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1
Kemp, Neil. "The International Education Market: Some Emerging Trends." International Higher Education, no. 85 (March 14, 2016): 13–15. http://dx.doi.org/10.6017/ihe.2016.85.9238.
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This article provides a brief overview of recent trends in international student mobility and implications for higher education institutions as they seek to recruit international students. International student mobility has continued to surge, as reflected in recent data from most major destination countries. However changes are occurring, some large and some subtle, and a selection of these trends are briefly discussed below. The major exception to strong enrolment growth in recruitment has been the UK, where tough immigration regulations have impacted directly on international student numbers.
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Weerakkody, Umesha, and Emeline Jerez. "International Student Success: A Multilevel Perspective on Factors That Contribute to the Success and Quality of the Experience Abroad." International Journal of Chinese Education 7, no. 1 (August 1, 2018): 22–41. http://dx.doi.org/10.1163/22125868-12340088.
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Abstract The international higher education market is currently witnessing a fast growth. As a vital component in the sector, international students aspire to be successful in their higher education endeavours. Within this context, student success, already a highly contested term in the field, takes a different outlook when discussed in relation to international students. This paper focuses on the meaning of international student success and the mechanisms through which this concept has been made functional by the higher education sector. Working with definitions of student success, the paper first looks at student success as it means to international students, in line with their distinctive circumstances. In the second half, factors that impact international student success are reviewed in relation to current policy instruments across leading international higher education markets. The paper concludes by pointing out important implications and quality assurance challenges in enhancing the international students’ experience abroad.
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Kamal Basha, Norazlyn, Jillian C. Sweeney, and Geoffrey Norman Soutar. "Evaluating students’ preferences for university brands through conjoint analysis and market simulation." International Journal of Educational Management 34, no. 2 (August 22, 2019): 263–78. http://dx.doi.org/10.1108/ijem-11-2018-0359.
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Purpose In recent times, many universities have been pressured to become heavily involved in university branding. The purpose of this paper is to investigate students’ perceptions of different international universities (brands) in terms of important university attributes, including the country in which the university’s main campus is located and educational programs are designed (COD) and the method by which the educational services are distributed internationally (DM). Design/methodology/approach Using a conjoint simulation procedure, this paper predicts the impact that university attributes have on Malaysian and Chinese students’ preferences for international universities. Findings The results suggest that, although COD and DM are important factors, the extent to which these factors dominate student preference differs significantly across students according to nationality. Research limitations/implications The simulation suggests how international universities can improve their branding strategies, and highlights the need to understand students’ preferences when developing marketing strategies. Originality/value Past research has compared the importance of university attributes across countries from the perspective of students, but failed to assess this issue in the light of existing university brands (at an institutional or country level). Such knowledge can provide an indication of student preferences and competitive performance, which are of great interest to education marketers. The present study predicts the impact of various university attributes on Malaysian and Chinese students’ preferences for specific international universities (brands) in four different countries, and changes in preference that occur when the style of delivery or course suitability is altered.
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Buchanan, F. Robert. "International student perceptions of experience in the West." Journal of International Education in Business 12, no. 2 (November 4, 2019): 147–66. http://dx.doi.org/10.1108/jieb-06-2018-0021.
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Purpose The purpose of this exploratory study is an examination of some perceptions of US education, as experienced by foreign MBA students. Design/methodology/approach A longitudinal field study captured perceptions of a group of 51 international students over a one-year interval. The first anticipatory survey was done in India, and the follow-up was made in the USA at the end of a foreign sojourn semester. Inter-item correlations and t-tests were used to examine variance in student perceptions, highlighted by qualitative elements. Findings In general, the students went home, less impressed than they had expected to be in terms of the perceived general quality of the American business education, as well as their abilities to make friends with the local people. Additionally, the observed preparation of the American students for master’s studies was not nearly as high as the foreign students had anticipated. Research limitations/implications Results are not generalizable to broad populations, as the sample was small and localized. Social implications Emerging markets are successfully luring locals and sojourners based on cost and proximity as they achieve greater legitimacy in their institutional credentials. This could challenge the preeminence of Western higher education, especially in light of concerns arising from marketization and rigor. Meanwhile, developed market institutions need to be strategically mindful of their international guests as a resource rather than a commodity. Originality/value Extant internationalization studies tend to focus on administrative viewpoints, whereas this research examines the perspective of international students, which may be indicative of lessening gaps between perceptions of quality of developed and emerging market higher education.
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RICHARDS, GREG, and JULIE WILSON. "THE INTERNATIONAL STUDENT TRAVEL MARKET: TRAVELSTYLE, MOTIVATIONS, AND ACTIVITIES." Tourism Review International 8, no. 2 (January 1, 2004): 57–67. http://dx.doi.org/10.3727/1544272042782183.
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Zip, Stacey. "International Students and the Canadian University." Emerging Library & Information Perspectives 2, no. 1 (May 31, 2019): 54–80. http://dx.doi.org/10.5206/elip.v2i1.6205.
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This paper explores the dynamic international student populations within Canadian academic institutions and their relationship with the academic library. The international student body has evolving needs that must be adequately addressed by the library and institution if growing numbers are to continue being supported. Plagiarism, language barriers, and an unawareness of library services are well-known barriers to success, while more current issues such as changing technologies are equally problematic. Through such efforts as hiring an international student librarian, academic libraries may discover the specific issues facing their institution’s international students and begin the process of addressing them in a tailored manner. Data collection would be a priority for better understanding the international students, as would partnering with professors and student organizations to market library services and promote information literacy in a Canadian context. The international student librarian may also provide continued outreach to this demographic that is inclusive, proactive, and collaborative, which would in turn create an atmosphere that fosters international student success and is able to support rising numbers.
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Vauterin, Johanna Julia, Lassi Linnanen, and Esa Marttila. "Customer Orientation in Higher Education: The Missing Link in International Student Recruitment?" Industry and Higher Education 25, no. 2 (April 2011): 77–91. http://dx.doi.org/10.5367/ihe.2011.0034.
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This paper suggests that the service mindset of academia needs attention to ensure that the potential of university–industry linkages for creating value is used strategically in building advantage in the increasingly competitive market for international higher education. Universities should clearly articulate the value of the higher education–employability interface in the context of growing competition for international students. The paper studies university–industry linkages by deconstructing the relationship with a focus on university–industry service interactions in international higher education service delivery and use and by analysing the relationship elements and dynamics that affect the market for international student recruitment, placements and employability. The relationship marketing paradigm is applied to explain that, by adopting a market-driven, customer-oriented mindset, universities could build strategic relationships with industry, communicate their international higher education services to industry better and more forcefully and develop competitive advantage in attracting and retaining international students.
