International Student Enrollment Research Articles

Demographic and Socio-Economic Characteristics of Student Migration in Nepal

Student migration, defined as the movement of students to pursue education abroad for at least a year outside their country of citizenship, has transformed into a market-driven phenomenon due to the globalization of higher education. As the demand for international education surges, an increasing number of students perceive it as a pathway to potential permanent residency. The cultural and economic contributions of these international students have prompted stakeholders to facilitate their entry and integration. While North America, Europe, Australia, New Zealand, and East and Southeast Asia remain primary destinations, emerging educational hubs like Malaysia, the United Arab Emirates, and Singapore are witnessing a rise in international student enrollment. Nepal is a microcosm of this global trend, with thousands of its citizens pursuing higher education abroad annually. A comprehensive analysis of the demographic and socioeconomic characteristics of Nepalese students studying abroad reveals complex patterns influenced by factors such as geographic origin, gender, age, religion, marital status, and economic background. The preference for countries like Japan, characterized by favorable policies and educational opportunities, is particularly pronounced among students from regions like Lumbini and Madesh. These disparities underscore the persistence of sociocultural barriers hindering educational opportunities for women and the inequitable access to international education among students from different socioeconomic strata. To effectively support Nepalese students abroad, it is imperative to develop tailored policies and support systems that address the diverse needs and backgrounds of this population.

Navigating the Impact of Immigration Policies on Universities: A Leadership Model Approach

This study explores the multifaceted challenges universities may face as a result of alterations in immigration policies. Tightened regulations lead to decreases in international student enrollment. By drawing upon various theoretical frameworks, including transformational leadership, change management, and cultural dimensions, this study offers a comprehensive strategy to address the financial, social, and cultural implications of immigration policy shifts. The study examines the impact of policy changes on employees, highlighting potential challenges such as burnout and disengagement. Proactive measures, including flexible work arrangements and mental health support services, are recommended to mitigate these impacts. Financial implications are addressed through developing contingency plans and reassessing financial strategies to maintain operational stability. Furthermore, the study underscores the importance of preserving campus cultural exchange opportunities and diversity initiatives through virtual programs, partnerships, and curriculum integration. Leadership models, particularly transformational leadership, provide a guiding framework for navigating organizational change. The study advocates for clear communication, employee empowerment, and alignment with the institution’s values to foster resilience. Additionally, Kotter’s 8-Step Model of Change Management offers a structured approach to addressing challenges, emphasizing the importance of urgency, vision, and cultural integration. Through proactive measures informed by theoretical insights, universities can navigate the challenges of immigration policy changes while upholding their commitment to diversity, inclusion, and academic excellence. This study contributes valuable insights for higher education institutions grappling with regulatory shifts, offering actionable recommendations for fostering resilience and adaptation in a rapidly changing landscape.

Mapping the terrain of global research trajectory of international doctoral students: a bibliometric review

ABSTRACT Significant changes in global doctoral education have occurred in recent decades. Many countries have adopted strategies to intensify and expand their doctoral education. Meanwhile, the number of doctoral students globally has increased, with a notable surge in the enrollment of international doctoral students (IDS). Previous studies have investigated IDS-related issues such as students’ motivations, learning experiences, and post-graduate development; yet a comprehensive review of the existing literature on IDS is lacking. This study reviews the IDS literature since the year 2000, aiming to unveil the landscape of contemporary IDS research within a fast-changing context of global doctoral education. Using bibliometric analysis and data retrieved from Web of Science, we examine trends in IDS publications, key authors, influential journals, geographic distribution by countries and institutions, and significant research themes within IDS studies. The concept of asymmetry is used to interpret the findings, which contribute to a critical understanding of the current landscape of IDS research. The findings serve as valuable references for examining the dynamic and changing context of IDS research, providing valuable insights for future studies.

International Students’ Social Media Use: An Integrative Review of Research Over a Decade

As advancements in technology rapidly progress and the enrollment of international students continues to increase concurrently, understanding the impact of social media on their experiences has become an area of significant academic interest in the recent decade. This integrative review employs a hybrid review approach, integrating bibliometric analysis with structured review, to provide a comprehensive overview and systematic synthesis of the literature on social media use among international students. One hundred twenty-one studies retrieved from the Web of Science database were analyzed to delineate the evolution of the field and identify the influential journals. The paper further proposes an integrative framework that thematically summarizes the phenomenon, aiming to highlight the potent components in students’ transitions. This review offers insights into the evolving landscape of social media use among international students, identifying potential directions for future study and policymaking.

