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Motivations for study abroad in tourism and hospitality were examined as to the influence of a variety of personal criteria in the individual decision process of adult learners to select a host country and host institution of study. The paper aims to discuss this issue.

Push-pull factors (Mazzarol and Soutar, 2002) formed the basic framework of inquiry. Quantitative analysis was done through primary data collection using hard copy surveys. Qualitative inquiry involved interviews with open-ended questions.

Country attractions of the host location was the highest ranked decision criteria, followed by considerations of the educational institution.

Prestige and reputation of the education provider is of high value. However, greater decision influence was seen in respondents’ selection of host country for the attributes of safe and pleasant living conditions, as well as on going career opportunities locally. Sampling was cross-sectional and limited to one industry and one country. Although these are natural control variables, generalizability may be limited, and requires further study.

Policymakers should be mindful of the match between the educational program and the site selection. Prestige of the school may not overcome a suboptimal location decision.

It is salient to be acquainted with the key elements that determine educational tourists’ decision in selecting an overseas destination while considering the rise of international competition amidst nations concerning international students. There has been a growth in the number of nations committed to attracting educational tourists. This issue is evident in countries involved in higher education (HE), such as Northern Cyprus, identified as an edu-tourism destination. Northern Cyprus can attract a whopping number of tourists, and the higher population is most likely to be made up of international students regardless of its interdiction on direct flights and political pressure. This chapter centres on analysing educational tourists’ motivators in selecting a tourism education destination abroad and on revealing effective recruitment and promotion plans towards attracting them. The chapter includes the descriptions and discussions of educational tourism, the HE industry over the years, globalisation and internationalisation of educational tourism, factors influencing educational tourists’ decision-making process and key elements influencing educational tourists’ decisions in HE institutions. At the end of the chapter, a case study is presented that reports the findings of interviews with educational tourists, overseas recruitment agents and Eastern Mediterranean University staff responsible for promoting the institution. The results identified eight factors affecting educational tourists’ decisions on study destination. Those factors comprise cost, ease of access, location, social factors, quality of education, instruction language, cultural environment and communication quality. The sub-factors of the main eight factors are scholarships, destination’s scenery, safety, friends’ and relatives’ influence and cultural differences. This chapter brings a significant knowledge about the motives that affect educational tourists in selecting at a particular HE destination. Based on the study’s findings, educational institutions may consider various recommendations to redesign their strategies towards attracting educational tourists more effectively. Generally, this study promotes an apprehension about the diverse elements that affect educational tourists’ selection of a destination study. An in-depth understanding of these factors will help education institutions’ decision-makers better develop plans of action to provide desired services to educational tourists, attract and keep them in return.

International students are key protagonists in the Australian educational system. Although much research has been conducted to better understand various aspects related to factors affecting their choices of international education, surprisingly little attention has been paid to the influence of personal sources. This study employs both qualitative and quantitative approaches to clarify this research problem. The qualitative phase identifies the influence from the Thai family into five categories: finance, information, expectation, persuasion, and competition. The quantitative phase examines the influence of five factors on five choices of international education. The study concludes with a discussion of the implications of the findings for the marketing of international education to Thailand.

With a considerable increase in international students studying in Asia, Taiwan has become one of the most popular study destinations. The purpose of this study is to investigate the factors and processes leading to the choice of international students studying in Taiwan. In addition, an appropriate model of students' choice that explored the impact of the motivation, career planning and the decision-making process on student's choice was constructed.

This study was conducted using the mixed-methods methodology. A qualitative approach was used for in-depth interviews with 15 international students studying in Taiwan. The data collected from the interviews were used to create questionnaires to survey over 500 participants. The responses were subsequently used for quantitative analysis.

The results revealed the main factors of the motivation of international students to study abroad in Taiwan. A model of how the students' choice process operated was also provided. The quantitative findings indicated that students' motivation and career planning were significantly correlated, whereas both factors directly affected the decision-making process. On another note, the students' decision-making process remained a mediator between motivation, career planning and students' choice.

This research contributed to methodology development and the practicality of HE management. In addition, a comprehensive model was developed that diagrammatically demonstrated international students' choice in Taiwan.

There is little research into small higher education institutions and international students’ choice in selecting these institutions. The purpose of this paper is to understand the factors that influence international student choices in selecting a small institution. In particular, this study compares the differences between Chinese students and other international students in selecting an institution, specifically based on sources of information used, usefulness of the information, pull motivations, and reference groups/items.

This research study examined undergraduate international students at a small-sized Canadian higher education institution. “International students” were surveyed – as the total population included all students who are studying at the institution on a study permit or a temporary resident (visitor) visa. All full-time and part-time international students attending the institution were eligible to participate in the survey regardless of their faculty or major. For the sampling process, international students at the institution were intercepted on campus using convenient sampling and personal interview method to participate in the survey. In addition, students were invited within the classroom to volunteer to complete the survey. They were able to complete either a paper-based survey or an online survey by following a hyperlink.

Results indicate that international students considered “the university’s website” as the most used information source but perceived “direct communication from the institution” as the highest ranked usefulness of the information when selecting a small institution. Further, findings indicate that international student cohorts perceived “environmental cues and educational facilities” as the most important pull motivational factor and the institution itself as the reference that has the most significant influence on student decision making.