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Bound, John, Breno Braga, Gaurav Khanna, and Sarah Turner. "The Globalization of Postsecondary Education: The Role of International Students in the US Higher Education System." Journal of Economic Perspectives 35, no. 1 (February 1, 2021): 163–84. http://dx.doi.org/10.1257/jep.35.1.163.
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In the four decades since 1980, US colleges and universities have seen the number of students from abroad quadruple. This rise in enrollment and degree attainment affects the global supply of highly educated workers, the flow of talent to the US labor market, and the financing of US higher education. Yet, the impacts are far from uniform, with significant differences evident by level of study and type of institution. The determinants of foreign flows to US colleges and universities reflect both changes in student demand from abroad and the variation in market circumstances of colleges and universities, with visa policies serving a mediating role. The consequences of these market mechanisms impact global talent development, the resources of colleges and universities, and labor markets in the United States and countries sending students.
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Scott, Timothy, and Nathara Mhunpiew. "Impact of Government Policies and International Students on UK University Economic Stability." International Education Studies 14, no. 5 (April 25, 2021): 1. http://dx.doi.org/10.5539/ies.v14n5p1.
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Numerous UK universities are experiencing financial instability; with an increasingly competitive and maturing market, reliance has grown on international students to offset institutional shortfalls. Dependency on international student tuition revenue has over-exposed the market to dramatic shifts in political policies, both domestic and internationally, that could significantly impact operational success. UK higher education institutions (HEIs) ability to promote their institutions as they are intertwined with the UK government; thus, controversial policies create a backlash, drawing HEIs into disputes as unwanted participants yet recipients of significant economic disruption. Government policies on domestic tuition caps, Brexit, and increasing geopolitical disputes with China have had a considerable impact on institutional operations. This paper recommends HEIs, principally lower-tabled universities, take a more aggressive strategic realignment to best adapt to the marketplace’s uncertainty. By reemphasising institutional specialisation, variable tuition rates for under-represented growth markets, financial support for EU students, increased distance education presence, and intense market-wide lobbying of government MPs, this paper seeks to open a discussion on how to identify existing problems and target opportunities for growth. The complexity of market conditions and the decreasing solvency of many institutions will not be solved by a single recommendation or a short-term policy but by a complete realignment and robust industry-wide initiatives. If universities cease operations or collapse under market conditions’ financial strain, it will impact the overall market’s reputation, reducing UK institutions’ overall desirability as a major exporter of education.
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Zhou, Nanqi. "A Student of Year 12 in Harrow International School Hong Kong." Journal of Economics and Public Finance 4, no. 3 (August 18, 2018): 260. http://dx.doi.org/10.22158/jepf.v4n3p260.
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<p class="BodyA">George Akerlof introduced the idea that due to asymmetric information between the buyer and the seller in the lemons market, the market for second-hand vehicles will eventually go on the wane. Parallel to this argument, this essay discusses the extent of problem caused by information asymmetry in the financial market, with the most prominent issues being adverse selection, moral hazard and principal agent problem. Yet, with more regulation from the government and the market, some of these problems can be ameliorated, thus reducing the role that asymmetric information plays in the financial market.</p>
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Kethüda, Önder. "Segmenting international student market: An investigation in the United Kingdom." Yuksekogretim Dergisi 7, no. 3 (December 30, 2017): 186–96. http://dx.doi.org/10.2399/yod.17.015.
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Johnson, Karin. "21st Century International Higher Education Hotspots." Journal of International Students 10, no. 1 (February 15, 2020): v—viii. http://dx.doi.org/10.32674/jis.v10i1.1851.
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The Institute of International Education (IIE) 2018 Open Doors report highlighted that the United States is the leading international education destination, having hosted about 1.1 million international students in 2017 (IIE, 2018a). Despite year over year increases, U.S. Department of State (USDOS, 2018) data show that for a third year in a row, international student visa issuance is down. This is not the first decline. Student visa issuance for long-term academic students on F visas also significantly dropped following the 9/11 attacks (Johnson, 2018). The fall in issuances recovered within 5 years of 2001 and continued to steadily increase until the drop in 2016.
Taken together, the drops in international student numbers indicate a softening of the U.S. international education market. In 2001, the United States hosted one out of every three globally mobile students, but by 2018 it hosted just one of five (IIE, 2018b). This suggests that over the past 20 years, the United States has lost a share of mobile students in the international education market because they’re enrolled elsewhere.
The Rise of Nontraditional Education Destination Countries
Unlike the United States, the percentage of inbound students to other traditional destinations such as Canada, the United Kingdom, France, and Germany, has remained stable since the turn of the 21st century. Meanwhile, nontraditional countries like the United Arab Emirates (UAE) and Russia are garnering more students and rising as educational hotspots (Knight, 2013). The UAE and Russia annually welcome thousands of foreign students, respectively hosting over 53,000 and 194,000 inbound international university students in 2017 (UNESCO Institute for Statistics, 2019). This is not happenstance. In the past 5 years, these two countries, among others, have adopted higher education internationalization policies, immigration reforms, and academic excellence initiatives to attract foreign students from around the world.
The UAE is one of six self-identified international education hubs in the world (Knight, 2013) and with 42 international universities located across the emirates, it has the most international branch campuses (IBCs) worldwide (Cross-Border Education Research Team, 2017). Being a country composed of nearly 90% immigrants, IBCs allow the UAE to offer quality higher education to its non-Emirati population and to attract students from across the Arab region and broader Muslim world. National policy and open regulations not only encourage foreign universities to establish IBCs, they alsoattract international student mobility (Ilieva, 2017). For example, on November 24, 2018, the national government updated immigration policy to allow foreign students to apply for 5-year visas (Government.ae, 2018). The Centennial 2071 strategic development plan aims for the UAE to become a regional and world leader in innovation, research, and education (Government.ae, 2019), with the long-term goal of creating the conditions necessary to attract foreign talent.
