A Strategic Model to Promote University of Choice Decisions Among the International Students

Introduction

Globally, the Internationalisation of Higher Education has become a key focus area included in universities’ strategic institutional plans. Universities across the globe have essentially been tasked, of their own accord or by their respective governments, with the responsibility of being agents of internationalisation as the globalisation of higher education increases the contest for international and national students (Mosneaga & Agergaard, 2012). Internationalisation within the higher education sector is defined as “the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of higher education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society” (De Wit & Hunter, 2015, p. 29).

Internationalisation is an intentional activity ingrained in every aspect of higher education to produce global citizens who can actively contribute to the broader society. Internationalisation in higher education is beneficial to both students and Higher Education Institutions (HEIs). Internationalisation results in stronger brand recognition globally, increased revenue for the university and cross-fertilisation of academic and research intellectual knowledge (Yeravdekar & Tiwari, 2014). Students who are exposed to internationalisation have the skills set to enter the international market with a globally acceptable qualification, which allows them to work within a culturally diverse environment (EDUCBA, 2019).

Internationalisation facilitates activities, which foster the understanding and cooperation between individuals and entities, whereas globalisation relates more to nations and their economies (Yeravdekar & Tiwari, 2014; EDUCBA, 2019). Globalisation is defined as the altering or disregarding of national borders and economic systems to form one global economy. This global economic integration of many national economies includes free trade and free capital mobility as well as easy or uncontrolled migration (Teichler, 2009).

Higher education has entered into a market-driven environment, where education programmes (degrees, diplomas, etc.) are seen as products sold to customers (students). Globalisation, as well as the reduction in government subsidies and the need for the university to make a profit have influenced the market-driven approach (Bezuidenhout & De Jager, 2014). Similar to the competition for customers in other sectors, the recruitment of students has become a perplexing and competitive practice (Wiese, Jordaan & Van Heerden, 2010; Adams & De Wit, 2011; Sheppard & Smith, 2016).

The higher education sector has become more competitive and universities are forced to become more self-funded (Mosneaga & Agergaard, 2012; Rumbley & Altbach, 2016). With the increased demands for online programmes and virtual internationalisation brought on by digitalisation, the sector has become even more competitive. The need to recruit international students to provide additional income to an institution has evolved and changed into a consumer driven recruitment strategy (Mosneaga & Agergaard, 2012). However, universities and the higher education sector are globally being forced to re-evaluate their place in society and their relationships with industry, employers of students and other stakeholders (Gaulee, Sharma & Bista, 2020).