MARCO PARA EL SISTEMA DE GESTIÓN DE LA SEGURIDAD OPERACIONAL (SMS)

As can be seen in table 4.1, there are various factors that influence international postgraduate students’ decision to study abroad. These can be divided into

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four main categories: value of overseas study, personal or family-related factors, lack of opportunities at home, and financial or promotional reasons. Details of the main four categories are shown below, including the number of respondents selecting that option and specific responses given by the students to justify or clarify their views.

Table 4.1 Qualitative Information on Reasons for Studying Abroad

Category/Theme – Reasons for Studying Abroad Numbers of participants

Value of Overseas Study

Being aware of international and critical perspectives Expecting advantages from an overseas education Seeing study abroad as a popular trend

14

Personal or Family-related Factors

Wanting a new and different cultural experience

Considering previous study- or work-abroad experience Achieving personal development

Improving English language skills Receiving encouragement from others Being influenced by friends

14

Lack of Opportunities at Home

Experiencing limited opportunities in home country Lacking specific study programs in home country

Being aware of corruption and favoritism in home country

14

Financial or Promotional Reasons Receiving financial support

Desiring job promotion

7

Value of Overseas Study

Receiving a university education in another country is frequently perceived as having additional value. This was indeed the case with many of the participants in this study, with over half (fourteen out of twenty-six) indicating this as their main motivation behind their choice to pursue an education outside their home country. For instance, a student from North America stated: “In addition to a

more specific program in South West, I think I still can get the international perspective; because there is still slight difference that some people do not really realize” (0012). A PhD student (0003) from the Middle East described

that receiving a higher education from a deeper, critical, and international perspective was her reason for pursuing an overseas education. An Asian

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Masters student admitted: “Receiving international perspectives and foreign

education in a different culture is also my reason for study abroad” (0026).

Some students also expect to interact with international students from diverse countries in addition to receiving lectures in another language and by other

nationals. As one participant commented: “International network is also one

reason for me to study abroad. With the international exposure, contact, and network, I can always get information from my friends in different countries” (0023).

With regard to the advantage of or preference for an overseas degree, eight participants provided details during the interview section of the study. One PhD student (0003) from the Middle East claimed that people in her country actually preferred a foreign educational degree (because it was considered more

prestigious) than an Arabic one at the same level. Additionally, an Asian Masters student (0018) mentioned that universities in his home country liked having professors who graduated from overseas universities, such as those in

the US or UK. Another Asian Masters student also admitted: “A foreign degree

will help me to find a better job, and this is the most important thing” (0026).

Furthermore, one interviewee (0013) pointed out that overseas education was

better than education in her home country: “A foreign degree always looks good

for one’s CV” (0013). A Masters student from Latin America mentioned: “It is better for my career because it is a foreign degree, and I can improve English for better employment … A foreign educational degree is good for future employment” (0010).

Study abroad was also cited as a popular trend in a country or for a certain group of people. Two out of the fourteen interview participants mentioned this point. Participant 0016 mentioned that study abroad was popular in his

university in his home country and good students tended to study abroad. An African Masters student (0023) explained that he was also a good student in his home country, but he had definitely been motivated to do the thing deemed best based on a popular trend among good students in his country.

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Personal or Family-related Factors

A further reason named by over half of the participants related to the individual and/or his or her family. For instance, the opportunity for a new and different experience is an important part of living in a new place: having different culture experiences, communicating with people from different cultures, and knowing Western culture were all put forward as reasons associated with the decision for study abroad. As one Masters student from the Middle East said: “I preferred to

live somewhere or a new country that I had never lived before in order to get new experiences” (0025). An Asian Masters student commented: “To

experience and understand the culture and real meaning behind the language makes me want to study abroad because I can communicate with people from different cultures and learn from each other” (0007).

A less frequently mentioned reason related to previous study or work

experience. For example, a Masters student from the Middle East commented:

“My previous work experience in Abitibi for four years influences my decision for study abroad” (0025). One student from Asia (0017) stated that his previous

short-term study-abroad experience in Denmark might have influenced his decision for his current overseas education. An Asian Masters student also mentioned how his previous long-term study-abroad experience influenced his current education-abroad decision: “My previous high-school study in France

and Germany made me realize that I should spend more time with foreign students … Therefore, I want to try study abroad again in order to stay with foreign students” (0011).

