Antecedents to international student inflows to UK higher education: A comparative analysis

Abstract

This study explores the antecedents of international student flows into UK higher education and the variations in the antecedents between home countries of origin. The results suggest that home country economic wealth and demographics, historic/linguistic link and UK government preferential policies are the important antecedents for international students from worldwide flows into the UK. However, a comparative analysis shows that a wide variety of economic, social and political factors are all important to the UK international students originally from developing economies, whilst home country economic wealth and population, and bilateral trade are more important than other factors in determining the students from developed countries studying in UK.The UK government should formulate effective and flexible policies and UK HEIs should develop specific marketing strategies to attract a growing number of international students in general and from key target countries and regions in particular.

Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

“…Third, our findings are equally valuable for Anglo-American universities that attempt to attract non-native English speakers from abroad (e.g., Zheng, 2004).…”

UK policy discourses and international student mobility: the deterrence and subjectification of international students

“…In the academic literature and policy circles, changing patterns in ISM are often understood with reference to the 'push-pull model' (Mazzarol and Soutar 2002). This model first suggests students might leave their home country to study abroad due to push factors such as limited availability of places in HE (Healey 2008), good provision of secondary education domestically (Kritz 2015), perceptions of low quality in domestic HE (Chen 2007), and a weak domestic economy (Zheng 2014). Second, students might be attracted to certain countries because of pull factors such as perceptions of high quality of life and educational standards (Perkins and Neumayer 2014), availability of part-time work (Mazzarol and Soutar 2002), shared language and colonial linkages (Zheng 2014), existing social connections (Mazzarol and Soutar 2002), and thriving economies (Perkins and Neumayer 2014).…”

“…This model first suggests students might leave their home country to study abroad due to push factors such as limited availability of places in HE (Healey 2008), good provision of secondary education domestically (Kritz 2015), perceptions of low quality in domestic HE (Chen 2007), and a weak domestic economy (Zheng 2014). Second, students might be attracted to certain countries because of pull factors such as perceptions of high quality of life and educational standards (Perkins and Neumayer 2014), availability of part-time work (Mazzarol and Soutar 2002), shared language and colonial linkages (Zheng 2014), existing social connections (Mazzarol and Soutar 2002), and thriving economies (Perkins and Neumayer 2014). Potential students can also be deterred to move by high 'social costs' (crime, safety, and racial discrimination) (Mazzarol and Soutar 2002), financial costs (Chen 2007), and visa restrictions (Perkins and Neumayer 2014).…”

“…The policies of the potential host countries can be considered a pull factor (Zheng 2014). ISM policies also operate within this frame, for example, through branding initiatives such as EduCanada (Geddie 2015) which seek to change perceptions of destinations, or through the provision of financial support (Van Mol and Timmerman 2014).…”

International and Intra‐national Student Mobility: Trends, Motivations and Identity

“…In his study on the determinants of international student mobility, Wei () demonstrates that students from developing countries, in comparison with students from developed countries, place a higher value on economic factors. Zheng () also identified economic factors as an important motivation behind international studies for students from developing countries. These students are motivated by economic factors and are seeking to obtain higher quality education unavailable in their home country (Woodfield ).…”