The Potential Moderating Factors in International Student’s Choice
of Study Destination
Evelyn Hendriana
1,2
1
IPMI International Business School, Jl. Rawajati Timur I No. 1, Kalibata, Jakarta, Indonesia
2
PhD Candidate, Putra Business School, University Putra Malaysia, Serdang, Selangor, Malaysia
Keywords: Cultural Values, Openness, Study Destination, Theory of Planned Behavior.
Abstract: As people tend to associate higher education with cultural capital, many upper- and middle-class families
push their children to continue their education at tertiary level. It is evident that people in developing
countries perceive foreign education qualification is better than the qualification offered by local
institutions, which encourages them to send their children abroad. The emergence of new education hubs
such as Singapore, Malaysia, China, and South Korea intensifies the competition to attract international
students among host countries and international higher education providers. Hence, the government of host
countries and marketers must know the factors influencing international student’s choice of study
destination. The objective of this paper is to extend the current knowledge on international student’s
decision by including personality traits and cultural values as moderating factors of international student’s
choice.
1 INTRODUCTION
The number of international student population
keeps increasing that reached 4.6 million students in
2015, where most of them were from Asian
countries (OECD, 2017). The phenomenon of
international student mobility can be investigated
from supply-side and demand-side. The issues of
international higher education from supply-side are
related to value-creation process, internationalization
strategies, and marketing strategies performed by
higher education institutions. On the other hand, the
demand-side focuses on students’ choice of
international higher education (Hemsley-Brown and
Oplatka, 2015). The emphasis of this paper is on
demand-side, which are student’s choice factors to
study abroad at individual level.
Decision to study abroad is a complex process
that requires high involvement of the prospective
students. It is due to the characteristics of higher
education as pure service that limit the ability of
prospective students to assess its quality prior to
purchase (Basha et al., 2015). Not only having high
performance risk, studying abroad also involves high
financial risk since it requires high amount of
investment and commitment particularly for students
who want to study in a developed nation (Basha et
al., 2015; Foster, 2014; Maringe and Carter, 2007).
The majority of earlier studies on international
students’ choice to study abroad apply push-pull
model. This model explains international student
mobility by examining the dynamic relationship
between home and host countries. Push-pull model
classifies choice factors into elements from home
country that push students to study abroad and the
attractiveness of host country that pull the students
to choose that location (Wilkins et al., 2012; Zheng,
2014).
Even though push-pull model provides
comprehensive analysis of students’ choice factors
to study abroad, it has some limitations. Push-pull
model is critiqued due to its tendency to
overemphasize the external factors and give little
attention on individual characteristics (Li and Bray,
2007). There is also a debate on its assumptions
about student’s rationality and fully informative
(Maringe and Carter, 2007). Another weakness is it
does not explain the process how push-pull factors
affecting students’ decision to study abroad (Goel et
al., 2010).
While decision to study abroad is influenced by
various external and internal factors, there is
relatively small number of work in international
Hendriana, E.
The Potential Moderating Factors in International Student’s Choice of Study Destination.
DOI: 10.5220/0008489701510156
In Proceedings of the 7th International Conference on Entrepreneurship and Business Management (ICEBM Untar 2018), pages 151-156
ISBN: 978-989-758-363-6
Copyright
c
2019 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
151
student’s choice that focuses on student’s intrinsic
factors. Some of these studies were utilizing theory
of planned behavior (TPB) to explain the effect of
attitude, subjective norms, and perceived behavioral
control on international student’s choice to study
abroad (e.g. Li et al., 2013; Schnusenberg and de
Jong, 2012).
Theory of planned behavior provides a simple
but powerful theoretical foundation to understand
human behavior. However, the relationships
between variables in this theory were inconsistent
when tested in different countries. It indicates the
relationship may be contingent to situations and
other factors. Furthermore, TPB tends to neglect the
potential effect of other variables such as individual
characteristics and cultural values on the relationship
between the variables composing the theory of
planned behavior (Ajzen, 2011; Wang, Gault, Christ,
& Diggin, 2016).
Based on the aforementioned arguments, this
paper attempts to explore several potential
moderators that may increase the predictive value of
theory of planned behavior in explaining
international students’ decision to study abroad.
2 LITERATURE REVIEW,
RESEARCH GAP AND
PROPOSED HYPOTHESES
2.1 Application of Theory of Planned
Behavior in International Student’s
Choice
Fishbein and Ajzen developed theory of planned
behavior (TPB) as refinement of theory of reasoned
action. This theory is rooted from socio-
psychological theories of choice. This theory
assumes consumers, in this context are prospective
students are not able to make precise calculation on
their decision (Maringe and Carter, 2007).
Due to the weak explanatory power on the direct
relationship between attitude and behavior, TPB
uses behavioral intention as a predictor of human
behavior (Ajzen, 2011). Theory of planned behavior
explains the determinants of intention and the
process how these factors affect behavioral
intention. This theory is effective in predicting
human behavior by combining cognitive and
psychological activities to explain decision process.
