The motivations and their conditions which drive students to seek higher education in a foreign country

Abstract

This article summarizes a vast literature tracing the plethora of motivations of international students to study abroad. We detail the push factors (i.e., personal goals) and pull factors (i.e., attracting elements) for this decision to pursue higher education overseas. To elaborate, the push factors are around the attainment and/or increase of three main capitals: human, financial and psychological. Pull factors are around the attracting capacity of three main entities: the destination country, the hosting city and the academic institution. Furthermore, the paper highlights the conditions that may enhance or inhibit student mobility for higher education abroad (for example, social networks, transportation accessibility, legal requirements and more). Special reference is given to the mobility of international students in the COVID-19 pandemic.

“Looking for a Better Future”: Examining African Portuguese-Speaking Students’ Motivation to Study in Portuguese Higher Education

“…Additionally, students consider factors such as travel expenses, tuition fees, security concerns, violence, and crime levels (Wu & Hou, 2023). Their motivations are frequently tied to recommendations received from parents and friends regarding higher education in the host country, their social connections with the host country, and limited job opportunities in their home country, among other factors (Huisman et al, 2022;Shkoler & Rabenu, 2023).…”

A systematic and theoretical approach to the marketing of higher education

“…Example items from the Initial/Basic Prospective (International) Students Needs Survey include: (1) for Facet A (Achieving Personal Goals): "I am interested in achieving personal goals, to increase my human capital (such as knowledge and skills): _____" or "I am interested in achieving personal goals, to increase my psychological capital (such as self-confidence and resilience): _____"; (2) for Facet C (Secondary Decision Criteria): "The extent of your social resources (such as family, friends, and acquaintances): _____" or "Language barriers or familiarity (the extent of familiarity with the local language in speech, reading and writing): _____." For further reading, see Appendix 2 in Shkoler and Rabenu (2022).…”

“…The students are the potential consumers/customers of higher education, which is why it is of paramount importance to understand their motivations, needs, and expectations (e.g., Prugsamatz et al, 2006 ; Bunce et al, 2017 ; Nafari et al, 2017 ; Shkoler and Rabenu, 2022 ). By identifying their expectations, meeting them, or even exceeding them altogether, this has the potential to support marketing efforts of higher education institutions (e.g., Prugsamatz et al, 2006 ; Woodall et al, 2014 ; Nixon et al, 2018 ), inducing and increasing customer value (e.g., Chen, 2008 ).…”

“…The academic institutions are the providers of higher education, with exceedingly increasing competition among them ( Beech, 2018 , p. 622). There are several reasons for these institutions (as well as countries) to be courting students, in general, and international students, in particular: tuition fees (as an income source), support for research, potential skilled/talented workers in future, diversity (e.g., cultural and demographical), networks, and more (for further reading, see Shkoler and Rabenu, 2022 ). As such, these academic institutions must be aware of and try to actively discover prospective students’ needs, motivations, preferences, and wants (see Appendix 2 in Shkoler and Rabenu, 2022 ), resulting in the application of the prospective student to the institution, in order to ensure sustainable higher education.…”

“…To this end, academic institutions may design a survey that is based on the different elements comprising the MS ( Figure 1 ), thus helping them by better understanding the students’ motivations, experiences, expectations, needs, and aspirations. An example for such a tool which focuses on the motivations of students, particularly, can be seen in Shkoler and Rabenu (2022) . Example items from the Initial/Basic Prospective (International) Students Needs Survey include: (1) for Facet A (Achieving Personal Goals): “I am interested in achieving personal goals, to increase my human capital (such as knowledge and skills): _____” or “I am interested in achieving personal goals, to increase my psychological capital (such as self-confidence and resilience): _____”; (2) for Facet C (Secondary Decision Criteria): “The extent of your social resources (such as family, friends, and acquaintances): _____” or “Language barriers or familiarity (the extent of familiarity with the local language in speech, reading and writing): _____.” For further reading, see Appendix 2 in Shkoler and Rabenu (2022) .…”