Page 76 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience
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Chapter 4
economy and research capacity from collaboration with industry and influx of international students and experts (Garrett et al., 2017).
While the net effects stemming from the COVID-19 pandemic on global student mobility are yet unknown, mid-pandemic data—as of December 2020—from the top three English-speaking destination countries show evidence of reduced international student enrollments. The US experienced a drop of 43% in new international student enrollments in the in the 2020-21 academic year (IIE, 2020); Australian researchers predict a 50% decrease in international students in Australia by mid-2021 if borders are not reopened (Hurley, 2020); and the UK’s Office for Students (OfS) has projected at least a 10% decrease in revenue from non-EU students in 2020-21 (OfS, 2020). The changes in international student flows may lead to increased consideration of IBCs as an alternative to international study—or as a closer-to-home option—for prospective international students.
Given the widespread presence of IBCs and their important role in the delivery of transnational education (TNE)—possibly to become even more significant by the COVID-19 pandemic—there is a need to understand the unique academic experience offered at these campuses. This study endeavors to explore if, and how, home and IBC-enrolled international undergraduate students differ in their satisfaction with the academic experience. The study will consider students’ gender and stage of study, and the particular institution at which the student is enrolled, in order to account for any variance these variables contribute to satisfaction.
Importance of Academic Experience
Regardless of reasons for opening and hosting IBCs, there is high incentive to support their success and the satisfaction of the students enrolled. Central to success is the ability to offer students the same style of academic experience they would receive at the home campus. This study defines “academic experience” as described in a 2014 report from the Higher Education Academy (HEA) as “students’ interactions




























































































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