International Tertiary Education Research Articles

Unpacking English as a foreign language PhDs’ return mobility and identity (re)construction at Chinese universities: A qualitative case study

Using qualitative case study as a method, the researchers collected data from four PhD returnees specializing in teaching English as a Foreign Language (EFL) and inquired about their experiences of teacher identity (re)construction after their return to Chinese universities. The collected data demonstrate that these participants have encountered various challenges in complying with Chinese higher education practices; their unique insider/outsider experience and the contribution that they can make to internationalization of the university culture and pedagogy are undervalued, while they often feel unsupported to develop their research profile. This paper contributes to the current research into EFL PhDs’ mobility and their teacher identity (re)construction in the context of the internationalization of Chinese universities. The challenges and issues raised here may have commonalities with those faced in other international tertiary education settings, where EFL PhD students gain their qualifications overseas and return to a career in EFL in their own country.

What Drives International Students to Choose Australia as Their Tertiary Education Destination?

This systematic literature review synthesizes empirical evidence to comprehensively examine factors driving international students’ choice of Australia as their preferred destination for tertiary education. Deductive analysis of findings from the 46 selected studies, framed within the push and pull framework, identified 27 factors that revealed Australia’s distinctive attractiveness to international students. The results of this review reaffirmed the strengths of Australia’s environmental images in the international tertiary education market, highlighting that it could be a double-edged sword. The review discusses Australia’s attractiveness, especially after the COVID-19 crisis and suggests strategies to make the international education sector more sustainable. This review provides implications for policy, practice, and future research that are of importance to work towards enhancing Australia’s intake of international education. Additionally, it serves as a valuable resource for those seeking guidance on effectively attracting international students in the post-pandemic era.

Why confidence leads to swifter tertiary education choices: A qualitative study of the international tertiary education industry of Australia

This paper investigates international students' confidence as a base for imminent tertiary education decisions. International students are a highly sought-after commodity, particularly during and after a global pandemic when the income streams of tertiary education providers are limited. In-depth interviews were conducted with students who sought guidance towards an international study experience to explore the guiding research questions, (1) how does confidence impact tertiary education decisions of international students and (2) what is the relationship between confidence and time to make a tertiary education decision? Set within the context of the international tertiary education industry of Australia, the original contribution stems from identifying that guidance towards an international study experience is affected by confidence in; guidance counselors, the brand name of the university, and the tertiary education decision itself. The identified confidence characteristics in this study have an inverse relationship with the length of time taken for the students' decision-making process. This leads to swifter finalizations of tertiary education decisions by students increasing returns on education providers’ admission activities.

International tertiary education students experienced difficulties in dietary transitions in Australia: A qualitative study.

More attention to the diet and nutritional status of international students in Australian universities is indicated. This qualitative research aimed to provide an in-depth understanding of dietary changes among international students after they arrived in Australia. Semi-structured interviews were conducted with international students from China and India who were studying at a large urban Australian university. An approach of interpretative phenomenological analysis was employed for coding and data analysis. A total of 14 interviews were included. International students were able to consume more international foods, dairy products and animal proteins in Australia as a result of increased exposure to a larger variety of these foods compared with their home countries. However, they experienced some difficulties in eating vegetables and authentic traditional foods due to limited availability and higher prices in Australia. It was challenging for these students to live independently and cook for themselves for the first time and with a limited food budget and time, but many students improved their cooking skills over time. Less frequent main meals with more snacking sessions were reported. Weight fluctuations were commonly experienced and craving for traditional foods no longer accessible may negatively impact mental health. International students adapted to the Australian food environment but believed the food choices available did not meet their food preferences or perhaps nutritional requirements. Some intervention from universities and/or government may be needed to ease the barriers to consumption of affordable and desirable meals in a time-saving manner for international students.

A reimagined world: international tertiary dance education in light of COVID-19

This study used an analytical and critical descriptive qualitative technique. Data was acquired through observation, document analysis, and interviews. This research explores COVID 19 in the context of worldwide tertiary dance education, considering pandemics' influence on the social, political, and economic sectors. Coronavirus disease (COVID19) is now sweeping the world. This study discusses COVID 19 in the context of worldwide tertiary dance education and asks: How to sustain international contacts and global debate in dance education in the face of COVID19. What are the new opportunities for international involvement if we are physically immobile as before COVID19? And how can dance education be innovative in this era of online learning, teaching and research, and what does this mean for international tertiary dance education? We give three early experiences of a changing world, utilizing an auto-narrative manner of reflecting on our position and practice as dance instructors and academics of this century. In COVID19, problems such as innovation, motivation, cultural agenda, slow science, online instruction, and virtual and physical mobility will be recognized and explored. Coronavirus disease (COVID19) is now widespread over the world. The Covid-19 epidemic compels folks to study, work, worship, and undertake various duties at home, so everyone's biological immunity has deteriorated. Dance is a means of expression that choreographers can use to restore their immunity. This study aims to look at the choreographers' work made during the pandemic, emphasizing describing the dances created during the pandemic and other forms of expression used. According to the research, dance has become a medium of expression for choreographers during a pandemic. Although the Covid-19 pandemic initially strained East Java choreographers, it had a favorable effect, motivating choreographers to employ their originality in their work.

