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In 2021, more than half a million Indian students traveled abroad to pursue Master’s programs. Against this background, we explore why Indian students do not enroll in Master’s programs in Indian higher education (IHE) institutions.

Semi-structured, in-depth online interviews of 30 Indian international students pursuing post-graduation studies in four major host countries were conducted to elicit the required information. The interviews were recorded, transcribed and analyzed using a thematic approach. The attribution theory was used as a theoretical lens to discuss the findings.

The results indicate that the primary reasons for students not choosing Indian institutions are wide-ranging. The need to study abroad, decision influencers and why they did not consider IHE institutes were three significant categories encompassing nine themes. The study revealed that besides other factors, the rigor of admission in premier Indian universities is much higher when compared with other international universities. Also, the perceived rate of return in investing in those developed countries' universities is better when compared with those of premier Indian universities.

The insights will act as marketing intelligence for supporting the business and university administrators of Indian universities in formulating effective tactics to admit more students from this in-demand Indian subgroup.

Most of the existing research papers discuss the motivation and challenges of Indian international students for studying abroad, There is negligible research on their demotivation to join IHE institutions. The present study tries to focus on the aspects that most of them considered but did not join IHE. Also, the attribution theory is a new perspective for understanding their behavior in selecting higher education institutions.

Teaching about families in a classroom may seem rather simple and uncomplicated because families are thought to be familiar settings – a part of our day-to-day life experience. Most often the task is not that simple. For this purpose, personal and familial biographies of students were used as part of family pedagogy for understanding the family structure and value orientations. Such an approach requires respect for students’ lived experiences as valid knowledge to use as a subjective and experiential journey to teach about families. There is a dearth of such pedagogical approaches to teach about the complexity and diversity of families in India. This chapter documents such an attempt to teach students, using three exercises, the concepts of family through experiential learning. The concepts include the myth of a normative family, nature of family change, and multigenerational extended kin relationships. The first author developed the teaching exercises and used them in the classroom. The data were collected across three consecutive MSW (Children and Families Concentration) batches of 2012–2016 from the Tata Institute of Social Sciences, Mumbai, India. A focus group interview method was used, and qualitative analysis was undertaken. The analysis of the data deconstructed the myth of the so-called normative family, helped to understand family change, and showed the presence of a range of multigenerational extended relations in families in the Indian context. The results of our study will be useful for researchers, practitioners, and teachers to employ experiential learning techniques in teaching about families in India through classroom interaction.

Ukraine hosts thousands of international students for educational tourism, of which more than 18,000 Indian medical students were compelled to escape Ukraine under emergency conditions of war. This paper aims to examine their intention to return to Ukraine to complete their education based on an integrated theory of planned behaviour (TPB) framework with added constructs, i.e. risk perception, career anxiety, rescue and relief memory.

The data were collected from 26 February 2022 to 30 June 2022 in two phases and two modes. It was ensured that the respondents were strictly confined to Indian medical students who had travelled to Ukraine for educational tourism. SPSS 25 and AMOS 23.0 were used to analyse the data. The hypotheses proposed were statistically tested.

The analysis reveals that the extended TPB model resulted in a strong model and the empirical findings corroborate that the students’ attitude, subjective norms, perceived behavioural control and career anxiety significantly and positively influence the students’ revisit intention (RI) while risk perception and rescue and relief memory have a negative influence on the RI.

The study provides timely insights and implications to the Ukrainian tourism industry, particularly educational tourism business and medical institutions under the present turmoil, which can also act as blueprint research for destinations with a similar unstable political background.

The primary value of this research work is that it provides an understanding of the intention of medical students (educational tourists) towards revisiting the war-hit destination of Ukraine.

The study seeks to conduct an empirical investigation on the impact of entrepreneurship education (EE) through its components, i.e. entrepreneurial knowledge (EK) and business planning (BP) on entrepreneurial intentions (EI) in India.

An electronic questionnaire was used to collect data from 340 engineering students and partial least square-structural equation modeling (PLS-SEM) was used to analyze the collected data.

The findings revealed that EK and BP have no direct impact on EI, however, they have an indirect influence through attitude towards entrepreneurship (ATE) and perceived behavioral control (PBC), whereas subjective norms (SN) have no mediation impact on the relationships.

This research has been conducted on students of engineering background only, future studies can be carried out by incorporating more attitudinal and environmental determinants with larger data sizes from diverse educational streams.

This study is of immense significance to policymakers and educational establishments in designing the purposefully designed EE courses that can drive the entrepreneurial intentionality of students.

The study adds to the paucity of research on the systematic elaboration of EE construct underlining the specific impact of EK and BP as EE dimensions on students' EI. To the best of authors' awareness, this kind of investigation has not been conducted in indian higher educational institution (HEI) context.

