Abstract
Higher education students around the globe have continually searched for opportunities to further their education abroad, looking beyond the provisions of their home country in pursuit of quality education. Most of these students are either tutors, teaching assistants, or in lecturing roles within the university environment. Using a qualitative case-study approach, this paper investigates the teaching intention of international postgraduate student lecturers at a university in KwaZulu-Natal, South Africa. This is in a bid to understand why these students choose to become involved in the teaching and learning process as lecturers. Participants were purposefully selected from a sample population of registered international postgraduate students at the university; and these participants were chosen in an order which ensured representation. Semi-structured interviews and observation methods were used, and data generated were analysed using grounded analysis. Findings reveal that international postgraduate students in this university chose lecturing, owing to the financial preconditions of undertaking postgraduate studies, to improve their interpersonal, communication, and cross-cultural skills, and also owing to legal restrictions. This paper therefore concludes that these reasons are valid and recommend several ways of helping these student lecturers function both effectively and efficiently.
Highlights
Introduction and ProblematicEducation statistics reveal that sub-Saharan Africa has the highest outward mobility ratio of all the regions of the world, at 4.6% compared with the world average of 19% (UNESCO, 2019)
Findings and Discussion The findings and discussion of this research will be organized according to the major research question which involves understanding the lecturing intention of most international postgraduate student lecturers
Findings reveal that the choice of South Africa as a study destination for most of these students includes affordable tuition fees compared with Western institutions, low cost of living, the presence of modern technological facilities, quality education, and the use of English as a medium of instruction
Summary
Education statistics reveal that sub-Saharan Africa has the highest outward mobility ratio of all the regions of the world, at 4.6% compared with the world average of 19% (UNESCO, 2019). This implies that, for every single student enrolled at tertiary level in their home country, 4.6 others have moved away and enrolled abroad. Most higher education students in Africa, for various reasons, continually search for opportunities to further their education abroad They search repeatedly beyond the provisions of their home countries to pursue high-quality education offered around the globe. South Africa has the highest growth rate − it recorded a 28.8% increase in international student enrolment from 2006 to 2010
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