Training and development climate and administrative employees' productivity in higher education

PurposeThe purpose of the present study is to investigate mediating mechanisms in the relationship between the training and development climate at higher education institutions and administrative employees' productivity. Organizational identification theory and the job demands-resources model are used to investigate supervisor support, employees' motivation to learn and employee engagement as mediators.Design/methodology/approachSurvey research was used to collect data from 289 administrative staff members employed at five higher education institutions in Trinidad and Tobago.FindingsThe findings supported the hypothesized mediating role of supervisor support, employees' motivation to learn and employee engagement in the relationship between organizations' training and development climate and employee productivity.Social implicationsProductivity is a major problem in Trinidad and Tobago. In Trinidad and Tobago's higher education sector, productivity deficiencies are particularly problematic because of the gradual reduction in government subsidies. Therefore, higher education institutions must improve productivity, particularly administrative employees' productivity, in order to compete with local and international tertiary education institutions. This study contributes to Trinidad and Tobago's society by showing the importance of both a positive training and development climate and supervisor support to influence administrative employees' affective states and productivity in tertiary education institutions.Originality/valueThis study adds to existing research on training and development and employee productivity by introducing novel and theoretically sound mediators to clarify how the relationship between a higher education institution's training and development climate and its administrative employees' productivity unfolds.

Internationalization in higher education: global trends and recommendations for its future

Internationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education. During the past half-century, internationalization has evolved from a marginal activity to a key aspect of the reform agenda. This analysis addresses the following points: What are the historical developments of internationalization? What do we mean by internationalization? What are the key factors in international tertiary education that impact, and are impacted by, this phenomenon? What initiatives and policies are developed to enhance the internationalization of tertiary education? What are the key data, trends, and challenges that are crucial for the future of internationalization, abroad and at home, in a critical time of transformation as a result of nationalist-populist developments, climate change and the COVID-19 pandemic?

Food access, dietary acculturation, and food insecurity among international tertiary education students: a scoping review protocol.

This scoping review aims to synthesize existing evidence on dietary changes and food security status of international students who attend tertiary education facilities. Factors affecting nutrition and health, academic and psychological outcomes will also be examined. More and more students choose to complete higher education in a foreign country, and these international students often have to establish new dietary habits in an unfamiliar culture and food environment. Nutritional status and food insecurity for college students have been frequently discussed, but similar issues for international students receive less attention. Quantitative and qualitative studies that investigate international students within tertiary education institutions in any country will be considered for inclusion. Eligible studies should include changes in dietary behaviors and food patterns, with associated factors, after students arrive in the host country. Studies that assess food insecurity among international students will also be included. The electronic databases, including MEDLINE, CINAHL, ERIC, Global Health, CENTRAL and PsycINFO, will be searched. The language of articles will be limited to English. A three-step strategy will be employed for screening. Two reviewers will conduct screening and data extraction. A draft data charting form will be used to extract data from included studies and modified as required for the final extraction. The patterns of dietary changes and food security status with influencers will be charted and summarized.

A reimagined world: international tertiary dance education in light of COVID-19

ABSTRACT Coronavirus disease (COVID-19) is currently sweeping the globe. With this pandemic impacting social, political and economic spheres, this article unpacks COVID-19 in relation to international tertiary dance education, asking: How are we sustaining international relationships and global dialogues within dance education in light of COVID-19? What might be new ways of engaging internationally if we are not physically able to travel in the ways we did before COVID-19? And how are we becoming creative with our dance education within this time of online learning, teaching and researching, and what might this offer international tertiary dance education? Through an auto-narrative approach we share three experiences from these early days within a changing wold, where we reflect on our role and practices as dance educators and researchers navigating these times. Themes of innovation, motivation, cultural agendas, slow scholarship, online pedagogy, and virtual and corporeal mobility are identified and discussed in relation to the potential future(s) for international tertiary dance education in a COVID-19 world.