The theory assumes individual’s behavioral intention
to perform the behavior is determined not only by
his/her personal evaluation toward the behavior, but
also by the expectation of significant others and
his/her control with respect to the behavior (Ajzen,
2012).
In the context of international students’ decision-
making, attitude toward studying abroad is the
output of cognitive process that forms individual’s
behavioral beliefs about overseas study. Previous
studies found that attitude toward studying abroad
gave the highest influence on students’ intention to
study abroad (Petzold and Moog, 2018; Goel et al.,
2010; Schnusenberg and de Jong, 2012). However,
these studies put more emphasis only on the
expected outcomes from overseas study.
Unlike the conclusive results of the relationship
between attitude and intention toward studying
abroad, the findings on the influence of subjective
norms and perceived behavioral control on intention
to study abroad are inconclusive. For instance, the
relationship between subjective norms and intention
to study abroad was significant in the study
performed on Asian students as reported by Li et al.,
(2009), Li et al., (2013), and Wang et al., (2016).
However, the relationship between these two
variables was insignificant in the US (Goel et al.,
2010; Schnusenberg and de Jong, 2012; Wang et al.,
2016). It implies the relationship may be contingent
to other factors. As suggested by Ajzen (2011), it
would be interesting to explore other factors that
may influence attitude, subjective norms, and
perceived behavioral control to obtain a better
explanation of human behavior.
2.2 Extending Theory of Planned
Behavior to Explain International
Student Mobility
In the studies of international student’s choice,
scholars were likely to focus on student’s beliefs
toward the expected benefits as the determinant of
attitude toward studying abroad (e.g. Muthaly et al.,
2013; Petzold and Moog, 2018; Zhuang et al., 2015).
In reality, prospective student tends to evaluate the
options from various aspects since international
higher education is a risky decision. The student
makes decision not only based on his/her evaluation
on the outcomes from studying abroad, but also
his/her assessment upon destination image and
institution image.
Prospective student holds certain beliefs toward
the destination and target institution. These elements
are related to the pull factors that form individual’s
beliefs on destination country and institution.
Gonzáles et al., (2011), Anderson and Bhati (2012),
and Bamber (2014) reported that students tended to
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choose a destination that had favorable image.
Earlier studies also indicated the significant effect of
institution image on student’s choice to study abroad
(Hemsley-Brown, 2012; Jon et al., 2014; Wilkins
andHuisman, 2011).
Student’s beliefs toward the outcomes from
studying abroad, the destination image, and
institution image form the individual’s overall
cognitive attitude toward the study destination,
which finally affects his/her intention to study in a
particular destination. Referring to theory of planned
behavior (TPB), the first proposed hypothesis is:
P1: Student’s attitude toward the study destination
positively affects his/her intention, which in turn
influences his/her choice of study destination
Individual characteristics may influence one’s
attitude toward the behavior. The individual
characteristics that possibly will increase predictive
value of the theory of planned behavior include
personality traits which are rarely been examined in
international marketing for higher education. Every
individual has specific psychological characteristics
that distinguish him/her from others. One of the
most popular personality approaches in
contemporary psychology is big-five personality
model. The big-five personality model consists of
neuroticism, extraversion, openness, agreeableness,
and conscientiousness (Schiffman et al., 2010).
Despite their needs to gain benefits from
studying abroad, some students want to adjust easily
in the host country. As reported in some studies,
some students prefer to study in the host country
sharing some similarities or having historical linkage
with their home country (Anderson and Bhati, 2012;
Jon et al., 2014), while other students are willing to
study in the host country that is different from their
home country (Bamber, 2014; Basha et al., 2015).
From the five personality traits, openness is seen
to have relationship with student’s decision to study
abroad. Studies by Miao and Harris (2012) and Li et
al., (2013) showed that students who had interest to
and gain the most benefits from studying abroad
were usually possessed extraversion and novelty-
seeking personality. The positive relationship
between attitude and student’s intention toward the
study destination is expected to be stronger among
students with high level of openness. When a student
holds positive attitude toward a particular study
destination, he/she is likely to have a higher
preference to study in that destination. This tendency
will be stronger if the student has a high degree of
openness since he/she is more willing to experience
new things and more appreciate the quest for
knowledge. Thus, I propose the following
proposition about the relationship between attitude,
intention, and openness:
P2: Student’s degree of openness will moderate the
relationship between attitude and intention to study
in a particular destination.
While attitude toward studying abroad refers to
personal evaluation of the behavior, subjective norm
indicates the socially expected behavior (Ajzen,
2012). It implies the individual’s beliefs on the
judgment of significant others about studying
abroad. The significant others may include parents,
other family members, peers, teachers, and
colleagues. An individual tends to behave as
expected by their social referents (Ajzen, 2012).
A study by Presley et al., (2010) showed that
subjective norms had a significant effect on
students’ decision to study abroad. Similarly, Li et
al., (2009) and Li et al., (2013) also reported that
subjective norms positively influenced Mainland
Chinese students’ intention to study at offshore
campus.