Russia’s strategic agenda also intends to gain a greater competitive advantage in the world economy by improving its higher education and research capacity. Russia currently has two higher education internationalization policies: “5-100-2020” and “Export Education.” The academic excellence project, known as “5-100-2020,” funds leading institutions with the goal to advance five Russian universities into the top 100 globally by 2020 (Ministry of Science and Higher Education of the Russian Federation, 2018). The “Export Education” initiative mandates that all universities double or triple the number of enrolled foreign students to over half a million by 2025 (Government.ru, 2017). These policies are explicitly motivated by boosting the Russian higher education system and making it more open to foreigners. Another growing area is international cooperation. Unlike the UAE, Russia has few IBCs, but at present, Russian universities partner with European and Asian administrators and government delegates to create dual degree and short-term programs. Historically, Russia has been a leading destination for work and education migrants from soviet republics in the region, but new internationalization policies are meant to propel the country into the international education market and to attract international students beyond Asia and Europe.
Future Trends in 21st Century International Education
Emerging destination hotspots like the UAE and Russia are vying to become more competitive in the global international higher education market by offering quality education at lower tuition rates in safe, welcoming locations closer to home. As suggested by the softening of the U.S. higher education market, international students may find these points attractive when considering where to study. Sociopolitical shifts that result from events such as 9/11 or the election of Donald Trump in combination with student mobility recruitment initiatives in emerging destinations may disrupt the status quo for traditional countries by rerouting international student enrollment to burgeoning educational hotspots over the coming decades.
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Vartanyan, A. "International Student Migration: Regional Aspect." World Economy and International Relations 60, no. 2 (2016): 113–21. http://dx.doi.org/10.20542/0131-2227-2016-60-2-113-121.
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The article provides a profound analysis of the main trends of international student migration for tertiary education, discusses the key factors influencing the choice of destination for studying abroad, and reveals the regional peculiarities of instruments for student migration regulation. The first part of the paper highlights the official statistics showing that in recent decades the world witnessed the steady increase in the number of international students, concentrating mainly in the USA and the European Union. Almost 48% of all international students in the world study in the European Union. This region also shows the highest internal student mobility. Among others, such countries as Austria, Luxemburg, Switzerland, Australia and New Zealand demonstrate the biggest shares of foreign students in the total number of university students. As for donor countries, the dynamics proves the major role of the Asia region, with a half of all international students originated from it. The largest number of foreign students come from China, India and South Korea. Nonetheless, the Asia region becomes a popular destination of student mobility nowadays. The second part of the article concerns different coordination policies of tertiary migration in the regional context. Mostly in developed countries, practices of attracting foreign students to study in professional programs and degree programs with a perspective to enter a national labor market after graduation become more and more popular. Postgraduate migration remains a priority. Most countries encourage job-searching for foreign graduate students, as they are considered to have a high-skill level, international views and an opportunity to live and work in a variety of socio-cultural conditions. Further analysis refers to the main factors determining the choice of destination for foreign students, which are: geographical proximity, language skills, cultural proximity, the cost of education, and a country's reputation in the field of higher education. The paper reveals the leading role of the EU in the developed intraregional educational mobility, the regional asymmetry of migration processes in other regions of the world, and Asian countries actively promoting temporary educational and labor migration to developed countries with incentives to return to a home-country in the future. In recent years, due to positive dynamics of the return migrants number, an interest in the creation of the returnees strategy grows as well as desire of developed and developing countries to benefit most from the return migration.
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Chankseliani, Maia, and Anya Wells. "Big business in a small state: Rationales of higher education internationalisation in Latvia." European Educational Research Journal 18, no. 6 (March 6, 2019): 639–55. http://dx.doi.org/10.1177/1474904119830507.
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There is growing international interest in how market imperatives interact with the socio-cultural and academic rationales of higher education internationalisation. This study provides new empirical material to examine the core rationales of international student recruitment in Latvia, where international students constitute 10% of the total tertiary enrolments. The nuanced analysis of narrative data from the interviews with university international officers is complemented by the analysis of policy documents and numeric data from the government and the UNESCO Institute of Statistics. By carefully interpreting the evidence, the study shows that international student recruitment has been stimulated by the demographic calculus and driven by the economic rationale. Universities have played an active role in increasing the numbers of mobile students and many institutions seem to benefit from working closely with student recruitment agencies. The scale of university–agency collaboration appears to vary by the type of institution; those with lower entry requirements have more extensive business relations with agencies than the relatively more reputable institutions. The study advances the understanding of internationalisation by arguing that a focus on market imperatives can undermine socio-cultural, academic and political benefits of inbound student mobility, which are viewed by universities as inferior to the immediate pecuniary interest.
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Abdullah, Doria, Mohd Ismail Abd Aziz, and Abdul Latiff Mohd Ibrahim. "The Stories They Tell: Understanding International Student Mobility Through Higher Education Policy." Journal of Studies in International Education 21, no. 5 (July 24, 2017): 450–66. http://dx.doi.org/10.1177/1028315317720766.
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The movement of students across borders has had profound impact on higher education policy development. This article seeks to unpack international student mobility through a discourse approach, using five policy documents on international student mobility from well-established recruiters of international students. Eight headline findings are presented in this article. It was found that there are many different types of international students. Higher education institutions are located at the heart of the action, and provide a broad range of services across four distinctive stages of the students’ sojourn. Governments reaffirm their commitment in providing good higher education experience to the international student population. However, there are signs that the students’ presence has shaped higher education policies to be more service-, market-, and reputation driven. The ethics of care concept is proposed to balance the present role of higher education as “wealth creation agents,” and to ensure both institutions and students reap the benefits of international higher education.
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Idson, Todd L., and J. R. Clark. "Student Time Allocation and Scholastic Ability." Journal of Applied Business Research (JABR) 7, no. 3 (October 19, 2011): 83. http://dx.doi.org/10.19030/jabr.v7i3.6230.
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This paper examines the relationship between academic ability and student allocation of time to school work, market work and leisure activities. Based on a sample of undergraduates at two U.S. universities, we find that students with greater scholastic aptitude allocate greater amounts of time to studies and to market work, while consuming lower amounts of leisure. These results indicate the existence of a dominant substitution effect in time allocation with respect to the time price of grades.
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Dennis, Marguerite J. "Prediction: The U.S. will continue to lose international student market share." Enrollment Management Report 22, no. 12 (February 14, 2019): 1–3. http://dx.doi.org/10.1002/emt.30509.
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Tracz-Krupa, Katarzyna, Sylwia Przytuła, Vincent Cassar, and Frank Bezzina. "Differences in the Approach of Students of Various Sex to International Mobility Programs: European Research Results." Zarządzanie Zasobami Ludzkimi 149, no. 6 (December 31, 2022): 77–95. http://dx.doi.org/10.5604/01.3001.0016.2047.