Elaboration of marketing communication through visual media: An empirical analysis

Visual media plays a significant role in the marketing and promotion of several international tourism services in today's connected marketplace, in particular here, international tertiary education. This study was developed to examine how visual media influence potential audiences' perception towards a specific educational tourism destination through the theoretical framework of Elaboration Likelihood Model (Petty and Cacioppo, 1986). Researchers compare central and peripheral routes of individual persuasion via visual media and this aids marketers' understanding of how visual media impact consumers' purchase decisions. This study confirms a positive relationship between argument quality, audience engagement, source credibility, audience involvement and international students as tourists' perceived destination image. The findings suggest that peripheral routes of persuasion have stronger effects on individual adoption of information than central routes of persuasion. The study provides useful insight for tertiary education agents who promote international studies, destination marketers, and other users of visual media communicators.

Transitioning business school accounting from binary divide to unified national system

PurposeThis paper aims to provide a historical case study of strategic changes in accounting at an Australian university’s business school department during 1972-1992 when it was repositioning itself in the early stages of major changes in the Australian and international tertiary accounting education environment. The study is conducted within the context of the university history within which the department operated as well as major government policy and global education shifts shaping university structures and focus.Design/methodology/approachThis study offers a historical analysis of early stage changes in university focus at the business school’s accounting department, developed through departmental and university reports and oral history interviews. A narrative analytical methodology is adopted to portray a history of an academic accounting department in transition.FindingsThis case study illuminates the impacts of and responses to the beginning of marketisation and globalisation of higher education, and the commercialisation of universities and explains the strategic implementation processes in one university’s business school departmental during a period of significant formative change in the Australian accounting education landscape.Originality/value This study deepens our understanding of environmental, structural, educational and research changes at the operational departmental level of academic institutions, paying particular attention to the organisational culture and human capital dimensions.

Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice

INTRODUCTION: Internationalisation of social work education is part of a rapidly growing international tertiary education sector; one that is actively being promoted by governments and universities to support student learning and engagement and to develop global citizens. International partnership programmes form a core part of the internationalisation of social work education, and these programmes may involve inequity in the benefits to the different partners. This article critically reflects on, and explores, concepts of reciprocity and collaboration in international social work student exchanges with a specific focus on exchanges between Australia and the Asia-Pacific.METHOD: A critical lens was applied to the literature that conceptualises international student exchanges with a particular focus on reciprocity and collaboration. The concept of neo-colonialism is used to explore international student exchanges and consider ways forward; the term is used to refer to newer and more subtle forms of colonialism that are often based on linguistic or cultural domination. The discussion is further drawn out with anecdotal evidence from the authors’ own long-term engagement with international student exchange as well as an Australian government funded project “Going Places” that explores internationalisation in social work education.FINDINGS: A critical review of the literature highlights the continued dominance of the Western voice and issues of neo-colonialism as challenges to ensuring equitable processes in the internationalisation of social work education. Reciprocity is a contested concept that needs deep engagement to support transformative partnerships.CONCLUSIONS: It is argued that concepts of reciprocity, voice and collaboration have to be carefully considered in order to create transformative partnerships in international social work education.

Decision Making in International Tertiary Education: The Role of National Image

The purpose of this paper is to explore the influence of the national image on the image of its tertiary education among non-nationals and on their choice of location for study. We present a conceptual model of how the image of the nation impacts on the image of tertiary education based upon Ajzen & Fishbein’s (1980) “theory of reasoned action”. With data from China & India, a model is developed from a calibration sample and tested against a validation sample using structural equation modelling. The model fits the data well and shows that a national image for Chic (prestigious, refined, elegant) and Enterprise (innovative, cool, trendy) has a positive influence on the beliefs about, attitudes towards and propensity to consume tertiary education offered by the UK. Our work indicates that there will be mileage in investing not just on the image of education itself, but on the image of the nation in the promotion of international tertiary education.

‘I am tomorrow’: Violence against Indian students in Australia and political denial

India has experienced significant economic growth since the 1990s. Young middle-class Indian nationals have embraced international tertiary and vocational education as a part of this trend. Many of these students have come to Australia to study. In 2009, claims that Indian students in Australia were being targeted for racial violence received worldwide media attention. This article presents the results of a qualitative study of public documents surrounding the ‘violence against Indian students’ issue over a 12-month period. It contends that there is sufficient evidence to conclude that some of the victimisation had a racial or anti-Indian element to it. Drawing upon literature on racism, it reveals a discourse of denial that runs through the responses of Australia’s political leaders to this claim. In the current global environment, however, exposure of Australia’s denial by the Indian media may operate as a form of counter-discourse from an emerging superpower whose citizens refuse to tolerate the failure of western nations to take responsibility for the injustice of racial violence.

