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Reluctance to accept vaccination against COVID-19 poses a significant public health risk and is known to be a multi-determined phenomenon. We conducted online focus groups, or “bulletin boards,” in order to probe the nature of COVID-19 vaccine hesitancy and its implications. Participants were 94 individuals from three distinct U.S. geographical areas and represented a range of demographic and socioeconomic characteristics. Six themes emerged from the 3 day-long bulletin boards: the most trusted source of health information sought is the personal physician; information about health is nevertheless obtained from a wide variety of sources; stories about adverse side effects are especially “sticky”; government health institutions like CDC and FDA are not trusted; most respondents engaged in individualistic reasoning; and there is a wide spectrum of attitudes toward vaccination.

Since more Indonesian students are coming to pursue higher education in China, understanding the factors influencing Indonesian students' satisfaction could facilitate Chinese higher education institutions and the policymakers to improve and develop their services to match the needs of current Indonesian students in China and to attract potential Indonesian students to study in Chinese higher education institutions. Therefore, the main objectives of this study were (1) to analyze influential factors on Indonesian students' satisfaction toward Chinese higher education, (2) to examine level of Indonesian students' satisfaction toward Chinese higher education, and (3) to provide recommendations for both Chinese higher education institutions and the related policymakers. This study applied quantitative approach by using questionnaire as a tool to collect primary data from the 215 Indonesian students currently studying in several universities in Wuhan. The findings indicated four factors have significant positive influence on Indonesian students' satisfaction toward Chinese higher education. These four factors are education service, infrastructure and staff support, safety, and students' preparation before coming to China. The multiple regression models with these four factors could predict 60.8% of the variance in the overall Indonesian students' satisfaction. Contribution/ Originality:This study contributes in the study of higher education students' satisfaction towards the rapid development of China's higher education service from the perspectives of Indonesian students. Such study has not been explored and this study is intended to fill the gap and enrich the literature related to higher education students' satisfaction. INTRODUCTIONChina's rapid economic growth has sparked a prominent growth of demand on its higher education internationally. The unprecedented economic growth of China over the last three decades has put China into one of the powerhouses in attracting international students. According to the deputy director of the Department of International Cooperation and Exchange of China's Ministry of Education, China has become Asia's most popular destination for overseas students (China Daily, 2017).In 2012, China set a goal of becoming an international education hub and targeted as many as 500,000 international students enrollments in higher education at all levels of education by 2020 (Ibttimes, 2011;

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This study aims to gather and analyze students' perspectives on buying private tutoring services, also known as shadow education (Bray, 2007). Private tutoring service has been rapidly spreading and trending around the world. Its rapid development is one of the signs of marketization and privatization in education and students as the 'consumers' of education services play crucial roles in boosting the trend of private tutoring through their demands. Analyzing and understanding their perspectives in buying private tutoring services are crucial in order to have a better understanding on factors 'forcing' them to buy shadow education services. Data were collected through students' focus group discussions to acquire their personal views and motives on buying private tutoring services. Findings indicate students buy private tutoring services due to their academic achievements and/or problem, their parents-related decision, and their view on the usefulness of private tutoring services. Understanding the motives on why students buy private tutoring services is useful to analyze how their demands are related to their dissatisfaction on the mainstream education. This study also reveals private tutoring services, and education privatization in general, is an unavoidable in the future. Schools and policymakers may start to study these phenomena thoroughly and produce reliable policies to improve students' experience in mainstream schooling.