence on course continuance (Shahijan, Rezaei, & Amin, 2016). Another study has shown that ISs who exhibit an understanding or appreciation of the Korean language or culture are more likely to gain favor with Korean DPs, likely counteracting some of the negative aspects of isolation (Jon, 2012).…”

mentioning

confidence: 99%

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Recommendations for improving international study programs in South Korea: a literature review

Fendos¹

2017

PDJ

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The recruitment of international students (ISs) has been one of the most effective measures for offsetting declining domestic enrollments in higher education in western countries such as Australia and the UK. These declining enrollments were precipitated by changing demographics that resulted in a decline in the number of high school graduates. In recent years, South Korea has begun a similar decline, even though it is already a significant source of ISs migrating to other countries. The Korean government has sought various ways to increase the number of inbound ISs, but these efforts have been hampered by a number of issues, many of them rooted in cultural and institutional elements. This paper reviews the contemporary literature on these issues and attempt to combine the results into policy recommendations that may allow for the implementation of more sustainable IS programs. These issues and policy recommendations likely apply to the educational contexts of other countries, especially those with similar prospects for demographic change.

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Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context

2020

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Intrinsic value is related to intrinsic motivation and influences learners’ decisions to begin, continue, and return to learning tasks. In the context of a fully online foreign language English course, we used structural equation modeling to explore the motivation for asynchronous collaborative writing practice, motivation for video-synchronous speaking practice, course satisfaction, and the mediating effect course satisfaction has on behavioral intentions to use language learning technology. Cross-sectional survey results ( n = 186) revealed that students who were motivated by asynchronous online collaborative writing were more likely to enjoy online learning in general when compared to students who reported motivation for video-synchronous online speaking practice. Moreover, the relationship between motivation for collaborative writing and behavioral intentions to use language learning technology was mediated by course satisfaction. A follow-up open-ended survey ( n = 65) revealed that students held positive views for online second language writing and speaking practice overall but for distinctly different reasons. The findings are discussed in terms of their theoretical implications for modeling e-learning approaches with significance for promoting instructional training effectiveness and transformative learning.

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International students’ course satisfaction and continuance behavioral intention in higher education setting: an empirical assessment in Malaysia

Cited by 30 publications

References 156 publications

Influential Determinants of International Students’ Satisfaction in Higher Education

Influential Determinants of International Students’ Satisfaction in Higher Education

Recommendations for improving international study programs in South Korea: a literature review

Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context

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