Student satisfaction : impact of age and gender on satisfaction among international postgraduate students from Asia

Customer satisfaction is a core-marketing concept. It is considered as a major outcome of marketing activity and serves to link processes, culminating in purchase and consumption with post-purchase phenomena such as attitudinal change, customer retention, repeat purchase, brand loyalty, positive word-of-mouth communication. Student satisfaction is a strategic factor in developing a competitive advantage in the highly attractive and globally competitive international education market. Market forecasts indicate a seven-fold increase in the number of students seeking higher education overseas by 2025 and given the competitiveness of the industry, universities will need to focus on variables influencing student satisfaction in order to address areas where improvements in service quality are required.

A sample of 371 postgraduate students from China, India, Indonesia and Thailand, is investigated. The study highlights the development of a scale to measure international postgraduate student satisfaction. The scale demonstrates the importance of four predominant factors influencing university choices - Education Resources; Communication and Guidance; Customer Value and Study Outcomes; and Image, Prestige and Recognition. Using logistic regression and chi square testing, this paper investigates the impact of age and gender on satisfaction among international postgraduate students from four Asian countries studying in universities in Victoria, Australia, on theses factors. The results indicate that age has a positive relationship with satisfaction among postgraduate students while the influence of gender has no effect on influencing satisfaction among postgraduate students from Asia.

Managing academic support for international students: the appropriateness of a learning support unit in an Australian tertiary institution

The higher education environment in Australia has undergone a radical change since the 1980s with the phenomenal increase in the intake of international students, particularly from what are referred to as Confucian Heritage Cultures (CHC): China, Korea, Japan, Malaysia and Singapore. Students from these countries view the Australian higher education system very favourably. The present increase in the proportion of full-fee paying students at Australian universities is also a result of decreasing government funding to the Australian higher education sector, which has now risen to be one of the most important elements of the Australian economy. These push-pull factors have drawn more Australian tertiary institution providers into the market place, as they seek more international student enrolments for their domestic campuses and also establish campuses overseas. Potential higher education students are becoming more discerning in their choices and are choosing learning environments that offers them both relevant and stimulating educational experiences and good qualifications, along with a range of both IT and academic support services that cater to their individual learning needs. Increasing competition, both within Australia and internationally, calls for a focus on student satisfaction in order to sustain the existence of the providers. This paper addresses the issue of what international students seek in terms of academic support and demonstrates that present levels of cost efficient services by Australian higher education providers, generally characterized by IT and language support services, are inadequate and do not meet the specific needs of the students.

Income security of international students in Australia

Growth in the number of international students studying in English language countries has slowed in recent years and this development has generated extended debate amongst university managers and policy makers. In these discussions much attention has focussed on whether the slow down is to be explained by currency realignments, visa requirements, the quality of education, or the increasing competitiveness of the international education market. But what has attracted little attention is the fact that when parents and students choose in which country they will purchase a foreign education their choice is commonly influenced by the level of security that is perceived to characterise the range of options. What security means can take many forms and in this paper we focus on income security. Drawing on interview data from 9 Australian universities, we clarify the sources of international student income, the extent to which these students experience income security/insecurity, how they cope with income difficulties and/or ensure finances do not become a serious problem, and whether the nature of the information provided by governments and universities helps explain the extent of income insecurity manifest amongst international students in Australia. We argue that a significant proportion of international students studying in Australia do experience income insecurity and suggest that for both moral and economic reasons the government and the university sector should pay increased attention to this aspect of student need.

An analysis of factors of importance to international postgraduate students from Asia studying in Victorian universities

Student satisfaction is a key strategic variable in maintaining a competitive position in the international education market by Australian universities. The universities are facing the challenge of rising student expectations of quality, service and value for money, and the need to increase the satisfaction level of their students to retain and improve international student numbers. This process requires universities to carefully analyse the key factors contributing to student satisfaction.

Using logistic regression analysis with factor scores and aggregated satisfaction scores, this study examines the relative importance of factors and their impact on the satisfaction levels of international postgraduate students from four Asian countries studying at Victorian universities. The study concludes that the dominant factors that impact on student satisfaction include the quality of education, student facilities, reputation of the institutions, the marketability of their degrees for better career prospects, and the overall customer value provided by the universities.

Restructuring of education and training in Vietnam : a development and application of arts management training in Australia to Vietnam

The adoption of a more market-oriented economy under doi moi has paved the way for Vietnam to record remarkable human development achievements in the past decades. The Vietnamese education system has been undergoing continuous changes for almost twenty years. Key reforms have been implemented in the education and training sector such as privatising the sector; expanding the schooling system, the vocational education and training (VET) system, and higher education. This paper examines: (1) key reforms implemented in the education and training sector, placed in a broader context of economic reforms in Vietnam; (2) a development of arts management training courses in Vietnam to assist cultural organisations to adjust to social changes, as Vietnamese education institutions have not had much experience in designing training courses in arts and culture management; (3) several arts management training courses in Australian institutions to see the possibility to apply training in arts management in Australia to Vietnam. The findings indicate that a variety of management training modes in Australia can be adapted and applied to the Vietnamese training context. Some factors such as differences in culture, education and training systems, shortages in training staff and resources are also considered in this paper.

Research on the flow of international students to the United Kingdom universities : determinants and implications

Using time series data over the 1985 - 2003 period, this article examines some of the determinants of international student mobility to universities in the UK. The research found that some of the main factors influencing international student mobility to the UK include access to domestic education opportunities in the source country, the level of tuition fees in the host country and the level of involvement of the source country in the global economy. At a time when recruiting international students is getting more competitive, these findings will provide the international student recruiter with an enhanced understanding of the dynamics of the international education sector.