Chinese “Little Emperor”, cultural values and preferred communication sources for university choice

PurposeThe purpose of this paper is to investigate how Chinese cultural values influence “Little Emperors'” choice of study destination; and their preferred communication sources for university choice.Design/methodology/approachUniversity students from the People's Republic of China (PRC) in New Zealand were surveyed with an instrument based on Schwartz's “Values survey” and the understanding that cultural values are a powerful force shaping consumers' motivations, lifestyles and product choices. A central‐location (libraries, lecture theatres) sampling strategy was employed.FindingsThe results from the research suggest that Chinese cultural values have an impact on “Little Emperor's” choice of international tertiary education and their preferred communication sources for university choice. The study shows that New Zealand society appeals for its low corruption and high level of honesty and fairness which are attractive to these “Little Emperors” because these values help to reinforce group harmony, a prominent characteristic of Chinese society. The “Little Emperor's” preference for using education fairs, university open days and representative agents as sources of information for university enrolment is consistent with the high context nature of Chinese society.Originality/valueFew studies have attempted to understand how cultural values influence young Chinese students' decisions on study destinations and their preferred communication sources for university choice.

Impact of cultural values on young consumers' choice of international tertiary education

PurposeThe purpose of this paper is to investigate the following choice issues among young consumers (Generation Y): how cultural values influence a student's decision on study destinations, and how cultural values influence student's preferred sources of information for university choice?Design/methodology/approachHigh school students from Singapore and Malaysia, intending to study in New Zealand were surveyed with an instrument based on Schwartz's Value Survey and the understanding that cultural values are a powerful force shaping consumers' motivations, lifestyles and product choices.FindingsThe results of this research suggests that cultural values have an impact on student's intended choice of international tertiary education and their preferred sources of information for university enrolment. The results have important implications for marketers of export education.Originality/valueThere are few studies which try to understand how cultural values influence a student's decision on study destinations and their preferred sources of information for university choice.

Ethical dilemmas in individual and collective rights‐based approaches to tertiary education scholarships: the cases of Canada and Cuba

One of the ongoing debates in Canadian higher education is the dilemma of the brain drain and the seemingly conflicting goals between the strategies and intentions of various government departments. While Citizenship and Immigration Canada aims to recruit the brightest students from across the globe to study in Canada and to enable their long‐term stay as permanent residents and ultimately as citizens, the Canadian International Development Agency is mandated to strengthen human capacity in developing countries. This paper provides a critical analysis of the brain drain problem by juxtaposing Canadian policies with Cuban policies as manifested in the two countries’ divergent approaches to international students and tertiary education scholarships for students from poorer countries. Following an overview of the existing scholarship programmes in both countries, ethical and philosophical considerations are examined that appear to underlie the two countries’ individual‐rights‐based and collective‐rights‐based justifications for making decisions about the terms on which students from other countries are permitted to study in Canada and Cuba.

Swinging open or slamming shut? The implications of China’s open‐door policy for women, educational choice and work

This paper explores the link between international tertiary education and evolving attitudes about women and work in China. The paper reviews literature about gender and education in China, commenting on the late‐twentieth‐century post‐reform environment. It goes on to present illustrative primary research material from two studies carried out between 1999 and 2004 with students studying for UK Business degrees in China and the UK. The research data is presented as extracts from oral histories, where participants discuss education and attitudes about work, gender and identity. The main conclusions are that women in post‐reform China have been educationally and socially disadvantaged compared to men; traditional gender attitudes about women, work and education persist in contemporary China; women are seeking opportunities in international higher education to overcome domestic prejudices; and degree‐educated professional women may be developing as a new social class in contemporary Chinese society.

Quality Dimensions in International Tertiary Education: A Thai Prospective Students' Perspective

This study evaluates and extends research on the quality dimensions that drive students' choice of international tertiary education providers. Based on an extensive review of both the generic services and education quality literature, a series of in-depth interviews generated many further quality criteria. These were tested on a sample of Thai prospective students who intended to study overseas and showed good nomological validity and internal reliability. The authors are confident that the six dimensions developed here are worthy of undergoing replication and further study. The dimensions are: academic and supporting facilities, academic staff performances, environmental conditions, entry requirements, academic reputation of a country, and academic reputation of domestic institutions.

Country image and international tertiary education

Researchers have investigated the effects of country image on consumers' product evaluations for over three decades. These studies, however, concentrate mainly on manufactured products, disregarding services. To fill gaps in the literature, this paper proposes the conceptual model of country image effects on international tertiary education. Five research propositions are developed around the proposed conceptual model, and implications for future research are presented.