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The purpose of this paper is to explore gender differences in learning experiences among students participating in international study mobility programs. It was undertaken by university students from several institutions of higher learning around Europe in the context of internationalization and intercultural education, which has become a central tenet among European institutions. The research on gender differences in student approach to international study mobility was carried out among 440 university students from five European universities within the context of the Competent student: Experienced Graduate: International Labor Market Key Competency Workshops project, conducted within the framework of the International Partnership Project on Student Mobility financed by the Polish National Agency for Academic Exchange. Taking into account both potential competences that are developed during Short–Term Study Abroad (STSA) programs and the usefulness of specific modes of learning during international study tours, the findings suggest that female students have a higher predisposition towards intercultural experiences on STSA programs.
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Levent, Faruk. "The economic impacts of international student mobility in the globalization process." Journal of Human Sciences 13, no. 3 (September 28, 2016): 3853. http://dx.doi.org/10.14687/jhs.v13i3.3877.
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Globalization, which has various effects on economic, financial, political, sociological and cultural developments, also influences the field of education. One of the outcomes that arise due to the effects of globalization is related to the increase in international student mobility. This has paved the way for the emergence of a new market area in which international students are regarded as a source of income. Purpose of this study is to examine the economic impacts of international student mobility in the globalization process. The document analysis is used in the study. In this study, the data analysis consists of three parts. The first part is about the cost of international education while the second part explicates the economic impacts of international student mobility. Finally, the third part reviews policies aimed at increasing the number of international students. According to the information obtained from this study international students provide significant revenue to the economy of their host country by bearing the cost of tuition fees and non-educational expenses as well as by contributing to the production of knowledge and technology.
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Kulkarni, Anand. "International Student Mobility: Recent developments and prognosis with special reference to India." International Review of Business and Economics 4, no. 1 (2020): 1–30. http://dx.doi.org/10.56902/irbe.2020.4.1.1.
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This paper examines global student mobility. It finds that student mobility has been on the rise rapidly in the last five years, mostly of a global nature, rather than intra-regional, especially in the case of Indian students. Students are highly aspirational and seek an edge in the labour market through specialist studies and post study work rights, and are focused on obtaining a strong return on educational investment. Universities around the world increasingly seek to cater to these aspirations. Beyond the traditionally dominant inbound countries, a number of others, including especially in Asia, are becoming hubs of international student activity both as senders and receivers. Australia is becoming an increasingly key location for students, especially in recent times for Asian students. From a strategic standpoint, it will be important to maintain freedom of movement for students to benefit individuals and host and home countries.
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Pawar, Sanjay Krishnapratap, Swati Vispute, Tajamul Islam, and Ruby Chanda. "International students’ motivations for studying in Indian universities: Implications for value proposition and positioning strategies." Research in Comparative and International Education 15, no. 2 (April 17, 2020): 158–70. http://dx.doi.org/10.1177/1745499920910579.
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Universities today devote serious effort to attract international students. The purpose of this research is to understand the motivation factors that impact international student choices in selecting Indian higher education as a study-abroad destination. This quantitative study examines the choice criteria of 249 full-time international students from the countries of Asia and Africa. A number of choice factors were identified. Results indicate that international students at Indian universities consider ‘university characteristics’ and ‘influence of social networks’ as the most important motivation factors that determine destination choice. The study findings suggest a value proposition canvas consisting of teaching quality, university rankings, safety and availability of academic courses as its foremost constituents. The paper notes decision-making influences and identifies implications for marketing actions of a developing host country operating in a competitive international student market.
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Bitok, Jane Jebet, Alice Ondigi, and Esther Munyiri. "Foreign Scholars Activities and their Impacts on Sustainable Tourism Development in Nairobi Metropolis, Kenya." Journal of Hospitality and Tourism Management 6, no. 1 (January 27, 2023): 30–46. http://dx.doi.org/10.53819/81018102t2119.
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Foreign scholars move to international destinations and enroll in institutions for academic courses of study. The students form a promising niche’ market and is the third export earner in Australia. Africa is endowed with unique geographical features which attract the students who enroll in programs such as; eco-tourism, heritage tourism, rural/farm tourism and student exchanges between educational institutions. Africa recognizes educational tourism as a promising niche’ market segment to cushion out the fluctuating numbers of other market segments. The region receives about 14% foreign scholars yearly to add to those existing in their institutions of learning. Kenya receives 50,000 of the students distributed as 1% admissions to public universities and 12% to private universities, a constant 200,000 international students annually. The reasons why scholars from developed nations do not prioritize Africa should be investigated to increase Kenya’s market share. The study purposed to establish the tourist activities that are of interest to the scholars. The scholars from all over the globe join Kenya’s institutions of higher learning and throughout their course of study, they will be attached to attraction sites either as part of their study or as leisure activities. UNESCO supports travel of students to foreign destinations in order to enhance and promote culture and international understanding. International students visit several tourist attraction sites and can be classified as foreign or local tourists. Questionnaires were administered to the scholars, the heads of foreign student offices were subjected in-depth interviews while the communities offering tourism participated in focus group discussions. Only 29.7% (98) had involved themselves with various activities in the communities while a considerable number (65.2%) did not involve themselves in the activities within host communities. However, there was a significant relationship between tourists’ activity options and sustainable tourism development, the P-value 0.029 (P-value<0.05). When tourists’ activity options and economic impact were cross tabulated, no significant relationship was displayed because P-value is 0.301 (P-value>0.05). Majority 58.7% of the students were self-driven to the local communities. The study shows that most of the activities linked to educational trips are organized in relation to the products of tourism available within destinations. Keywords: International students, international destinations, local destinations, niche’ market, foreign scholars
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Andrade, Maureen Snow. "Institutional Policies and Practices for Admitting, Assessing, and Tracking International Students." Journal of International Students 7, no. 1 (January 1, 2017): I—VI. http://dx.doi.org/10.32674/jis.v7i1.241.
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The United States has the largest market share of international students at 22%, followed by the United Kingdom at 11% (Project Atlas, 2015). The U.S. share has decreased from 28% in 2001 although total numbers ofinternational students are increasing (Project Atlas, 2015). Decreased market share may be due to targeted national strategies in other countries to attract international students. These include immigration policies that not only expedite obtaining a student visa, but provide opportunities to work while studying and permanent jobs and residency after graduation (e.g., Canada, the Netherlands, Germany, Sweden) (Lane, 2015). Nations are also actively recruiting, providing databases with comprehensive information about studying in the country, (e.g., the Netherlands), and offering financial incentives (e.g., Germany)(Lane, 2015). In some cases, countries that once sent students to study abroad (United Arab Emirates, Singapore, Malaysia) are now actively recruiting to host students from their regions (Lane, 2015).