Achieving personal development is also a key issue for the study-abroad decision, with reasons connected to increased independence, general improvement, and improvement in language ability. A Masters student from

Latin America stated: “Studying abroad can make one learn to be independent

and have connection or interaction with foreigners … Living abroad helps a person to improve” (0010). Four out of the fourteen participants mentioned

improving English language skills as a reason for study abroad because English has become an international language. For instance, a European Masters participant mentioned how her previous major affected her decision for

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overseas education: “It is more helpful to study in a foreign English environment

since I major in English” (0014). An Asian Masters student admitted: “I am quite interested in studying English and want to improve my English skills” (0011).

Encouragement from others – either family or colleagues and friends – is also related to education abroad. Three participants stated that parents’

expectations or support affected their decision. For instance, an Asian PhD student (0016) commented that Chinese culture’s emphases on education, parental expectations, receiving a good education, and seeing different things in another country had affected his decision to study abroad. A married

participant also acknowledged the encouragement from her teachers in her

home country: “My professors in my home country warmly encouraged and

suggested me going abroad” (0024). Two interviewees mentioned that the

influence from friends also motivated their decision, with one of them, from North America (0012), stating that this encouragement came from friends

already studying abroad. An Asian Masters student mentioned: “My friends

influenced my decision to study abroad and I want to be like of them” (0011).

Lack of Opportunities at Home

Lack of opportunities in the home country may drive the student’s decision to study overseas. Fourteen of the twenty-six interview participants indicated this point. Lack of opportunity could be from experiencing limited educational opportunities (degree, research, etc.), the lack of specific study programs in the home country, or being aware of corruption and favoritism in the home country.

Nine out of the fourteen interview participant described that they experienced limited educational opportunities in their home countries. A European PhD

student admitted: “There are not so many PhD opportunities in my home

country” (0008), while a Masters student from South Europe (0009) also

acknowledged limited Masters opportunities in her home country. Three of the nine interviewees decided to study abroad because they wanted to access

research. A European Masters student admitted: “We do not have too much

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(0004). An Asian Masters student mentioned: “Part of the reason for my further study because I want to learn and know about research” (0022).

Five out of the fourteen participants faced the problem that pursuing their study needed to be done overseas because there was no program specializing in her or his study field within the home country. For example, an Asian PhD student

mentioned: “Further study in my field needs to pursue in overseas because of

no further PhD program in my special field in my home country” (0016). A

European Masters student described:

I decided to change my field because of no course in my current study field in my home country … I searched on the web about where I could study in this field. I first thought to go to Australia but it was expensive to study there. Then I thought to study in England because England is the center of the knowledge in my current study field. In my opinions, at least, universities in the UK have good reputation. (0020)

A country’s economic or political situation may also affect opportunities in one’s home country and then influence the student’s decision to study abroad. Three participants mentioned that the corruption in the economy or favoritism in education in their home countries made them opt for an overseas education. For example, interviewee 0024 stated that she tried to apply for a PhD degree supported by a scholarship in her home country, but the system was not easy and her opportunity was blocked. A European PhD student stated:

I know my colleague will get his PhD because he is a friend of a

professor. Therefore, the problem is serious … I tried to improve myself with a Masters degree taken via three years in my home country. In the meantime, I also worked. When I worked and studied at the same time, I tried to publish a lot of books and articles. But, if they did not want to make me get in because I did not need them and they said they did not need me. That was my decision to come abroad … No, there are no opportunities. If you are not involved into the professors or the corruption affairs, you would not have any opportunity. (0005)

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Financial or Promotional Reasons

A further aspect mentioned by fewer (seven) participants related to financial considerations and promotion. For example, financial support from a home country government or a previous job employer or university importantly

affected international postgraduate students’ ability to study in a foreign country. A scholarship or studentship from USW was also mentioned as a significant reason. An African Masters student pointed out that without his scholarship, it

would be financially difficult for him to study abroad: “I was happy with the

admission on the one hand but worried how to pay the bill so I was not excited. I then applied for scholarship since February and got the full scholarship for the full tuition fees in June 2010 to study in South West. I was excited at that point” (0023). Three interview participants (0001, 0006, and 0018) indicated that job

pressure to upgrade their education degree and to keep their university post played an important role in their decision, with one (0018) specifically referring to pressure from his employer.