Abstract
This paper voices the opinions of international students’ from China and India, and highlights the intentional process of integrating their perceptions of internationalization into a strategic service delivery plan. Data on those perceptions were analysed using a probabilistic model. We clustered 766 international students’ opinions into categories that enabled us to determine the main ideas that constituted their perceptions. The findings enabled us to draw comparisons between two major sending countries and to formulate a series of recommendations for stakeholders in higher education institutions that receive Chinese and Indian students, as well as for policymakers. Primary differences relate to factors such as learning and internship opportunities for Chinese students and service provision for Indian ones. In conclusion, this study offers the next step in the analysis of Chinese and Indian international students’ needs providing with an innovative way of determining students concerns with a view to empowering them within the internationalization process of higher education institutions.
Highlights
The growing movement of international students all over the world affects the environment of higher education institutions (Altbach, Reisberg & Rumbley 2009)
We focus on degree-mobility students, in two major sending countries (China and India) from which international student flows are dominated by those seeking full degrees (UNESCO 2009)
The first table shows the results or topics from the analysis of the Chinese international students’ comments. Those topics are ordered by weight in the composition of the whole set of reviews, and by importance: The topics clearly state that Chinese students going abroad focus mainly on the academic and social environment
Summary
The growing movement of international students all over the world affects the environment of higher education institutions (Altbach, Reisberg & Rumbley 2009). China and India are two major sending countries of international students (OECD, 2018). These countries have growing numbers of international students going abroad, there is a lack of needs analyses of these higher education students’ perceptions of internationalization in the literature (Altbach and Bassett, 2014; De Wit, Hunter, Howard & Egron-Polak, 2015). The purpose of this paper is to reflect on the needs of C&I students when they go abroad and the services they demand. The reason for this analysis is that internationalization is a process that should encompass students’ voices
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