Education is one among the major service sectors which is continuously growing and contributing significantly to a country’s economy. Students’ positive feedback through word-of-mouth (WOM) is one of the key influences attracting new admissions thereby providing competitive advantage for a university to sustain. There are numerous antecedents identified and implemented to enhance positive WOM and increase intakes in higher education however the students’ choice is still being unpredicted. This study attempts to develop a framework that exemplifies the links between service quality (SQ), relational trust (RT) and students' attitudes toward institutions.

A correlational research design was adopted with a non-probability convenience sampling technique, the data were collected from students in public and private higher education institutions (HEIs) across India. Multivariate regression was the statistical tool used to estimate the path model. SmartPLS 3.0 software performing structural equation modelling (SEM) helped in determining the coefficient values.

The result of the study indicated the magnitude and directional relationship between SQ and trust and justified that they are the key determinants of building a positive attitude towards the institution, enhancing the intention to recommend it among peer groups.

Academic institutions and their public relations departments must prioritize reducing SQ gaps and create strategies to build strong RT among all institution stakeholders to gain a competitive advantage. Socially, this study aims in assisting universities in establishing high-quality education.

The empirical estimation of the relationships between trust, attitude, quality and intention provides the reasons for incorporating and building positive WOM among students’ benefit institutions over the long run.

The purpose of this study is to assess students' behaviors toward biodiversity management in higher education institutions. This study expands upon the value belief norm (VBN) theory by examining how environmental values, beliefs and norms impact students' engagement in biodiversity management.

An online survey was undertaken using a Google questionnaire. Convenience and snowball sampling techniques were adopted to reach the targeted students. The proposed associations were examined through the application of SEM with the use of AMOS software.

The findings provide valuable insights into students' behaviors regarding biodiversity management and demonstrate that extending VBN theory to the context of biodiversity, with the incorporation of environmental knowledge and environmental-friendly activities, resulted in a robust model for understanding students' behaviors toward biodiversity management in higher education institutions.

The findings can guide targeted interventions to boost student engagement in biodiversity management. Understanding the factors influencing their behaviors can aid in designing effective educational programs that promote biodiversity conservation and management.

This uniqueness of this study rests in its extension of the VBN theory to the context of biodiversity management, the exploration of environmental knowledge and environmental-friendly activities, and its focus on higher education institutions. Its value lies in guiding targeted interventions and campus sustainability strategies, aligning with UN SDGs to support global biodiversity and sustainable practices.

Nursing students encounter a combination of academic rigor, clinical demands and emotional hurdles. Juggling coursework, practical training and patient interaction can be stressful, and exposure to such situations may impact their psychological well-being. This study aims to highlight the top strengths among nursing students and identify the strengths associated with well-being.

Convenience sampling was used to select a sample of 150 nursing students studying in first, second and third year from colleges of Gujarat and Rajasthan. Students were administered the Values In Action character strengths inventory, the satisfaction with life scale and scale of positive and negative experience. Data was analyzed using descriptive statistics and correlation.

Results show that among nursing students, kindness emerged as the foremost strength with the highest mean, followed by honesty, creativity, spirituality and teamwork, and the strengths of curiosity, gratitude, perseverance, self-regulation, social intelligence, and zest were positively associated with life satisfaction and positive emotions and negatively related to negative emotions.

The small sample size was a limitation; however, this study has been conducted at different locations to improve generalizability.

This study has profound implications for nursing students, both in their personal development and their future roles as health-care professionals, as fostering these attributes can contribute to the students’ growth, well-being and effectiveness as compassionate and competent caregivers. Working on strengths is associated with well-being; therefore, using strengths identified by this study will have a beneficial effect on the students’ well-being.

Curiosity and social intelligence, for instance, can help nurses better understand patient needs and emotions, developing strengths like perseverance and self-regulation can equip nursing students with tools to cope effectively with the challenges inherent in health-care settings. Traits such as gratitude and social intelligence can enhance communication and empathy which are vital skills for establishing rapport with patients and their families. Emphasizing teamwork as a strength aligns with the collaborative nature of health care. By embodying values like kindness and spirituality, nursing students can create a more compassionate and meaningful experience for patients, as well as themselves.

The research paper identifies and emphasizes the five character strengths that are most commonly observed in a sample of Indian nursing students. In addition, this study delves deeper into these identified strengths to understand how they relate to the overall well-being of nursing students within this specific population. The existing literature has not explored it exhaustively.

We examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact of the COVID-19 pandemic on their community. The majority of existing historical empathy scholarship focuses on classroom-based inquiry of historical events, people and time periods. We contend that broader examination of how historical empathy can be promoted beyond school-based instruction can contribute to the field by examining how student analyses of historical contexts and perspectives, and making affective connections to historical topics of study are needed when engaging in placed-based local history projects.