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Vona, Máté. "Macro- and microeconomic risks of student loans in an international context." Acta Oeconomica 65, no. 4 (December 2015): 629–49. http://dx.doi.org/10.1556/032.65.2015.4.7.
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The risk of individual investment in higher education is not a well-researched topic compared to the rate of return to education. In many countries tuition fees are low, but there is a possibility to borrow for investment in education. This can lead to irresponsible investment behaviour. The paper will show that the student loan market is too small to cause a macroeconomic crisis, but that it is a market with many stakeholders and irresponsible behaviour should not be encouraged. With the examination of a Hungarian sample, it can be concluded that in the context of higher education, signs of rational investment behaviour can be found. The risks of post-secondary studies are not yet fully understood and measured, and for this reason further research is suggested.
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Zeng, Qiuyi. "Analysis on the Practice of Educational Management from the Perspective of Student-Based Management." Journal of Contemporary Educational Research 5, no. 12 (December 27, 2021): 171–75. http://dx.doi.org/10.26689/jcer.v5i12.2863.
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In the new era, through the application of the overall economic theory, various industries and fields in China’s local market are fully linked with the international market. Therefore, at the current stage, educational institutions should not only participate in global competitions in the same industry but should also promote the transformation and upgrading of localization. Taking this as the starting point, this research analyzes the practice of educational management from the perspective of student-based management, summarizes the connotation of student-based management, determines the problems in the process of practice, and puts forward several suggestions for developing the concept of student-based management, enhancing the investigation on students’ situation, and improving the quality of managers.
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Lee, Claire Seungeun. "Global linguistic capital, global cultural capital: International student migrants in China’s two-track international education market." International Journal of Educational Development 67 (May 2019): 94–102. http://dx.doi.org/10.1016/j.ijedudev.2019.03.001.
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Sandra, Ika. "Transnational Education: Looking at Out- and Inflow of International Student Migration." Journal of Moral and Civic Education 4, no. 1 (May 31, 2020): 52–59. http://dx.doi.org/10.24036/8851412412020239.
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The interest of students from various countries to study overseas have been increasing lately, resulting in a global trend. Their reasons could be different from one another. This study analysed student migration using different models and theories. Through qualitative research, using literary and ethnographic analysis along with transnational perspectives, this project analyzed the reasons behind student’s migration. The finding indicates that different theories and approaches show different reasons why the students migrate. Push-pull factor theory shows that factors from the home country and the host country can count as reasons for why students study abroad. World system theory shows how economically, politically, and socially powerful countries play an important role in attracting international students. The demand and supply models are related to the middle class who are eager to gain cultural and social capital through studying abroad. Finally, the global space approach has three poles to look at international student flows; one of which is the Pacific pole where English-speaking countries become popular destinations particularly among international students from Asian countries. This article suggests that if host countries want to market their education comprehensively, the host countries should give more space and easy access for the home countries of the outflows of student migration.
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Wu, Xuan, and Wing Kit Chan. "Integrating international student mobility in the belt and road initiative." Higher Education Evaluation and Development 13, no. 1 (June 3, 2019): 33–47. http://dx.doi.org/10.1108/heed-03-2019-0010.
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Purpose Before the turn of the century, taking overseas students was more about a diplomatic issue dominated by the state in China, for which reason this section is relatively independent within the higher education system. However, evidence from a series of new policy documents and their impacts suggests that international student mobility (ISM) has been intensively shaped by the central government in the desire to promote its national strategy, namely the belt and road initiative. ISM policy, although with a significant proportion marketized, was introduced for a clear purpose of cultural diplomacy. The paper aims to discuss these issues. Design/methodology/approach Looking beyond the debate of market-driven vs state-dominated, this paper attempts to provide a thorough understanding of this changing pattern based on examination of key changes of policy statements along with official data analysis. Findings This paper argues that the new pattern must be understood against a context of a hierarchy of higher education institutes in contemporary China: a sector led by a small number of prestigious universities generously funded by the central government with a large number of ordinary universities underfunded and eager to generate income. Prestigious institutes enroll international students to satisfy performance indicators listed by policies like “Double First-rate”; other universities, benefiting from the reputation and momentum generated by the top ones, take self-funded students for profit. Originality/value By making good use of both performance indicators and market motives, the country managed to move a state-dominated ISM policy in the twentieth century into the existing state-steering marketization model and made China a major destination for overseas study.
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Malet Calvo, Daniel. "Understanding international students beyond studentification: A new class of transnational urban consumers. The example of Erasmus students in Lisbon (Portugal)." Urban Studies 55, no. 10 (June 13, 2017): 2142–58. http://dx.doi.org/10.1177/0042098017708089.
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For the last 10 years the city of Lisbon has been receiving an increasing number of international students, expanding considerably the supply of student accommodation. In spite of the resulting rise of a new and underdeveloped housing market directed to students, studentification is not exhibiting the usual concentration and segregation patterns of clustering across the city. On the contrary, the effects of student-related economic activities are spreading throughout Lisbon, overlapping with several urban transformations. An examination of international students’ lifestyles in Lisbon seems to demonstrate that diverse youth cultures of Erasmus students are colonising different districts and activities through diverse processes of belonging and distinction. Beyond the studentification literature (and its housing-supply centred perspective) it is necessary to recognise that international students become involved in broader urban processes such as the tourism industry, marginal gentrification or entrepreneurial creativity, thus becoming a new class of transnational urban consumers.
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Ben, Antía González. "Universal Tropes and Salvation Hopes: Making up “International” Music Students in the International Baccalaureate Diploma Programme." Teachers College Record: The Voice of Scholarship in Education 123, no. 7 (July 2021): 1–28. http://dx.doi.org/10.1177/016146812112300707.
