Abstract
Recognizing the globalization of higher education institutions, this study examined the influence of university–student relationships on host country-related outcomes, including student attitudes, purchase intentions, and policy support. A survey was conducted with Chinese students who had studied or who were currently studying at South Korean universities. Its results showed a significant positive association between Chinese student perceptions of their relationships with host universities and their attitudes toward South Korea. In addition, their positive attitudes led to (i) intentions to purchase Korean products and (ii) policy support for the Korean government. The theoretical and practical implications of study findings are discussed from the perspectives of public diplomacy and the university’s role in a highly globalized education system.
Highlights
In the age of globalization, the flow of international students has increased across the world from 2 million in 2000 to 5 million in 2017 [1]
The analysis found that university–student relationships perceived by Chinese students were significantly related to their attitudes toward South Korea, which influenced their willingness to buy Korean products and to support the Korean government’s foreign policy
Based on a survey of Chinese students in South Korean universities, this study showed the potency of educational experience in a foreign country in producing diverse outcomes related to the country, including attitude toward it, purchase intentions, and support for its policy
Summary
In the age of globalization, the flow of international students has increased across the world from 2 million in 2000 to 5 million in 2017 [1]. According to national statistics [2], the number of international students in higher education in South Korea increased from 63,952 in 2008 to 89,537 in 2011, and reached 104,262 in 2016. Previous studies (e.g., [3,4]) showed that personal experiences, such as the consumption of foreign products, international business, tours, and study abroad programs, have exerted increasingly substantial impacts on individuals’ perceptions of foreign countries. Previous studies have identified outcomes and impacts of international education in many dimensions, including learning outcomes or academic achievement [5], cultural understanding [6], personal development [6], employment and career development [5], and institutional prestige/ranking [7]. Not much research has documented the country-related outcomes of international education, except a few studies only in the U.S context [8,9,10,11,12]
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