Strangers in the North: Critical narratives on the postgraduation career transitions of international doctoral students

AbstractData show higher enrollment of international graduate students compared to undergraduates in the United States in 2022, with the trend expected to continue. Many international doctoral students pursue education in the United States, hoping to seek employment and/or employment‐based permanent immigration after graduation. Through critical personal narratives (CPNs), the authors use their stories to reflect on employment‐seeking experiences during their time as international graduate students. The narratives depict a 20‐year time span of ongoing issues faced by international graduate students. These first‐person accounts authentically recognize the challenges and provide an avenue for institutions to subsequently address the areas of immigration policies, hiring practices, career development, and cultural responsiveness for international doctoral students.

Promoting multicultural and social justice counselling competency of international counselling students

AbstractThe enrolment of international students in US counselling programmes has been increasing steadily over the past decade. These international counselling students, as an emerging international workforce, can contribute to the decolonisation of counselling practice through the development of their multicultural and social justice counselling competency (MSJCC)—an essential counselling competency to improve counselling outcomes across culturally diverse clients. However, current US counsellor training programmes often fail to adequately address the unique challenges faced by international counselling students, which can impede their progress in enhancing MSJCC. This article explores specific challenges international counselling students encounter in developing MSJCC, underscoring the importance of culturally sensitive pedagogies. By focusing on the intersectional identities of international counselling students, this article proposes targeted pedagogical strategies that align US counsellor education with the lived experiences and challenges faced by these students. Case studies are provided to illustrate the application of these pedagogies. Promoting international counselling students' MSJCC can help prepare an international workforce capable of effectively working with a diverse global population and contribute to the decolonisation of counselling practices.

Applying Behavioral Economics to Social Capital to Increase International Enrollment in U.S. Community Colleges

ABSTRACT At a time when international student enrollment has been declining at community colleges for more reasons than just the pandemic, this paper attempts to address a gap in the literature to assist community colleges with their enrollment by helping them recruit international students. While there are many suggestions for improving international enrollment numbers, they are often financially costly. Given the budgets of community colleges and how international students choose their post-secondary institutions, community colleges are best able to raise international enrollment by concentrating on improving the campus experience for their current international students. To do so, this paper is the first to apply insights from behavioral economics to see how they might help increase the social capital of international students to boost international enrollment. Outside the classroom, international students may be helped by the college employing behavioral biases such as the availability bias and status quo bias and the heuristic known as the foot-in-the-door to raise their social capital with domestic students and using the information overload and choice overload to increase their social capital with academic counselors. Inside the classroom, faculty members can employ behavioral biases like the appeal to authority and the in-group bias to help international students increase their social capital with domestic students.

Latest Open Doors report examines trends in international student enrollment

The Institute of International Education, in collaboration with the U.S. Bureau of Educational and Cultural Affairs, has been gathering data and publishing statistics since 1948 on the number of international students enrolling in American colleges and universities, their countries of origin, and the number of American students studying abroad. This is a definitive survey of international and U.S. higher education student mobility.

Identifying and Responding to Gaps in Services for International Graduate Students and Postdoctoral Fellows to Enhance the Graduate Community and Promote Quality Research Outcomes

The growing enrollment of international students in doctoral science, technology, engineering, and mathematics (STEM) programs in the U.S. has contributed to the need for an increase in specifically-designed programs, resources, and services that address the unique challenges of the international student population. When transitioning to the U.S. to pursue higher education, international students often experience obstacles, including language barriers, sociocultural challenges, and academic alienation, which significantly impacts the ability to successfully adapt to the new learning and living environment, oftentimes continuing throughout the duration of the program. Furthermore, international postdoctoral fellows engaged in STEM research fields may lack a sense of belonging due to similar barriers. The recruitment and retention of competitive international students and postdoctoral fellows directly impacts the quality and magnitude of research outcomes, while also enhancing and enriching the cultural diversity and experience of the graduate community. We use data collected from an international student and postdoctoral survey distributed to more than 65 students and 90 postdoctoral fellows as well as listening sessions to identify gap areas where additional resources are required and where modifications are needed to more productively serve the international population at Augusta University. Our findings indicate that international students and postdoctoral fellows experience more anxiety and isolation when they are not supported, personally, socially and academically, by their administrative leaders, faculty, peers, and surrounding community. Incoming students who were connected with current graduate students prior to their arrival to the U.S. experienced a greater level of support and were more confident and comfortable in their adjustment to society in the U.S. The implementation of additional events and experiences led by the responses of the international population, including research shadowing opportunities in on-campus laboratories, social gatherings connecting students and postdoctoral fellows of different cultures, writing circles and professional development workshops, and one-on-one sessions enhances community belonging and prioritizes personal and professional growth among this vulnerable student population. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