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Background/Context Since the 1980s, the International Baccalaureate (IB) has gained popularity as an alternative to traditional public curricula, which public discourse frames as ill-equipped to prepare students for today's global market economy. Within this set of discourses, the IB emerges as a pedagogical tool for producing a new kind of “international” student who transcends the limitations of the traditional public school student. Purpose/Objective/Research Question/Focus of Study Using the IB's high school music curriculum, known as the Diploma Programme (DP), as an entry point, this article examines the kind of “international” student that the IB claims to produce. Research Design Informed by Foucault's notion of discursive subjectification, this study examines how the diploma music curriculum fabricates a particular kind of person: the diploma music student. Although the IB takes this subject position for granted, this study rests on the premise that diploma music students only become “thinkable” as such within certain sociohistorical conditions. Data Collection and Analysis I engage with a set of official IB documents designed to inform the practice of DP music teachers. I approach this literature as a power-laden dispositive of knowledge production. I examine statements that relate to the construct of the diploma music student based on both the possibilities they afford and the meanings they preclude. I pay special attention to how this curriculum fabricates divisions, distinctions, and comparisons. Findings/Results I argue that the IB's conception of the diploma music student as an independent thinker, an internationally minded person, and an individual committed to creating a better world reflects three cultural theses that coalesced during the European Enlightenment: the notions of reason, the nation, and progress. Through their recurrent treatment as “truth claims,” these tropes become naturalized. They enable the IB's notion of the diploma music student to emerge discursively as neutral and universal. Conclusions/Recommendations By pointing out some of the onto-epistemic systems that undergird the IB's conception of the diploma music student, I do not suggest that the IB should completely abandon those constructs. However, this curriculum's portrayal of modern Euro-American ways of being and thinking as universal is incompatible with its stated claims of ontological and epistemic universality and inclusivity. Alternatively, I suggest engaging with various ways of being and reasoning substantially and respectfully. In addition, it would be pertinent to consider how each onto-cosmo-epistemological system relates to other systems and the students vis-à-vis ongoing power-knowledge dynamics.
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Bulatova, Olena, and Оleg Zaikovsky. "International mobility of students in modern conditions of transformation in the global market of services (regional aspect)." Research Papers in Economics and Finance 4, no. 2 (2020): 19–27. http://dx.doi.org/10.18559/ref.2020.2.2.
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Modern global processes are stated to have significantly influenced transformations in the higher education system. On the other hand, internationalisation of higher education has become a key factor in the development of global processes. Accor-dingly, it becomes necessary to determine the specific nature of the internationalisation processes of higher education in different countries, as well as the involvement thereof in the processes of academic mobility at establishing the educational space transformation under the conditions of globalization, at grounding the changing place and role of universities as higher education internationalisation contribute to enhancing the convergence of national educational systems, providing a significant influence on the level of competitiveness of national economies. The authors define the peculiarities of attrac-ting countries to mobility processes and systematise the waves of international student mobility, taking into account the geopolitical and geo-economic factors of positive and negative influence of institutional drivers. Furthermore, dynamic shifts in international student mobility are calculated and the regional distribution of foreign students by educational level is determined. The purpose of the article is to identify the waves and substantiate the factors of international student mo-bility in the context of the transformation of the global market of educational services.
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Yılmaz, Kasım, and Volkan Temizkan. "The Effects of Educational Service Quality and Socio-Cultural Adaptation Difficulties on International Students’ Higher Education Satisfaction." SAGE Open 12, no. 1 (January 2022): 215824402210783. http://dx.doi.org/10.1177/21582440221078316.
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The potential international university education market value is expressed in billions of dollars. Countries are trying to increase their competitiveness to attract international students and get a decent market share. Countries that can accurately analyze the factors affecting the country and school preferences of international students will be more advantageous in developing appropriate competitive strategies. The primary purpose of this study is to try to understand and explain the effects of the quality of university education service and socio-cultural adaptation difficulties factors on the satisfaction levels of international students. The research was carried out at Karabuk University, with the highest number of international students in Turkey. The data obtained through an online questionnaire using the convenience sampling method from 413 international students were analyzed with the “Structural Equation Model.” According to the analysis results, assurance and empathy from service quality dimensions, and cultural differences and religious belief variables from socio-cultural adaptation difficulties positively affect general student satisfaction. The research sample mostly consists of Syrian students who migrated to Turkey due to the war and bright students from low-income African, Asian and Middle Eastern countries. Turkish universities form attraction centers for international students flowing toward western countries. In this respect, the results of the research offer original contributions to the higher education literature.
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Butum, Lavinia Cornelia. "The role of international competences in increasing graduates’ access to the labor market." Proceedings of the International Conference on Business Excellence 11, no. 1 (July 1, 2017): 513–22. http://dx.doi.org/10.1515/picbe-2017-0055.
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Abstract The transition from student to employee status has become an important issue for labor market analysts, students and universities. Literature recognizes that the international experience represents a successful factor for future employability. In this regard, a new curricular model should include international competences in order to build the qualifications required by the global labor market. A recent study (Stan, Butum & Zodieru, 2016) highlighted the importance of youngsters’ professional training upon graduation and the crucial role of collaboration between universities, companies and governments (through education policies) in increasing graduates’ accessibility to well - paid jobs and in developing an entrepreneurial career. The same study provides the results of a qualitative research that leads to the conclusion that most Romanian students have the capacity to obtain the desired job if they can swiftly gain the soft skills required by companies. It is also mentioned that the labor market has increased the demand for international competences and practical skills in recent years. The purpose of this article is to analyze the dynamics of Romanian and European students’ feedback on their universities. Beginning with the analysis of soft skills needed for the labor market and their appreciation as perceived by students, the study will examine the dynamics of students’ appreciation on international experience and other work activities that ensure the achievement of international competences and reduce the time for obtaining a job. Afterward, the paper will analyze students’ career priorities and students’ perception of university performance in providing practical and international skills needed for the labor market. The analysis will include 3-year statistic data from Trendence Graduate Barometer regarding Romanian students’ perception. The conclusions will show the dynamic of students’ expectations on provided skills and the connection with their career priorities. Furthermore, the main results of this study will represent a basis for future research in designing a guide for developing the internationalized curriculum, as well as for a future analysis of the international competences needed by students when searching for a well-paid job.
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Sashittal, Hemant C., Michael DeMar, and Avan R. Jassawalla. "Building acquaintance brands via Snapchat for the college student market." Business Horizons 59, no. 2 (March 2016): 193–204. http://dx.doi.org/10.1016/j.bushor.2015.11.004.
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Wilkins, Stephen, and Jeroen Huisman. "Student Recruitment at International Branch Campuses: Can They Compete in the Global Market?" Journal of Studies in International Education 15, no. 3 (December 6, 2010): 299–316. http://dx.doi.org/10.1177/1028315310385461.