This study was conducted on students who were surveyed following their enrolment and attendance at the institution. Students were surveyed at various stages of their undergraduate studies. As a result, some of these responses may be several years from the actual decision of selecting an institution and student recall may not be accurately reflected. In addition, examining student decision making prior to, during, and immediately following their choice of institution would most likely create better information as student attitudes and perceptions would be recorded closer to the actual decision. In addition, given that these students are attending the institution their actual experience on-campus may have impacted their responses either positively or negatively.

This study provides insight into international student choice in choosing smaller institutions. These findings can support recruitment policy and strategy for international students and may assist in enhancing institutional performance.

The study reinforces the need for policy makers, institutional leaders and recruiters to understand motivations to pursue overseas studies and to ensure push, pull, and structural factors are aligned for successful student recruitment outcomes. While there is commonality among international student cohorts, there are also significant differences that need to be addressed by institutions and destinations for international students. These findings are presented from one small higher education institution in Canada.

This study created new knowledge regarding international student decision making in choosing to study at a small higher education institution. The study compared the key factors that influenced decision making and identified differences among Chinese students and other international students. There is little research into the international student decision making and small institutions. This study provides unique insight into international student choice and influences on their decision making.

International students' HE decision making is a high stakes process. There is an insufficient evidence base that would aid university level strategic planning in areas of recruitment from the African continent and in supporting its students to maximise the benefits from a UK HE experience. This paper aims to explore the decision making and experience of African students in UK HE and provides hypothesis for re‐conceptualising these processes.

The research was exploratory and part of a bigger project on international students' experience of UK HE. It employed focus group interviews with 28 students studying in two universities in the South of England together with semi structured discussion with staff in those institutions with a specific remit for recruiting from Africa.

A six element model of decision making was developed from the data which identifies a range of push and pull factors operating within constraints of fears and anxieties about studying in UK HE. The data suggest that African students come to study in England on the promise of getting a truly international HE experience. Questions are however raised about whether this promise is delivered in full.

The sample size and use of focus groups as a single data gathering strategy does not allow broad generalisation of findings. However, the evidence obtained enabled the generation of useful hypothesis to stimulate further research in this area. The research identifies implications for strategic decisions for recruitment, student support and curriculum and for future research in this area.

This is an area with patchy research and the research reported here provides a good basis for developing a broader research agenda in Africa to support decision making on a wider scale.

Examines the factors motivating international student choice of the host country. It describes a “push‐pull” model motivating the student’s desire to seek overseas education and influencing the decision process in selection of a final study destination. Drawing on the findings from research studies undertaken in Indonesia, Taiwan, China and India, the paper examines the factors influencing host country selection and additional research that examines the factors influencing choice of final host institution. Based on these findings the paper argues that economic and social forces within the home country serve to “push” students abroad. However, the decision as to which host country they will select is dependent on a variety of “pull” factors. After drawing together the findings, the paper then examines the implications for governments and education institutions seeking to recruit international students.

The choices that international students make regarding abroad study destination selection or leave the host country after graduation are influenced by a variety of factors that are both related to positive and negative aspects of the host country.

This study builds on the push-pull factor theory and examines the factors that influence international students' decision to choose abroad study destination (Finland) or leave the country after their graduations. The data were collected through an online survey of 195 international students currently studying in Finland and were analysed using partial least squares structural equation modelling (PLS-SEM) technique. This method offers a flexible and robust approach to test relationships, particularly in situations where sample size and the conceptual model are small and complex.

The results show that international students' choice of study destination (Finland) is influenced by the host country's quality of life, academic excellence and economic factors such as salary and benefits. Unfamiliarity with the culture and language barriers have a negative impact on their decisions to stay in the host country after graduation.

By utilising a comprehensive analysis of both push and pull factors in relation to the host country, this study unveils a novel perspective in the field of international student mobility. The results provide insights to the institutional leaders and policymakers into how to attract and retain international students by focusing on the factors that matter most to international students. To attract more international students, higher education institutions (HEIs) should include career development activities, e.g. job fairs, language training, scholarships and internships in their curriculum. Moreover, it provides recommendations on how to create a welcoming and supportive environment that promotes academic excellence and career development.

The purpose of this paper is to examine parental and students’ decisions regarding participating in K-12 level study abroad programs in Manitoba, Canada.

The study reports on data collected through document analysis and semi-structured interviews with 18 international students and 14 parents.

The findings suggest that the key factors influencing decisions are perceptions of enhanced career prospects, changing global environments and broadened post-secondary education choices. Country-specific factors include quality and safety of the learning environment, multiculturalism and reputation associated with the country and people.

The participants were primarily students and parents from the EU countries associated primarily with horizontal mobility. Experiences of students from the main sending countries (China, South Korea and Japan) might differ.

The results are relevant to educational managers in designing high-quality international programs and recruitment agents.

The study adds important empirical evidence to the limited research that has been conducted on study abroad experiences at the K-12 level. It is one of the first in the Canadian context. It provides unique perspectives in USA and Canada comparisons for study abroad of school-aged children.