Choice Of HEI In Foreign Countries

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Question: In your critique, identify the main themes in the literature that are relevant to the purpose of the report. Make connections between at least three of the articles.

Answer: Selection of HEI in Destination Countries

1. Introduction: The current report attempts to analyze information on selection factors considered by students aspiring to pursue higher education in foreign countries. It attempts to offer a comprehensive insight on closely comparable studies from countries such as India, Malaysia and Ireland.

1.1. Selection Choice of HEI in Destination Countries: Students aspiring for higher education in US, UK, New Zealand, Canada and Australia considered to be top destination countries in education base their decisions on a complex set of selection criteria covering concerns regarding education standards in the host countries, immigration and employment opportunities. Likewise, HEIs (higher education institute) engage in constantly improvising their policies on achieving their business targets on international student recruitment with acceleration of international linkages, collaborations, transnational education (TNE) to remain competitive in the eyes of the globally aspiring pool of students.

1.2 Purpose of the Report: Critical evaluation of principle reasons influencing choice of students in selection of foreign institutes vis a vis institutes in their home countries in the backdrop of ever expanding global opportunities in acquiring better quality of education, international job opportunities and higher standards of life.

2. Critique: Wadhwa conducts an insightful study of choice factors that influence Indian students in their decision process of selecting an institution or program in a foreign country. Factors evaluated consider socio economic concerns such as immigration, visa constraints and employment concerns in the host country in addition to the prospects of degree program that the student considers (Wadhwa, 2016). Such considerations have been classified as "push" and "pull" factors- ‘push' referring to factors that drive students to consider studying abroad and ‘pull' being those that appear as lucrative options for joining the foreign institution. It therefore appears that the choice of the destination country and the opportunity that it offers to foreign students in terms of cost of living and convenience is as much an important fact as that of the characteristics of the HEI namely, reputation, ranking, post degree employability possibilities, tuition fee, scholarships and quality of faculty.

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A comparable study among Malaysian students conducts factor analysis on importance of quality of the learning environment, decision influencers, customer focus, cost of education, facilities, location and socialization (Siti Padlee, 2010). In addition, Padlee studies the significance of social issues such as religion, media, presence of relatives and career advice to assess noteworthy social factors in determinants of HEIs. Hetherington evaluates additional set of attributes such as safe study environment, cultural similarities, English speaking opportunities etc that are similarly non institutional as some of the selection attributes in preferring a Irish University over home country institutions (Hetherington, 2019). The studies have therefore addressed institutional, non institutional and country specific choice criteria of HEIs with qualitative and quantitative research tools.

3. Conclusion: Analysis of the studies indicate that students prioritize host country convenience factors along with institutional and degree program advantages as principle decision making factors in choosing HEIs.

3.1 Summary: The report findings indicate that assessment of selection criteria among international students vary between countries, home country logistics, student socio economic background and necessities of employment and a better livelihood. So consideration of such factors in a cross country analysis among students aspiring for the same level of education (that is, graduate or post graduate) could further initiate comparison of foreign country factors that act as "pull" and home country issues that as "push". This also necessitates the importance of research level evaluation of social and emotional (non institutional) factors guiding HEI choice. The multi dimensional factor choices could throw light on essential country specific advantages being offered by HEIs to students from a certain country only and direct institutions on a targeted business marketing plan relevant to students from that country.

3.2 Recommendations: HEI's need to strategically converge their business interests with student preferences for better positioning in the world education market. Owing to high competition in domestic institutions the push factors often dominate the pull and students are forced to consider foreign education. Given such advantages,, all HEIs need to do is to protect student interests in their international expansion plans.

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