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Min, Byung S., and Rod Falvey. "International student flows for university education and the bilateral market integration of Australia." Higher Education 75, no. 5 (August 4, 2017): 871–89. http://dx.doi.org/10.1007/s10734-017-0175-4.
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Dennis, Marguerite J. "Six reasons the United States will continue to lose international student market share." Enrollment Management Report 22, no. 1 (March 25, 2018): 1–3. http://dx.doi.org/10.1002/emt.30403.
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Heffron, Sean, and Peter A. Maresco. "The Value of International Experiences for Business Students: Measuring Business Student Attitudes toward Study Abroad." Journal of International Students 4, no. 4 (October 1, 2014): 351–62. http://dx.doi.org/10.32674/jis.v4i4.454.
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The value of an international experience—especially for students of business—continues to be an area of focus at colleges and universities. Students across all disciplines within the business curriculum: accounting, economics, finance, management, marketing, or sport management are expected by employers to possess knowledge of, and appreciation for, other cultures. Using as a backdrop two unique study abroad programs that immerse students into an intercultural business experience and have them interacting with—and learning from—the local residents as well, the survey research in this study measures student attitudes before and after they study abroad and it notes the changes that students report in their personal and professional knowledge, skills, and abilities. The findings of this research can reshape the way in which colleges and universities market these important international experiences.
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Ehtiyar, Rüya, Özlem Güzel, and Hijran Rzazade. "The Main Problem Areas of International University Students: A Qualitative Analysis on Azerbaijan Students." Yuksekogretim Dergisi 11, no. 3 (December 31, 2021): 705–16. http://dx.doi.org/10.2399/yod.21.725596.
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The international student mobility, aiming to create and sustain international integration has been an essential part of the education market in the 21st century. However, while such international student exchange programs contribute to the students and the cities hosting them, they bring along some problems. The aim of this study is to identify the main problem areas that international university students are likely to encounter. By applying the qualitative research method, the phenomenological research design was used in the study since it aims to reveal the problems of students based on their individual experiences. In-depth interviews were conducted with the Azerbaijani students studying at Akdeniz University selected as the research sample, which were then descriptively analyzed. The main problems were identified as “economic problems, inability to understand the local language, problems with accommodation, feeling cheated and intimidated, being inexperienced, lack of knowledge about the formal procedures, cultural diversity, lack of support, and exclusion”. The problems regarding finance and accommodation emerged as the most frequently mentioned problems. The main strategies to overcome these problems are also discussed.
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Brice, William David, Edward Chu, and Wayne Jones. "Culture-Laden Imports: International Market Entry and Cultural Taboos." International Journal of Management and Economics 50, no. 1 (June 1, 2016): 49–62. http://dx.doi.org/10.1515/ijme-2016-0011.
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AbstractThis empirical study investigates American market responses to a Spanish product that is strongly culture-laden and may violate cultural taboos. Surveys were conducted in two contrasting US universities in Arkansas and California. Contrasting student majors were also chosen: Art and Business. The product is a life-sized baby doll, designed to be breast-fed rather than bottle-fed, which highlights the benefits and normality of breast-feeding babies. Although this product is popular in its original European market, US media accounts suggested strongly negative morality-based American reactions. This study found a strong overall non-acceptance of this product in all groups, but with significant differences between groups. Results quantify the market reaction and illuminate its cultural basis by comparing responses between two culturally different regions, two contrasting college majors, different genders, and different ethnicities. In doing so, this study helps to break new ground in the international marketing of culture-laden products.
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Koendjbiharie, Sarita R. "The distinct value of humanities students to employers in student consultancy projects." Industry and Higher Education 34, no. 4 (April 22, 2020): 247–62. http://dx.doi.org/10.1177/0950422220909795.
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This case study analyzes the use by high-profile employers of the brainpower of nearly 1400 humanities undergraduates through “live” projects. At the Faculty of Humanities of Leiden University, a cohort of hundreds advises a set of public, private, and third sector organizations each year in a capstone course within the multidisciplinary Bachelor of Arts in International Studies program. In this course, aptly named PRactising International Studies (PRINS), students have, in teams, successfully consulted for employers including Google, the World Food Programme, and Organisation for Economic Co-operation and Development (OECD). Drawing on experience of designing, recruiting for, and running the PRINS course, the author offers evidence of the distinct value of humanities to practice, which is demonstrable even at the undergraduate level. The analysis entails the ex ante knowledge needs employers sought to have fulfilled by humanities students, and the ex post recommendations in their consultancies that employers have acknowledged as practically relevant. The findings indicate the potential of large-scale consultancy courses in the preparation of students for the labor market and the need for humanities graduates in future workplaces worldwide.
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Oliver, Damian. "University Student Employment and Expectations of the Graduate Labour Market." Journal of Industrial Relations 53, no. 1 (February 2011): 123–31. http://dx.doi.org/10.1177/0022185610390301.
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Young Australians are increasingly combining study with work. Research and media reports frequently reveal that young Australian workers know little about their employment rights, placing them in a poor bargaining position and exposing them to the risk of exploitation. This study, using data from a survey of 1200 Australian university students, finds that students with experience in the labour market are more knowledgeable about their current employment arrangements and more confident about entering the graduate labour market once they finish their studies, reporting higher expectations of job security and being able to negotiate pay. Students also seem aware of segments in the graduate labour market, with confidence also varying by field of study.
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Joyo, Ahmed Shafique, and Lin Lefen. "Stock Market Integration of Pakistan with Its Trading Partners: A Multivariate DCC-GARCH Model Approach." Sustainability 11, no. 2 (January 9, 2019): 303. http://dx.doi.org/10.3390/su11020303.
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A decade after the global financial crisis, the developments in stock market integration have increased the stability and liquidity of markets, and decreased the diversification benefits for investors. International trade is an important determinant of stock market interdependence. The objective of this study is to analyze the co-movements and the portfolio diversification between the stock markets of Pakistan and its top trading partners, namely China, Indonesia, Malaysia, the United Kingdom, and the United States. We employed Dynamic Conditional Covariance (DCC)-Generalized Autoregressive Conditional Heteroscedasticity (GARCH) methodology with student t-distribution to examine time-varying correlation and volatilities of stock markets of Pakistan and its trading partners. We used Morgan Stanley capital international (MSCI) daily returns data of developed and emerging markets for the period 2005 to 2018. The results of the study highlighted that stock markets of Pakistan and its trading partners were closely integrated during the financial crisis of 2008, while the integration among stock markets decreased substantially after the period of financial crises. Furthermore, the results showed the slow decay process. Therefore, it is a positive sign for the Pakistani and international investors to diversify their portfolio among the stock markets of Pakistan and its trading partners.
