Page 82 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience
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Chapter 4
either the UK or Australia, and all of the IBCs were hosted in countries in Asia, including Malaysia, Singapore, and China.
Within the sample, 686 students (32%) were in their first year of study, 615 (29%) were in their last year of study, and 844 (39%) were in a middle year of study. Looking at gender, 965 (45%) of the international students in the sample were male and 1,180 (55%) were female students.
Variables
Differences in academic satisfaction between international undergraduate students enrolled in IBCs and home campuses were measured using the independent and dependent variables outlined in Table 4.1. Students’ gender (male/female), stage of study (first/ single year, other year, or last year), and at which university they were enrolled were controlled for in analyses.
Independent/Control Variables
The independent variable was enrollment type (home campus or IBC). Student gender, stage of study, and institution were included in analyses to account for any variance they contribute.
Dependent Variables
Using factor analysis in SPSS, constructs were created as measures of aspects of the academic experience of students in the sample. As quantitative research on the student experience at IBCs is scarce, the literature revealed no specific set of constructs that could be adopted in its entirety (Wilkins & Balakrishnan, 2013). Based on research and expert knowledge, the primary aspects of the academic experience considered in the factor analysis were elements from the ISB related to academic and teaching quality, academic environment, and academic engagement.
An exploratory factor analysis of 28 items from the ISB was conducted on a sample of 2,124 subjects who responded to all of these items. A three-factor solution was selected based on the scree plot, which
























































































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