Destination Choice and Institutional Recommendation

Arambewela and Hall (2009) examined the differences in international student perceptions of the level of satisfaction related to education and noneducational services at institutions in Australia. The authors used seven constructs in the study—education, social, technology, economic, accommodation, safety, and prestige and image—as predictors of student satisfaction. Results showed that feedback from lecturers, good access to academic staff, and quality of teaching were perceived to be the most essential educational variables influencing student satisfaction. Counseling services, social activities, close working relationships with other students, and international orientation programs were the most significant variables within the social construct. Work during studies and cost of living were key economic factors and safety was a primary concern to international students and their families. Respondents indicated that a highly ranked international image and the prestige of a university were attractive as it would create better career opportunities for them. They also expected student accommodation

to be made available by universities or by community agencies to comply with their minimum standards of comfort, at reasonable cost. Access to computer labs and the availability of modern facilities was another important expectation.

Mavondo, Tsarenko, & Gabbott (2004) suggest that, among other factors, the concept of institutional recommendation is closely related to satisfaction and that satisfied students are more likely to engage in word of mouth communication to recommend their institution to potential or future students. These students would also return to enroll in higher degrees, become valued alumni, and offer job placement opportunities for current students. The decision of prospective international students to select an institution is based on several factors, such as institutional reputation, safety and security, university environment, quality of life, and visa requirements, but the recommendation from family, friends, and acquaintances can be influential motives in their decision-making process.

Cubillo, Sánchez, and Cerviño (2006) studied the different factors that particularly influenced the decision making process of prospective international students in selecting a

university. There were five main variables that helped determine institutional choice: 1) students’

personal factors including career prospects, making international contacts, improving language skills, and recommendation from family, friends and professors; 2) the host country’s image including cost of living, visa procedures, social aspects, and opportunities to work; 3) the

reputation of the city including safety and security, social facilities, and the local environment; 4) the status of the institution including ranking, campus atmosphere, research opportunities,

experience and expertise of faculty, quality of education, and academic resources; and 5) the evaluation of the program of study including tuition cost, variety and quality of courses, and recognition by future employers.

Brett’s International Student Barometer study (2013) at Australian universities indicated that 29% of international student respondents would go out of their way to actively encourage other students to apply and, whenever asked, 49% would encourage people to apply. 78% of

enrolled students at the 23 participating Australian universities were prepared to recommend their Australian experience to friends and family. Teaching quality, personal safety, and the perceived reputation of the qualification, institution and education system were the five most important factors influencing decisions on where to study. Other factors included university websites and an informal network of friends, parents, current students, and alumni.

A recent study by Universities UK International (2017) used International Student Barometer data to investigate the top five factors influencing undergraduate international

students’ choice of study destination at institutions in the UK. They were, in ranking order: 1) the university websites, 2) family, 3) friends, 4) league tables, and 5) education agents. These factors were consistently the top influencers in this study over five years, which is an indication of how important they are in students’ selection of a destination institution. The findings also showed that the use of social media was the fastest growing influencing factor for international students throughout their process of choosing an institution. Roughly 14% of international undergraduate students in the UK used a social networking site to help them choose where to study, which was an increase of 8% from 2012.

The QS Enrolment Solutions study (2018) surveyed over 67,000 prospective international students, from 193 different countries, about their attitudes, goals and decision-making processes in choosing their next study destination. Among some the key findings, their report shows that course offerings were the main driver of student decisions on institution and location, with the expectation that the course of study would lead to career prospects. Reviews and marketing materials highlighting the quality of teaching and experience of academic staff was the second most influential factor in choosing their institution. The report also shows that prospective students were most concerned about the cost of living and being able to afford their tuition fees.

Having a relative or friend in a destination country and receiving information about local culture and customs can help reduce concerns and worries about going to study abroad and impact students’ choice of a particular location. Campus safety and a welcoming environment were also important factors in international students’ institutional and destination choice.

In a recent study on international student mobility conducted by Studyportals, Choudaha and van Rest (2018) found that a majority of respondents, who were prospective international students, indicated that work opportunities during their studies was an important factor in choosing their institution and destination country. The study also surveyed colleges and

universities that reported an increase in international student enrollment numbers in 2017. These institutions attributed the growth in student numbers to three main factors: 1) active recruitment efforts (61.1%), 2) active outreach to admitted students (45.1%), and 3) the growing reputation and visibility of their institution (45.1%).

Institutions that actively measure student satisfaction tend to find an established relationship between student expectations and their level of satisfaction on the service they receive. For instance, in a comparative study of student satisfaction at 40 business schools in the US versus the UK, Mai (2005) developed a questionnaire based on the SERVQUAL framework to compare 322 students’ educational experiences on service quality at their respective

institutions. The study found that students had different levels of expectations when they study in the US than in the UK, and that US institutions provided a higher quality of education that exceeded students’ expectations.