Destination Motivation, Cultural Orientation, and Adaptation: International Students’ Destination-Loyalty Intention

Abstract

This study aims to understand factors predicting destination-loyalty intention in international education. A sample of 378 long-term (n=195) and short-term (n=183) international students participated in the study carried out in 2014 through an on-line survey at the University of Bergen, Norway. Using a series of hierarchical regression analyses, the researchers found that among short-term students, destination motivation (pull), orientation to mainstream and heritage culture together with psychological adaptations were the most important variables influencing their decision to revisit and to recommend the destination to others. Among long-term students, the same variables with the exception of psychological adaptation in addition to sociocultural adaptation were the significant predictors of destination-loyalty intention. This study discusses the results from a social, psychological and international education perspective as well as their implications for destination management.

Statistical Analysis of Study Abroad Experiences of International Students in Five Major Host Countries of Europe

“…Satisfaction as an outcome might also lead to revisiting a particular country or recommending it to other students. Jamaludin, Sam, and Sandal (2018) investigated the issue of destination loyalty, and their results indicated that psychological adaptation of short-term international students was significant in predicting the intention to revisit and recommend the destination to people in their home country. The International Student Barometer, StudyPortals, QS Student Satisfaction, and a number of other assessments measure the level of student satisfaction.…”

International Students in Multicultural Classrooms

“…International students adapt themselves with the host culture so that they can blend better. The view is supported by Jamaludin and Sam (2018) who stated that international students need time for orientation to the host culture. Further, their research highlights the benefit of sociocultural adaptation for international students that they tend to recommend and to return to the host destination.…”

Investigation into the Professional Culture of a Foreign Language Teacher in a Multicultural Classroom from Faculty and International Students’ Perspectives

“…Literature analysis highlights some important issues. They are the following: international students are considered as an object for understanding the global landscape of higher education [27], the process of integration with university life [28], problems of cross-national communication and relations between international and domestic students [29][30][31][32], questions of creating a friendly, equal university atmosphere with acknowledgement of international students' diversity [33], international students' processes of adaptation [34,35], the role of mentors in these processes and in the process of fostering leadership development outcomes for international students [36,37], issues of academic and social support [38], psychological wellbeing of international students and their psychological, academic and university adjustment [39][40][41][42][43], international students' motivation [44,45] and the impact of education abroad and its importance for international students' future career [46].…”