The Government of United Kingdom provide several tactics to lure international students to maintain its stake of number one and largest destination for international students seeking higher education overseas (Binsardi and Ekwulugo, 2003). In order to get success in the present environment globally, students must develop some key global cultural skills. (Cant, 2004). This has resulted in an increase in globalization in education field too around the world (Enders, 2004).
The very limited studies have been conducted on the decision making process of the students which suggest that student’s decision is based on the combination of push and pull factors. Push factors defines the economic or political factors and play key role in choice of country. Pull factors such as institutional reputation, international recognition of qualification, teaching quality and location factors have a much greater influence on particular institutional choice. Overseas students from China and India differ with Erasmus students in their motivations for studying abroad (Davey, 2005). These motivations have important implications for strategic international student recruitment, marketing, and retention. There are very little literature written about decision making of Indian students studying overseas, yet the number of Indian students in UK HE continues to rise annually.
Few theories exists which explains how young people make appropriate choices within education. The structural model, proposed by Gambetta (1996), is one of them. These explain choice in the context of economic, institutional and cultural imposed constrains upon students and their decisions can be anticipated along socio-economic, cultural and ethnic lines. These theories have also been u...
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Every year, more and more International students are coming to the U.S. for pursuing higher education. According to the Open Doors report published annually by the Institute of International Education (IIE), the number of intern...
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In the last few years, studying abroad has become an increasingly popular choice for higher education among international students (Accessibility Navigation, 2014). An average of 10% of students in universities all across the UK are international students from countries all over the world. (Accessibility Navigation, 2014). Although the experience is different for each individual student, there are many common problems that international students face. Those problems include: culture shock to varying degrees coupled with emotional issues(Bailey, 2005), Language barriers along with other communication problems (Sherry et al, 2009), and academic problems due to a change in school curriculum (Ramachandran, 2011). This essay will expand on the common problems faced by international students in the UK, offer solutions for handling the problems, and making the process of acclimating to a new environment easier for students.
In addition to spending more on the actual education and university fees, the international students also have to spend on boarding and food. Finding a place to stay that is conveniently near to the university and other places of interaction, is affordable, accepts immigrants, and suits the basic requirements - is hard, sometimes impossible. A compromise on at least one criterion of the above is required to sustain in the new country.
College is important to large amounts of people. As many know, attending college can help better a single person’s life in more ways than one. For example, by attending college and graduating with a degree of one’s choice improves their knowledge in that field of choice. Everyone that has earned a degree has made many choices to get where they are today. There is a process in making these decisions. The decision of deciding, which degree to earn is the first step to changing one’ life.
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The study of enrollment trends in groups of international students shows how changes in a university’s environment and characteristics will affect its total enrollment (Paulsen). According to the Institute for International Education, the number of international students studying at American colleges and universities increased by 5.1 percent in the 1997-98 school year to a total of 481,280 (Honan). Fifty-percent of these students enter universities as undergraduates with the rest entering to pursue a graduate or professional education. (edupass.org) Remarkably, fifty-percent of those undergraduates are enrolled in community colleges (Backman, 1984), and according to the Chronicle of Higher Education, twice as many international students are enrolled in community colleges as where ten years ago (Desruissueaux, 1998).
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On the other hand, internationalization in higher education, as Knight (2003) puts it, is “the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education” (p. 2.). Hence, internationalization in higher education includes activities such as academic (student and faculty) mobility, program linkage and partnerships of institutions at different countries, satellite campuses abroad, international programs, and international research