How to sway students’ decisions about studying abroad
The socioeconomic standing, social, cultural, and personal background of students, as well as their decision to study abroad, are among the many aspects that influence this decision (Winsome, 2016). Government laws pertaining to student mobility and citizenship, as well as the geographical location of international students, can also have an impact.
Families frequently contribute significantly to decision-making because they have a stake in the education of their children. Future student cohorts may also be impacted by existing overseas students and technological usage, such as social media.
Vertical mobility involves migrating to a higher-status system, whereas horizontal mobility involves students choosing a system that is similar in status to their native country. For instance, Chinese students traveling to the UK to advance to prominent schools would be called vertical mobility as opposed to American students coming to the UK, which would be termed horizontal mobility.
The experiences of overseas students are also influenced by cultural differences; American students, whose cultures are more similar, tend to have more good experiences, but Chinese students frequently encounter prejudice and discrimination (Tian, 2009). The desire for a higher education abroad continues to be the fundamental motivator for both groups.
International student mobility has been an essential alternative source of income since the UK’s policy on it was implemented in 1981 in response to public expenditure cuts (Anderson, 2016). an an an an an an an an anti-inflammatory an an an an an an a. a (Geddie, 2015).
Due to the lack of access for broader involvement, international student mobility is seen as a private commodity that is mostly available to the privileged. International students are valued as a source of financial gain in the UK due to the fall in public financing, the country’s colonial heritage, and worldwide competition. The nation wants to almost double the value.
Citizenship is a driving factor for some foreign students, as education abroad can be a first step towards acquiring citizenship in another country (Ong, 1999). The Chinese government streamlined the passport application process and offered financial aid to students who wanted to study abroad. International students make up a large section of the student body at London universities, but there are worries about brain drain and the morality of enrolling students who are primarily from nations like China, which are making significant investments.
in their own system of higher education. For instance, two Chinese institutions, Tsinghua and Peking University, are currently ranked among the top twenty universities in the world by reputation (Times Higher Education, 2023) Nonetheless, both sending and receiving countries gain from the migration of highly skilled workers from abroad. The consequence of strict immigration restrictions may extend beyond limiting their access to higher education.
Due to parental investment, Chinese citizens born under the one-child policy adopted the educational attainment traits of industrialized nations like the UK (Fong, 2011). Studying abroad became an option due to limited access to famous universities, which implies that historical foundations of nations and cultures influence people pursuing international higher education. Middle-class families with cultural capital still tend to have children who attend college overseas.
Sending a child overseas is one option for parents with cultural capital to increase their investment in their child’s education. Parents with cultural capital appreciate studying abroad highly. Parental cultural capital appears to have a substantial impact on choices about attending a higher education institution abroad.
Educational consultants that offer advice and support with the university admission process, visa procedures, and English language tests can have an impact on international students.
Yet, there is a chance for misuse and overcharging of students due to variations in the quality and prices imposed by agents. While offering the agent a commission, agents with insufficient experience in international higher education may place students at institutions that are not the greatest fit. Agent-led applications are the primary recruiting strategy used by universities.
The use of agents has grown crucial in attracting overseas students, but it is also fraught with moral dilemmas. These issues can be addressed by enacting rules and offering agent training programs. By offering an online agent training program, the British Council has made some progress in resolving problem.
Due to changes in public funding, the higher education sector is having trouble luring in foreign students. The aggressive marketing strategies used by universities may have misled potential and current overseas students about studying in the UK.
In order to genuinely value foreign education in the global market, the UK must concentrate on increasing participation. Although updating immigration laws for international students is the proper course of action, the beneficial international student mobility regulations do not appear to have an impact on their demand. To ensure equitable agent participation in the process of international student mobility, however, regulation is required. Thirdly, if nations like China establish prestigious colleges that place highly on league tables, the UK’s position as a top destination for overseas students may change.