Purpose The purpose of this paper is to explore the factors that affect higher education student satisfaction and to understand students’ perceptions of their academic success and future employment expectations at a particular institution. Design/methodology/approach This study analyzes institutional performance related to students’ satisfaction and their preparedness for future employment endeavours. The questionnaire is designed specifically for students who are eligible to graduate, and the survey is implemented over the institutional website via the student portal and a total of 750°-seeking undergraduate students (target population) are invited to participate. Findings The descriptive results of this study suggest that while student satisfaction may be relatively similar for all academic programmes, there are differences in the perception of career expectations based on chosen academic programme. Most notably, the results also indicate students’ expectations for employment did not have a negative effect on their satisfaction with the higher education institution (HEI). In contrast, they were mostly satisfied with their academic and personal development. In essence, they felt prepared for the workplace and satisfied with the skills and knowledge developed at a university, regardless of job expectations. This paper suggests that institutions may wish to heighten their focus on academic factors in their efforts to retain students and improve their student academic experience. Originality/value This study is conducted at a small-sized (less than 5,000 students) higher institution in Canada that primarily provides undergraduate courses and focusses on students’ employment expectations and their rating of the academic experiences. This study can assist HEIs in developing policies related to student retention and success. HEIs may find this study useful in developing policies and programmes related to transitioning from undergraduate studies to the workplace.

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Purpose How higher education institutions (HEIs) approach the recruitment of international students is an area of global interest (James-MacEachern, 2018, Ross et al., 2013), but there is limited focus on how institutions in different parts of the world approach international student recruitment as an export marketing orientation (EMO). The purpose of this paper is to examine the similarities and differences of export marketing orientation amongst three higher education institutions. Design/methodology/approach This study uses export marketing concepts to compare three universities from Canada, Hong Kong and the UK to explore how institutions use international student recruitment as export marketing in international markets. Findings The study finds a number of similarities and differences in how HEIs react and respond to market and global environments, and responses impact the level of EMO. It argues that institutions rely differently on export marketing in their approach international students and highlights the need to understand how various factors such as national policy and institutional strategy impacts institutional adoption of an EMO in higher education. Originality/value By comparing HEIs from different parts of the world, this paper shows differences in export marketing orientation that are shaped by national policy frameworks and organizational culture. This is the first time three institutions from Canada, Hong Kong and the UK have been compared for EMO, and this study provides new insights into the factors that contribute or hinder EMO for HEIs.

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This paper explores higher education actors involved in the recruitment of internationalstudents and their perceptions of their home country’s government policy on their practice. It examines case study institutions from three countries Canada, Hong Kong, and the United Kingdom. This study shows higher education institutions do not exist in a vacuum and regardless of their location, government policy shapes perceptions for international student recruiters who believe that government policies contribute or hinder their practice. All of the participants, regardless of location, show a high level of awareness of government policy that greatly shapes their strategies. More specifically, recruiters find tensions arising from these policies with government shaping recruitment priorities and restricting or instigating competitive responses, while their institutions do not challenge government policy (enough). The findings suggest that government policies establish the “playing field” for recruiters as they attempt to navigate an increasingly competitive environment but at the same time, these perceptions are highly localized and need to be understood in their individual settings.Keywords:internationalization; government policies; recruiters; students