Abstract
What are the factors that predict international students’ destination-loyalty intention? This is the main question this paper addresses, using an online survey among 396 (short-term, N = 182) and (long-term, N = 214) international students at a Norwegian university. Structural equation model-AMOS was conducted to examine relationships among personal values, subjective well-being and destination-loyalty intentions. The results showed that: (1) universalism was positively related to subjective well-being for short-term students; and (2) subjective well-being was positively related to destination-loyalty intention for all groups. We found that relatively stable and happy individuals might be important for ensuring destination-loyalty intentions. Results also indicated that personal values that emphasize justice and equity are also important for short-term international students’ well-being.
Highlights
International education is a rising phenomenon worldwide
We took into account both affective and cognitive components of subjective or hedonic well-being, which we considered relevant in relation to personal values and destination-loyalty intention
Structural equation modelling (SEM) was used to test the questions arising from the theoretical model
Summary
International education is a rising phenomenon worldwide. The internationalization of higher education is one response to the driving force of globalization (Van der Wende 2007). Do international students serve as ambassadors for their own country during the overseas sojourn, they may take on another ambassadorial role upon the completion of their studies and stay. They will encourage (or discourage) people in their social network to visit the country (Jamaludin et al 2016) depending on their experiences during their sojourn abroad. This latter role is linked to the students’ loyalty to the country in which they sojourned, and forms the focus of this study; namely the determinants of international students’ loyalty to the destination where they studied
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