The Adjustment of Canada’s International Student Enrollment Policies and Their Impact on the Financial Structure of Higher Education

The Adjustment of Canada’s International Student Enrollment Policies and Their Impact on the Financial Structure of Higher Education

The role of rankings in shaping the institutional enrollment of international students

The role of rankings in shaping the institutional enrollment of international students

The Impact of Visa Policy on Higher Education International Students

The globalization of higher education has led to unprecedented mobility among international students, transforming the educational landscape and posing intricate challenges influenced by visa policies. This research delves into the intricate interplay between visa regulations and the encounters of international students in higher education. By meticulously analyzing historical trends, government motivations, and the multifaceted impact on enrollment figures, economic landscapes, and social experiences, this study uncovers the nuanced realities of international student mobility. The significance of this research lies in its potential to inform policy frameworks and institutional strategies. Understanding the subtle dynamics of visa policies is not merely academic. It shapes the cultural, economic, and educational fabric of nations. As international student enrollment becomes increasingly competitive, comprehending the implications of visa policies becomes imperative. This study contributes a holistic perspective, bridging gaps in existing knowledge, and providing a foundation for policymakers, educators, and institutions to create inclusive, supportive environments for international students. The insights garnered here illuminate the path toward balanced visa policies that foster global academic exchange while respecting national security concerns, ensuring a vibrant, diverse, and thriving international higher education community.

Liberal arts education in transnational higher education: a comparative study of New York University and its international campuses

ABSTRACT Recent decades have seen rapid increases in the number of international campuses and student enrolments at these campuses. While research has indicated that international campuses often struggle to resolve the tension between global integration and local responsiveness, there is currently only a limited understanding of how these campuses navigate and address this tension in their curriculum operations. Combining document and interview data, this study compared the liberal arts curricula of two international campuses of New York University and explored the factors associated with differences in the curricula. The curriculum design is similar in that it places liberal arts at the core, but there are slight variations in the proportion and implementation of the liberal arts curriculum. Our analysis showed that international learning, the quality assurance system of the host country, and local relevance combine to shape the curriculum design. We further highlighted the importance of governance structures and internal organisational structures in the running of international campuses.

Experiences of International Graduate Students at Makerere University

The enrollment of international graduate students is declining at Makerere University. Yet, Makerere aspires to be a research-led institution with an internationalization agenda. There is a need to increase the number of international graduate students as this would help Makerere University to realize its vision. This study, therefore, explored international graduate students' experiences at Makerere University, and the following objective guided it: to explore the experiences of international graduate students at Makerere University. The study was based on the interpretive worldview, subscribing to the transcendental phenomenology of Edmund Husserl, which states that those who have experienced a phenomenon can give it meaning. Eight international graduate students at Makerere University were interviewed, and they were selected from different academic disciplines, which were categorized according to Becher and Biglan's classification. Data were thematically analyzed, whereby two themes, namely non-academic experiences and academic experiences, emerged. It was therefore concluded that international graduate students at Makerere University had both positive and negative non-academic and academic experiences. This study recommends that Makerere University Management should strengthen measures that lead to positive experiences for international graduate students, such as the provision of financial resources, strengthening the operations of the International Office, organizing events for graduate students to facilitate their interactions with the domestic students, and putting in place peer mentors for new international graduate students to foster a sense of community. This study also recommends that the International Office work very closely with the Deans of Schools in the different colleges of Makerere University. This will improve their academic experiences and, ultimately, their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University

Medical Education Challenges in the Era of Internationalization and Digitization.