Consistent to TPB, the following proposed
hypothesis is:
P3: Subjective norms positively influences student’s
intention to study in a particular study destination,
which later on affects his/her choice of study
destination
As aforementioned, the findings on the influence of
subjective norms on intention to study abroad are
inconclusive. A comparative study by Wang et al.
(2015) found that subjective norms had a significant
positive influence on Taiwanese students’ decision
to study abroad, but the effect was not significant
among American students. Similar findings are
reported on the studies on Asian students (Li et al.,
2009; Li et al., 2013) and on American students
(Goel et al., 2010; Schnusenberg and de Jong, 2012).
It indicates cultural values may have some influence
on the relationship.
Unlike American students, Asian students adopt
collectivism values. In East Asia, Confucian values
also have significant role in influencing the way of
living of the people. Either collectivism or
Confucian values emphasize the need to respect the
important others, including the elderly. People
adopting these cultural values tend to seek advice
from others and appreciated the opinion given by
significant others (Lee and Morrish, 2012). As the
consequence, the decision to study abroad on Asian
students were highly influenced by significant
others, especially parents.
Asians are emphasizing social harmony, which
compels them to know their position in the society
The Potential Moderating Factors in International Student’s Choice of Study Destination
153
and to act according to their position. Asians are
highly regard social hierarchy, such as between
parents and children. In the context of studying
abroad, Asian parents will use various persuasion
tactics to send their children abroad and the children
tend to follow their parents’ will (Bamber, 2014;
Bodycott and Lai, 2012; Lee and Morrish, 2012).
Therefore, the effect of subjective norms on
intention to study in a particular destination will be
greater among students holding strong collectivism
or Confucian values. The proposed hypothesis
regarding the moderating effect of Asian cultural
values as follows:
P4: Asian cultural values (collectivism or Confucian
values) will moderate the positive relationship
between subjective norms and student’s intention to
study in a particular destination.
Filial piety as one of the Confucian philosophies is
not only presented by the acts of respecting the
elderly and never behaving against their parents, but
also by taking care of parents as they age (Lee and
Morrish, 2012). As reported by Bodycott and Lai
(2012) and Lee and Morrish (2012), Chinese parents
placed career prospect as the most important criteria
when considering sending their children abroad.
They were willing to make large investment for their
children’s education. Some parents expected their
children to get employment in other countries and
migration opportunities because their children’s life
in foreign country would be better than if their
children returned to China. By having better life, the
children will become the pride of the family and able
to finance their parents in the future. Thus, another
proposed hypothesis related to moderating effect of
cultural value is:
P5: Asian cultural values (collectivism or Confucian
values) will moderate the positive relationship
between attitude and student’s intention to study in a
particular destination.
The last antecedent in TPB is perceived behavioral
control. Perceived behavioral control represents
individual’s perception on the degree of easiness or
difficulty to perform the behavior (Ajzen, 2012). In
this context, perceived behavioral control is related
to the availability of resources and opportunities that
enable the students to study abroad. Financial
constraints, academic capabilities, and availability of
administrative support may facilitate or impede
student’s intention to study abroad.
Studies by Presley et al., (2010), Schnusenberg
and de Jong (2012), and Li et al., (2013) found that
perceived behavioral control has significant effect
on students’ intention to study abroad. However,
Goel et al., (2010) reported that perceived behavioral
control gave significant influence on intention to
study abroad only if behavioral beliefs were not
exist. Referring to TPB model, this paper proposed
the following hypothesis:
P6: Perceived behavioral control influences
student’s intention, which in turn affects student’s
decision to study in a particular destination.
The proposed hypotheses are presented in Figure 1.
Figure 1: Proposed Conceptual Framework.
3 CONCLUSIONS AND
SUGGESTION FOR FUTURE
RESEARCH
Acknowledging the significant number of
international students studying abroad, it is
important for government of host country and
marketers of international higher education to
understand the underlying factors that influence
international student’s decision to choose a
particular study destination.
There are two main theories used to explain
international student’s choice to study abroad: push-
pull model and theory of planned behavior. This
paper uses theory of planned behavior that is looking
at the intrinsic factors influencing student’s decision
to study abroad. This paper proposes to extend
theory of planned behavior by including personality
traits, namely openness, and Asian cultural values as
the moderators that may influence student’s choice
of study destination.
The proposed conceptual framework needs to be
tested using quantitative approach. The populations
of the study are prospective undergraduate and
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postgraduate students. A comparative study
involving students from collectivist and individualist
countries would be interesting to look at the
significance of cultural values in influencing the
relationships between variables of interest in this
framework. The collected data could be analyzed
using multiple regression analysis or structural
equation modeling.
By having comprehensive understanding on
international student’s decision-making, government
and marketers may identify the importance of each
element in influencing international student’s choice
of study destination and determine the appropriate
strategy to market their services. Marketers may
emphasize some elements such as the uniqueness of
host country and institution to trigger the effect of
openness on students’ decision, and design
marketing programs to attract significant others who
may influence Asian students’ choice to study
abroad.
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