Analysis of Korean students’ international mobility by 2-D model: driving force factor and directional factor

Abstract

The purpose of this study is to understand the dynamics of Korean students' international mobility to study abroad by using the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives students' outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students' outward mobility, and is explained by the comparison of Korean students' perceptions on the images of universities in the U.S., China, the U.K., and Australia and their expectations for higher education in each country (categorized as 'academic'-'environmental'). Two questionnaire surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country's higher education institutions that can be incorporated into their recruitment strategies for international students.

Student mobility reviewed: attraction and satisfaction of international students in Turkey

“…However, it tells less about why a student chooses a particular country for study abroad. On the other hand, Park (2009) analyzed the dynamics of out-bounding student mobility in Korea with a 2-D model. The first D, the driving force factor, in the model represents the domestic factors drives Korean students to study abroad.…”

“…Student characteristics (Chen 2006), their motivation for study abroad (e.g., taking an opportunity for self development, having academic experience abroad, improving understanding of a host country, improving career prospects, traveling preferences, and having a novel experience in a new surrounding) (Teichler 2004b, 397), and their priorities in social and academic life (e.g. their perception of safety, life style, racial discrimination, friends and family, climate and culture, study programs and courses, facilities and support services, teaching quality, teaching staff and methods, recognition of courses, and image and prestige of the university) (Arambewela and Hall 2008, 129;Park 2009) shape their decisions and country choice for study abroad.…”

Aspiration for global cultural capital in the stratified realm of global higher education: why do Korean students go to US graduate schools?

“…Foreign students' decisions to study abroad typically have been analyzed in terms of 'a push and pull model' (Chen 2007;Mazzarol and Soutar 2002;Park 2009;Zikopoulos and Barber 1986). This model considers such factors as student characteristics (class, gender, and ethnicity), significant others (family, relatives, and professors), external 'push' factors (the home country's academic, economic, cultural, and political aspects), and external pull factors (the host country's academic quality, economic and political ties, geographic proximity, and immigration policy; the institution's reputation, financial aid, faculty, and location).…”

Comprehensive Internationalization at HAN University of Applied Sciences. Student Mobility

“…The reputation is paramount to the higher education institution and second, the recognition of the degree within the home country or international labor market is pivotal for future career building (Bourke 1997, Park 2009). Reputation was build up in the position higher education institutions for the purpose of being relevant to the international ranking system.…”

“…multiculturalism is one such thing while safety, weather and the friendliness of those who live in the country of study is another (Bourke 1997, Park 2009). …”