In the higher education (HE) sector, studies reveal that participation in study abroad programs oftentimes increases graduation rates, academic performance, disciplinary learning, sensitivity to cultural context, self-knowledge, appreciation for cross-cultural differences, and practical travel skills. In addition, it enhances job prospects as employers desire graduates who have experiences that reflect an ability to interact with others, exhibit intercultural understanding, and adapt to unfamiliar situations.
In the literature pertaining to cross-border mobility of students, the ‘Push-Pull’ model is a widely accepted analytical framework. First, ‘push’ factors have strength in the initial reasons for studying abroad, while ‘pull’ factors may dominate the choice process, especially the appeal of program availability.
- 'Push’ Factors—operate within a source ‘home’ country to initiate a student’s decision to study overseas and include for example: (a) lack of HE opportunities; (b) government policies; (c) poor quality local educational facilities; (d) scholarships favorable to mobility; (e) low-level of internationalization of education; and (f) perceived and actual comparative advantage of the value of a foreign degree in the job markets both at home and abroad.
- 'Pull’ Factors—operate in the receiving ‘host’ country to make that country desirable as a place to live and study, and includes for example: (a) advanced research conditions; (b) better employment opportunities and career prospects; (c) higher quality education; (d) scholarships; and (e) superiority of the social and economic environment.
Indeed, the motivations and flow of international students are a function of combined push and pull factors. And, students are becoming extremely critical and analytical when choosing educational institutions abroad. Due to growing competence in international education, institutions need to develop and maintain a distinctive image to reach a competitive advantage.
Significantly, both push and pull factors capture a particular moment in time, as they are generated by a dynamic world. As such, certain factors may be relevant ‘now’, yet may not always be a driving force. The following questions categorized under four main themes—personal, professional, academic, and environmental—can help guide potential candidates in their decision-making. These points for discussion are certainly not exhaustive.
Personal
- Can I live away from family and friends for a while? Would I enjoy this type of experience? Am I emotionally ready?
- Do I have to speak a second language to study abroad? Do I want fluency in another language?
- Do I want to explore my identity e.g., cultural heritage?
- Do I want to increase my self-confidence and self-advocacy skills?
- Does my personal situation conform with my study abroad aspirations?
- How much does it cost to study abroad? Can I afford it? Can I get financial aid? Where can I find study abroad scholarships? What is the total cost?
- What do I personally want to get out of a study abroad experience?
- When can I start applying for study abroad programs? How do I get started?
- Why study abroad? Where in the world should I study? How long can I realistically plan to be abroad e.g., quarter, semester, year, summer etc.?
- Will the study abroad program align with my values?
Professional
- Are there language, cultural, or other area studies courses available that would enhance my study abroad experience?
- Do I want to incorporate service or experiential learning? Internships or work? Build my network?
- How will I build upon my education to date?
- Is there a geographic region or program structure that would lend itself well to enhancing my area of study and/or contribute to my professional goals?
- Is there an area of interest that I may be able to purse while abroad that is perhaps not offered at home?
- What are my life goals and aspirations?
- What are the entry requirements for study abroad programs?
- What skills do I want to gain abroad that will help me after graduation?
- Will this program get me where I want to be in life?
- Would engaging in an internship, research, or service-learning opportunity abroad help me to meet my
professional aspirations?
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Academic
- Academically, when is the best time for me to study abroad? Would it make more sense to go abroad in the 1st, 2nd or 3rd Year of my degree program?
- Are there any considerations or restrictions in my department around receiving credit from abroad? How many credits can I bring back towards my major/minor?
- Are there milestone courses e.g., prerequisites, or other required classes/opportunities on campus that I may miss if absent for a particular time? Could a required class be taken abroad?
- Are there support resources I will need while abroad e.g., tutoring etc.?
- At the end of the program, am I transferring credits or actual grades back to my home university? Can I take elective credits, or do I need to meet specific degree requirements while abroad?
- Does the host institution have a reciprocal arrangement with my home university to validate each other’s degrees?
- Is the institution or university prestigious and globally recognized for its quality of education?
- What academic goals do I have for study abroad e.g., language, regional experience, etc.?
- What type of coursework do I need in a study abroad program for it to make sense for my degree? Do I need to take specific class(es) while abroad in order to graduate on time?
- What will I achieve studying abroad that I cannot in my home country?
Environmental
- Are there particular health concerns in the area(s) where I would like to study?
- Are there safety/security concerns I should be aware of in the region(s) where I would like to study?
- Do I prefer a small or large city, or perhaps something off the beaten path? Do I prefer a traditional study abroad location/situation or something more unconventional?
- Does the visa allow me to work and study at the same time? Will I be able to find part-time employment while
studying abroad? - What are the important cultural norms and expectations in the host country?
- What extracurricular hobbies or activities can I pursue overseas?
- Where will I live during my study abroad program?
- Will I be able to meet any specific needs that I have in my day-to-day life? Food shopping, healthcare, dentistry?
- Will I feel safe enough to be able to concentrate on my studies?
- Will I need to modify my dress and/or behavior in order to comply with cultural norms and local laws?
HE choice abroad is more complicated than in one’s ‘home’ context as satisfying cultural and linguistic preferences for example, as well as fulfilling many and varied admissions criteria, may restrict the range of institutions from which students feel that they can make a high-quality choice. Thus, understanding students’ underpinning motivations will be increasingly significant as demand for HE grows—nationally and internationally— and HE delivery continues to expand and evolve.
About Dr. Donna Velliaris
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Donna M. Velliaris holds three Graduate Certificates: (1) Australian Studies; (2) Religious Education; and (3) Guidance and Counseling, two Graduate Diplomas: (1) Secondary Education; and (2) Language and Literacy Education, as well as three Master’s degrees: (1) Educational Sociology; (2) Studies of Asia; and (3) Special Education. In 2010, Dr Velliaris graduated with a PhD in Education focused on the social/educational ecological development of school-aged transnational students in Tokyo, Japan. Her primary research interests include human ecology, schools as cultural systems, study abroad, and Third Culture Kids (TCKs). In 2023, Dr Velliaris was named a Global Guru in Education. The Top 30 Gurus, in their respective categories, are the ‘Cream of the Crop’; the World’s Top 30 most influential professionals speakers, trainers and/or consultants. Not only do they apply their own principles to achieve superior results in their organizations, but develop and inspire people throughout the globe. Dr Velliaris is currently ranked number 30 and one of only seven
female listed.
Disclaimer: The opinions expressed in this article are the author’s own and do not reflect the views of IGI Global.
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