Prior to the coronavirus disease 2019 (COVID-19) pandemic, Central Asia and Eastern Europe saw a significant rise in international medical student enrollment, driven by competitive tuition fees, prestigious institutions, and culturally diverse environments. The pandemic forced a rapid shift to online learning, disrupting student mobility and compromising clinical training quality. Online education for international medical students during the COVID-19 pandemic has proven beneficial, though low- and middle-income countries struggled with access to information infrastructure and resources. While 64% of students preferred online learning, challenges like limited internet access and lack of in-person interaction persisted, making a blended approach of online and traditional methods most effective. Despite a rebound in post-pandemic enrollment, persistent challenges such as linguistic obstacles, psychological stress, and cultural adaptation issues remain. Active research engagement during undergraduate studies is essential for skill development. Integrating research into education curricula and fostering motivation are crucial for enhancing academic outcomes. Critical thinking and cultural competence are vital, necessitating explicit instruction and collaborative learning strategies. Addressing language barriers through comprehensive support systems for both instructors and students is imperative. Tailored strategies and robust institutional support are essential to enhancing the educational experiences and success of international medical students.

Alluvial Zones of Decolonizing Internationalization of Higher Education

Universities play a critical role in the “alluvial mixing” of Indigenous and Western knowledges, but at the same time they are reluctant to dismantle structures that support their ongoing epistemic ignorance, epistemic biases, and epistemic dominance and are resistant to dismantle hierarchies that maintain the status quo (Marker, 2019). Decolonization and internationalization of higher education does not exist in separate realities, but exists in alluvial third spaces that are often turbulent, contested, and contradictory. This article encourages researchers, faculty, and staff to rethink assumptions about long-standing, deeply-rooted policies, practices, and structures of international student recruitment and enrolment that are characterized by dominating neocolonial values and priorities and to reimagine the practice of recruiting international students and competing in the global international student market by centering primacy of place where “land is not a soulless commodity” to be exploited and profited (Marker, 2019).

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Impact of Economic Growth on International Student Enrollment: A Comparative Analysis of Chinese Mainland and Taiwan

This study conducts a comparative analysis of the impact of economic growth on international student enrollment in Chinese mainland and Taiwan. Through regression analysis, this study discovered a counterintuitive negative relationship between GDP growth rate and international student numbers in China, suggesting additional factors beyond economic indicators influence student attractiveness. Potential variables such as tuition costs, visa regulations, and perceptions of higher education quality warrant further exploration. In Taiwan, the absence of a significant correlation emphasizes the prominence of cultural, educational, and policy-related influences. These findings highlight the need for comprehensive policymaking encompassing economic indicators, academic quality, cultural inclusivity, and support structures. By understanding these complex factors, both Chinese mainland and Taiwan can shape their international education strategies effectively, creating nurturing environments that cater to diverse student cohorts. This research contributes to a deeper understanding of international student mobility dynamics and informs strategies to enhance the attractiveness of higher education destinations.

Destination choices of international students in the Netherlands: A meso‐level analysis of higher education institutions and cities

AbstractThis study quantitatively investigates enrolments of international students using data that contains nearly every student in the Netherlands for the years 2016–2019. Using this data, we are able to perform a meso‐level analysis where we could investigate the characteristics of higher education institutions (HEIs) and cities in international student mobility. This research contributes to the literature by studying variation between HEIs and by focusing on actual enrolments instead of relying on survey results. Such meso‐level studies have thus far been very rare, especially on this scale. Although there are commonalities between types of degrees, we find mixed results for academic and city characteristics, and it appears that academic factors are more important for master students while for bachelor students city characteristics have stronger effects. The effect of having already existing stocks of international students appears to be important for all types of degrees. Aside from differences between bachelor and master students, our findings also suggest that HEIs might directly influence international student flows as this would explain some of our results. Although this study only focuses on the Netherlands, it opens up many avenues for future comparative research on the destination choices of international students and the role of HEIs.

International Students as Sources of Income? Moving Beyond the Neoliberal Framing of Internationalization

This paper focuses on international student mobility and the funding of higher education. We theorize that relying on international students for funding is stronger for institutions in developed English-speaking countries because they more often adopt marketization practices. Compared to Northern and Southern European countries, we find that they had the largest decrease in public funding and largest increase in private funding. The relative number of international students has also increased for English-speaking countries, but not for other country groupings. Furthermore, we found associations between public/private funding and international student enrollments, but these patterns were not uniform. These results show that a decrease in public funding and a reliance on international students as a source of income is not equally important everywhere. This opens new avenues for research on the marketization of higher education, including the role that differences between cultures and types of governments play in shaping international student mobility.