The differential impact of learning experiences on international student satisfaction and institutional recommendation

Abstract

This research uses data from i-graduate’s International Student Barometer to investigate the impact of student learning experiences on institutional satisfaction and recommendation for degree-seeking international students. Analyses revealed that evaluations – i.e., how satisfied students are with their experience – are influenced by different learning experience variables from those that impact behavioral intentions – i.e., their willingness to recommend the institution. This study finds that, within the learning experience, ‘teaching’ variables (e.g., “quality of lectures”, “expertise of faculty”) mattered most for overall satisfaction, while ‘study’ variables that often center on later employment (e.g., “employability skills”, “work experience during studies”) predicted the propensity to recommend an institution. In addition, results demonstrated that what students value, in terms of their learning experience, varies significantly when student nationality and destination country are considered. Implications for international educators and researchers are discussed.

Academic Satisfaction of International Students at Irish Higher Education Institutions: The Role of Region of Origin and Cultural Distance in the Context of Marketization

“…Both international and domestic students were broadly satisfied with their study experience in Ireland, a trend identified elsewhere (Ammigan et al, 2020). Originating from a national cultural context with high power distance-that is, the extent to which individuals accept unequal distribution of power-marginally increased the academic satisfaction of students, regardless of the level of individualism.…”

“…Recognizing the role of culture in the experiences of international students (Neto, 2019), this article tests whether cultural distance is associated with academic satisfaction. This allows for better targeting of institutional support (Ammigan et al, 2020) as well as leveraging the experiences of international students to also enhance support for domestic students (Mihut, 2019). Culture can also manifest in the marketization of the education system (Tomlinson, 2018).…”

“…As an exception, Rienties and Tempelaar (2013) examined the effect of cultural distance (Hofstede, 1984) on the academic adjustment of international students in the Netherlands, finding that some national groups of international students experience considerable personal-emotional and social adjustment issues, whereas other national groups do not. Ammigan et al (2020), in an analysis of institutional satisfaction, found that what students value in relation to their learning experience varies according to nationality and destination country. Nevertheless, how academic satisfaction varies between domestic students and international students from different global regions of origin enrolled at HE institutions remains underexplored.…”

Student satisfaction: the role of expectations in mitigating the pain of paying fees

“…For example, in the context of the hospitality sector, it is widely accepted that service quality and price influence customer satisfaction and determine customer recommendations (Belanche et al, 2021). Ammigan et al (2021) confirm this relationship in the context of international institute recommendations.…”

Learning from Each Other: Comparing the Experiences of First-Generation Migrant, International, and Domestic Students at Irish Universities

“…Yet other studies have highlighted successful integration of international students, particularly from Eastern European contexts (Jankowska, 2011). Previous studies have also highlighted that the nationality and destination country of international students matter both for overall satisfaction and the willingness to recommend their experience to other students (Ammigan et al, 2021). Several studies on the experiences of international students at Irish universities have been conducted.…”