Declining foreign enrollment at higher education institutions in the United States : a research note

When the Institute of International Education reported a drop of 2.4% in international student enrollment in the United States in 2003/2004, the first absolute decline in foreign enrollments since 1971/1972 (Open Doors, 2004), many were quick to point fingers at visa policies instituted after the September 11, 2001 attacks. The "Visas Mantis" review—a security clearance required for foreign students studying any of roughly 200 scientific fields—was blamed for tarnishing the view of the United States as a welcoming place for international students. Although the review has certainly been the cause of increased visa delays and rejections, this article takes the view that it is not the only cause for the dip in foreign enrollments in the United States. Through econometric analyses, it is shown that other than the visa quagmires, improved access to domestic education opportunities and tuition fee increases can indeed explain the drop in foreign enrollments.

From ivory towers to international business : are universities export ready in their recruitment of international students?

The main hypothesis examined in this study is that the success of export recruitment strategies of universities is partly determined by their export readiness, defined as a function of market orientation. This article seeks to fulfil both a research and a practitioner gap in the export of education field. There currently exists a lack of research and discussion concerning the business aspects of export education. Suspicion of the commercial aspects of what is essentially a public good is suggested as a possible reason for this absence of research. With the commercialisation of education growing at the phenomenal rate that it currently is, it is largely time that this research gap be addressed. This study provides an important contribution by examining the export readiness of universities, in particular pre-export market orientation, and its impact on subsequent export recruitment performance.

Transnational higher education : a stock take of current activity

Transnational higher education (TNHE) development is not an entirely new international activity in the education services sector. The nature and scale of the global expansion of contemporary TNHE developments are, however, changing substantially. An understanding of this growth is currently largely lacking because of a dearth of comprehensive statistics. The scale of the latter TNHE developments has been particularly hard to identify and has until now been largely based on guesstimates. This article is an attempt at filling this gap. Through a triangulation methodology of available secondary data, this article is a very first attempt at providing a stock take of the current level of activity in TNHE worldwide.

Payoff, capital and teachers : education policies of the 90s

Although education remains in the flux of change, reviewing the trends in educational reforms in the last decade provides opportunity to learn from the past with a view to improving the educational strategies guiding reforms in the future. As globalisation has become more consolidated in education policy, investigating how particular ideas about globalisation inhabited policy and established over time, presents ways of addressing and challenging the assumptions about education and globalization in the 90s and the fall out from these ideas. Using evidence based policy research, this paper explores how educational policies from OECD, UNESCO and the World Bank coalesced with certain notions of globalisation that strategically guided educational reforms. An analysis of education-globalisation nexus in the policies of OECD, UNESCO and the World Bank evidences the distinct character and agenda of each agency. By focusing on textual evidence, in a range of education policy from the 90s, the paper discusses how policy consolidated particular ideas about globalization and presented ‘simple’ recipes for educational change. When reviewing the 90s, the relationship between education and global change shows that OECD policy emphasized education as a social and individual payoff, World Bank policy focused on education creating certainty enabling the free flow of capital, and UNESCO policy problematised globalization and focused on the importance of teachers as a way to create stability in education during the paradoxical times.

Glonacalling doctorates?: The international and global connectedness of Australian PhD graduates

Simon Marginson and Gary Rhoades coined the term ‘glonacal’ the express the interconnectedness of global, national and local social relations, especially in terms educational systems and experiences. This paper presents some selected data from a recent ARC Discovery Project entitled Research capacity-building: the development of the Australian PhD programs in national and emerging global contexts. Some of selected data show the extent Australian PhD theses have addressed topics in South and East Asia as an illustration of how research capacity-building may be created in/for Australia through topics which address problems or ideas located in other (in this case East and South Asia) national and local contexts. Other data relate to the international movements of—particularly astronomy and chemistry—PhD graduates out of Australia, some of whom return to Australia. The paper discusses these movements in terms of PhD culture being ‘glonacal’ in nature from its programs and postdoctoral relations.

Discursive representation of international students

The data consists of qualitative interviews regarding international students. It provides insight into the discursive representations of international students in an Australian university setting. This data provides a critique of institutional discourses that are informed by race, culture and identity, learning constraints and particular constructions of English and offers ways of thinking that enable a movement beyond into the arena of multiplicity and complexity. While this data is of the discursive practices at one institution it is nonetheless suggestive for other universities. It points to the benefits of examining through a postcolonial lens the discursive practices of the institution alongside the subjectivities of students. The mismatch that is evident in this data indicates the need for institutional change if the goal of genuine internationalisation is to be achieved.

Blended learning in a higher education multicultural environment

This thesis has two outcomes. First, it provides a detailed analysis of how international computing students experience a blended learning environment, identifying their perceptions of the new environment, perceptions of the use of ICT in their studies, preparedness and experiences in using ICT tools, and effective participation in ICT-mediated activities as critical aspects of teaching and learning environments that warrant particular attention by teachers of these students. The second outcome of this thesis is a set of pedagogical principles for the design and development of blended learning, contextualised in local and broader educational challenges typical of a multicultural student body, consistent with a globalised world.

Engaging international students

Effective and meaningful student engagement is integral for enhancing student learning experience and outcomes. For international students who move beyond their cultural comfort zone and navigate through cross-border experiences, it is essential to conceptualise their engagement through not only the formal curriculum but also the informal curriculum. International student engagement should be viewed in relation to multiple interrelated dimensions. These may include their engagement with the learning content and learning process, the bonding between teachers and students, the interaction between international and domestic students and amongst international students themselves and their integration into the relevant networks, the community and the society that they are living in. These dimensions of engagement are anchored in the intersections of international student personal agency and personal experiences, educational practices, cultural boundaries and the broader social and political context shaping Australian international education.