This article evaluates the degree to which international students are satisfied with different dimensions of their university experience, namely, their arrival, living, learning, and support service experiences. Using quantitative survey research methods based on data from the International Student Barometer (ISB), the study evaluates the experience of over 45,000 degree-seeking, undergraduate international students at 96 different institutions in Australia, the United Kingdom, and the United States. Multiple regression analyses indicated that all four dimensions of satisfaction were positively associated with students’ overall university experience, and the article reveals which of the four is the most influential. To the authors’ knowledge, this study represents the first time that a comparative meta-analysis of ISB data across institutions in the three chosen countries has been undertaken. Key implications are discussed for how university administrators, practitioners, and researchers might best allocate resources to support and enhance the experience of international students, leading to more effective institutional recruitment and retention strategies. The study also offers a baseline for future research on international student satisfaction.

This quantitative study investigates the role of satisfaction variables as predictors of institutional recommendation for over 45,000 international students at 96 different institutions globally. Using data from the International Student Barometer (ISB), it demonstrates which aspects of the university experience are most significant on students’ propensity to recommend their institution to prospective applicants. This article also discusses key implications and policy recommendations for how university administrators and international educators could enhance the international student experience and strengthen recruitment and retention strategies on their respective campuses.

International students often experience significant challenges and difficulties adjusting to their new campus and university environment abroad. As a result, understanding the unique needs of these students has become an important priority for many university administrators and mental health professionals amid growing health concerns faced by members of this community. This study examines the prevalence and correlates of depressive symptoms in a sample of international students enrolled in a mid-size U.S. university. A hierarchical multiple regression model revealed that poor English fluency, increased acculturative stress, and perceived discrimination were associated with higher levels of depressive symptoms, whereas increased social support was associated with lower levels of depressive symptoms. Implications for university administration and support services are discussed.

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.

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