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Sotikova, Natālija, and Renāte Cāne. "FACTORS FORMING THE EXPERIENCE OF FOREIGN STUDENTS AND THEIR ROLE IN THE EXPORT OF HIGHER EDUCATION." Acta Prosperitatis 12 (2021): 176–92. http://dx.doi.org/10.37804/1691-6077-2021-12-176-192.
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There is intense competition in the modern education market, which forces higher educational institutions to choose a market‐ oriented strategy. As local student numbers shrink, universities are actively recruiting foreign students. Therefore, it isimportant to determine the factors shaping the experiences of international students while obtaining higher education abroad, and the impact of these factors on the development of higher education exports. The aim of thisstudy isto assessthe factorsforming the experience of international students in the export of education. Surveys, frequency analysis, calculations of central tendency measures, and correlational analysis were used as the research methods. This study concludes that among the factors surveyed, students considered the following asthe most important ones: opportunity to travel to different countries during the studies, price level in the country, safety level in the country, good opportunities for leisure and entertainment, and the friendliness of locals. The most important factors for higher educational institutions included quality of education, interesting student life, good relationships with local students and with other foreign students, good relationships with academic staff, and interactive lectures. These results are important for higher educational institutions because they help to determine how to shape positive experiences for the development of higher education export.
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Stenberg, Luz Centeno. "Do International Business Students Who Are Studying in Australia Have Similar Academic Outcomes? A Comparison of Undergraduate and Postgraduate Students." Journal of Education and Training 10, no. 1 (August 25, 2022): 58. http://dx.doi.org/10.5296/jet.v10i1.20217.
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The paper explores the characteristics of business students studying in Australia. A total of 1907 students (1033 undergraduate and 874 postgraduate students) are included in the study between 2012 and 2016. These students are either from a higher education (tertiary) private provider of undergraduate business courses or from one of the Australian universities studying at the postgraduate level. The paper attempts to examine if there are similarities in undergraduate and postgraduate business student outcomes that could be attributed to country of origin and gender. The paper argues that the human capital pursuit among international business students studying in Australia is similar due to the linkages between immigration, labor market and education policies. These linkages might have facilitated the perceived risk-return relationship of studying in Australia and as a result led to attracting similar (international) students studying at the undergraduate and postgraduate levels. Ordinary least squares (OLS) models’ results suggest that gender and country of origin are important in predicting success. In particular, being female is positively related to academic success and certain student groups dominate the international students’ landscape in Australia.
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French, Nick, Geetha Bhat, Gurpreet Matharu, Filipe Ortigão Guimarães, and David Solomon. "Investment opportunities for student housing in Europe." Journal of Property Investment & Finance 36, no. 6 (September 3, 2018): 578–84. http://dx.doi.org/10.1108/jpif-08-2018-0058.
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Purpose The purpose of this paper is to provide an insight into how the demographic of international and home students in the major university cities in three European countries (France, Spain and Germany) offers investors an opportunity to provide students housing. This paper looks at how a mobile and demanding student clientele now demands, well priced, good quality and purpose built accommodation during their studies at University. This offers a good property investment opportunity. Design/methodology/approach This practice briefing is an overview of the demand factors that are creating opportunities in France, Spain and Germany. Findings This paper analyses the link between the under provision of purpose built student housing and an opportunity to develop a long-term cash flow producing investment asset. Practical implications The role of the property developers and investors is to successfully identify trends and demands and provide the assets that meet the market requirements. This paper looks at the meeting point in three major European countries for this latent and, currently, poorly served demand. Originality/value This provides guidance on how investment opportunities develop in non-traditional property markets.
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Jingyu, Xiao, and Olga Anatolevna Mashkina. "Transnationalization of the russian language teaching process in chinese universities (based on the example of Guangdong university of foreign languages and foreign trade, China)." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2019): 56–70. http://dx.doi.org/10.51314/2073-2635-2019-1-56-70.
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The diversification of the global labor market demands has a serious impact on the objectives, methods, forms and content of foreign language teaching at Chinese universities. The first «National standards for the quality of professional training of bachelor students in multidisciplinary universities of the classical type» (2018) create the framework and give practical recommendations to ensure the quality of Chinese young professionals’ training in accordance with international standards of professional training and strategic plans for China’s economic advancement, expressed in the Chinese leader XI Jinping’s project to create an international transport corridor «one belt - one road». The article evaluates the organization of student training according to the model - «specialization + foreign (Russian) language» at the Guangdong University of foreign languages and foreign trade. The results of the study show that this process is in line with the search for a balance between national standards and transnational requirements for the quality of student training and is aimed to improve the competitiveness of Russian speaking Chinese graduates at the international labor market, primarily in the Eurasian space, especially in the aria of a new silk road connecting the East and the West.
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Kim, Kakyom. "Understanding Differences in Tourist Motivation Between Domestic and International Travel: The University Student Market." Tourism Analysis 12, no. 1 (April 1, 2007): 65–75. http://dx.doi.org/10.3727/108354207780956717.
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Xu, Feifei, Michael Morgan, and Miguel Moital. "Cross-Cultural Segments in International Student Travel: An Analysis of British and Chinese Market." Tourism Analysis 16, no. 6 (December 1, 2011): 663–75. http://dx.doi.org/10.3727/108354211x13228713394688.
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Talmi, Iris, Orit Hazzan, and Reuven Katz. "Intrinsic Motivation and 21st-Century Skills in an Undergraduate Engineering Project: The Formula Student Project." Higher Education Studies 8, no. 4 (September 17, 2018): 46. http://dx.doi.org/10.5539/hes.v8n4p46.
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The 21st century is characterized by new technological developments and a rapid pace of change, challenging the academy to educate students for a future employment market characterized by change and uncertainty. This market requires practitioners to develop a broad set of skills, so-called "21st-century skills," along with more focused practices within traditional disciplines. The present study explores the mutual relationship between intrinsic motivation and the expression of 21st-century skills among students participating in the Formula Student project – an international competition in which participants design and build a racecar while facing challenges such as independent learning, planning, and execution. We found that students’ participation in the Formula Student project enables them to practice 21st-century skills that they will need in their future workplace; this experience, in turn, helps them meet the psychological need for autonomy, competence, and relatedness which are the basis for intrinsic motivation.