Qualitative case study methodology was implemented for this study. A Likert-scale survey with a questionnaire was distributed to 30 high school study participants. Thirteen students gave follow-up interviews. Students’ responses on the surveys, interviews and questionnaires were organized into three categories that aligned to the theoretical framework – identification of historical contexts of the sources that students collected, analysis of how contexts shaped the perspectives expressed in the collected sources and expression of reasoned connections between the students’ emotions and experiences during the pandemic. A rubric was used to examine how students’ writing samples and reflections reflected demonstration of historical empathy.

Students responded that their local history research about the pandemic contributed to their displays of historical empathy. Students displayed weaker evidence of historical empathy while examining archival resources to explain the historical contexts of the pandemic. Student demonstration of historical empathy was stronger when analyzing community-sourced documents for perspectives and making reasoned affective connections to what they learned about the historical significance of the pandemic. The place-based aspects of this project were strongly connected to the students’ engagement in historical empathy because the sources they analyzed were relevant to their experiences and identities as citizens in their community.

Documenting the diverse human experiences during the COVID-19 pandemic is crucial to preserving the history of this extraordinary time. Every person around the globe experienced the pandemic differently, hence riding out the same storm in different boats. At some point, the pandemic will appear in historical narratives of the social studies curriculum. Therefore, now is an opportune time to ascertain whether place-based local history research about the contexts, perspectives and experiences of community members and children themselves, during the pandemic can foster historical empathy.

Although there is a growing body of work on immigrants' information behavior, little is known about the pre-arrival information experiences of immigrants who consult formal information sources such as immigration agents. Drawn from a larger study on the information behavior of immigrants, this paper mainly reports the semi-structured interview findings on the pre-arrival information experiences of Bangladeshi immigrants who used formal information sources with discussion on how that affected their post-arrival settlement into Canada.

The study used a mixed method approach with semi-structured interviews (n = 60) and surveys (n = 205) with participants who arrived in Canada between the years of 1971 and 2017. Data were collected from May 2017 to February 2018.

Although the overall scope of the original study is much larger, this paper features findings on the pre-arrival information experiences derived mainly from an analysis of interview data. This study provides insights into the pre-arrival information experiences of Bangladeshi immigrants consulting formal information sources such as immigration firms, individual immigration consultants and more formal government agencies. The author introduces a new concept of “information crafting” by exploring the negative consequences of selective information sharing by immigration consultants/agents in newcomers' settlements in Canada, primarily positive information about life in Canada, sometimes with exaggeration and falsification. The interview participants shared story after the story of the settlement challenges they faced after arriving in Canada and how the expectations they built through the information received from immigration consultants and government agencies did not match after arrival. This study emphasizes the importance of providing comprehensive information about life in Canada to potential newcomers so that they can make informed decisions even before they apply.

The findings of this study have theoretical and practical implications for policy and research. This study provides insights into the complicated culturally situated pre-arrival information experiences of Bangladeshi immigrants. Moreover, the study findings encourage researchers in various disciplines, including psychology, migration studies and geography, to delve more deeply into newcomers' information experiences using an informational lens to examine the information newcomers receive from diverse sources and their effects on their post-arrival settlement in a new country. The study challenges the general assumptions that formal information sources are always reputable, useful, and comprehensive, and it provides some future directions for research that seeks to understand the culturally situated information behavior of diverse immigrant groups.

The body has been one of the central tools in analysing connections between sport and postcolonialism in India, given how sport was an essential part of the colonial ‘civilising’ mission, which involved disciplining and controlling Indian bodies. Any discursive understanding of sport and postcolonialism in India must consider how it relates to existing concepts of the body and shapes the experiences of the people involved in it – acknowledging not just the power of colonialism in moulding sporting experiences but also the force of internal hierarchies that exist in Indian society. This chapter explores the experiences of students who studied in higher educational institutions in Kerala under the ‘sports quota’, a system that reserves seats in colleges/universities for high-performing sportspersons in India. Through their interviews, the sustained exclusion of the sporting body in contemporary Indian pedagogy is illustrated here. Specifically, the continuing prevalence of the colonial emphasis on the sporting body, as one whose strength and instrumentality are paramount, as well as its corollary postcolonial position, which treats this sporting body as inferior to the ‘refined mind’ of studious pupils, can be observed. Approaching the sports quota with a decolonising lens would require re-examining the disembodied nature of pedagogy in India’s higher educational institutions, acknowledging sporting students’ lived experiences, and a seamless integration – as opposed to separation/exclusion – of the sportsperson into higher education.