UNIVERSITY OF EASTERN FINLAND Faculty of Social Sciences and Business Studies Department of Service Management.
Image of Finnish Higher Education: A case study of international degree students
Master´s Thesis Gbemisola Oladipupo (260483) 20.05.2016
Author
Gbemisola Oladipupo
Title: Image of Finnish Higher Education: A case study of international degree students.
Main Subject Services Management
Level
Master´s Thesis
Date 31.3.2017
Number of pages 68+7
Abstract
The purpose of this study was threefold: To examine the factors that affected the decision-making process of international students in choosing their higher education destination. Secondly, to consider why international degree students chose to study in higher education institutions in Finland, and thirdly to know, how the image of country destination affected their decisions.
The image of Finnish higher education is a growing phenomenon. There is evidence of demand for Finnish higher education due to its good reputation globally. Finnish society has invested much in the development of education, but it has not exported the education globally as expected. Thus, the image of Finnish higher education can be improved by this study.
The data for this study was quantitative and was collected from the University of Eastern Finland (UEF) in Joensuu and kuopio campuses, and also from the Seinäjoki University of Applied Sciences. A total of 216 international degree students completed the questionnaires in both universities. The analysis was done using SPSS version 24.0, and using three multivariance methods namely, descriptive analysis, principal component analysis and t-test analysis.
The findings of this study indicated that what motivated international degree students to study in Finland were University attraction, geographical proximity, country reputation, awareness of host country, personal improvement, career development, admission requirement, self-improvement, academic improvement, international exposure, travel preference, novelty experience in a new environment, vicinity to home country and free tuition fee.
Key words
Country Image, Higher education, international degree students, Finland, University of Eastern Finland, Seinäjoki University of Applied Sciences.
Table of Contents
1 INTRODUCTION ... 6
1.1 Background ... 6
1.2 Literature Review ... 8
1.3 Objectives of the study and the Research Questions ... 10
1.4 Significance of the study ... 10
1.5 Key Concepts ... 11
I.6 Structure of the study ... 12
2. CONCEPTUAL AND THEORETICAL FRAMEWORK ... 14
2.1. Conceptual Framework ... 14
2.1.1 The concept of Higher Education ... 14
2.1.2 The concept of Country Image ... 14
2.1.3 The Concept of Institution Image ... 15
2.1.4 The concept of Student Motivation ... 15
2.1.5 The concept of Student Mobility ... 15
2.1.6 The concept of Pull Factors ... 15
2.2 Theoretical Framework of the study ... 16
2.2.1 Decision making processes ... 16
2.3 Push-pull model analysis of international degree students ... 17
2.4 Students’ Motivation ... 19
2.5 Students’ choice for country of destination ... 20
3 FINLAND AND HIGHER EDUCATION ... 22
3.1 Education system in Finland ... 22
3.2 Higher education Institution image ... 23
3.3 Country Image ... 26
3.3.1 Student Mobility ... 29
3.3.2 International student mobility in Finland ... 30
4 RESEARCH METHODOLOGY ... 32
4.1 Data collection method ... 32
4.1.1 Data analysis method and technique ... 33
4.1.2 Descriptive analysis ... 33
4.1.3 Factor analysis and principal component analysis ... 33
4.1.4 T-test analysis ... 34
5 RESULTS ... 39
5.1 Descriptive analysis of the sample ... 39
Table 13: Sample t-test ... 52
6. CONCLUSIONS ... 54
6.1 Theoretical conclusions ... 54
6.2 Managerial Implications ... 55
6.2.1 Reliability and Validity ... 56
6.3 Limitation and possibilities for future research ... 57
References ... 59
APPENDICES
APPENDIX 1 (1/3): Questionnaire
APPENDICE 2 (2/3): Image of Finnish higher Education. - Basic report
LIST OF TABLES Table 1: Key Concepts.
Table 2: Operationalized table pull and push statements for Questionnaire Table 3: Socio-demographic characteristics of all respondents (N=216) Table 4: Respondent Home Country (N210)
Table 5: What motivated international student to study abroad (Push factors).
Table 6: Other sources of information when the respondent decided on their study destination Table 7: Would you have chosen Finland as your current institution, if there was a tuition fee?
Table 8: How important were the following sources of information when you decided on your study destination? (Push factors). = (N215)
Table 9. Shows what factors the respondent considered before choosing their study destination.
Table 10: How important were the following factors when you chose your study destination?
(Pull factors) = (N 215)
Table 11: How well informed were you on the following statements concerning your study destination? (Pull factors)
Table 12: Principal component Analysis Table 13: Sample t-test
LIST OF FIGURES
Figure 1: Structure of the study
Figure 2: Driving forces factors and directional factors, adapted from (Park, 2009)
Figure 3: Determinate of the decision-making process of study abroad adapted from (Cheng- Fei , 2014).
Figure 4: Choice of country destination, adapted from (Chen, 2007).
Figure 5: Education system in Finland, adapted from Finnish Ministry of Education (Ministry of Education and Culture, 2015).
Figure 6. Image of Higher education institution: adopted and modified from (Olga and Greta , 2010)
Figure 7. Country Image, adapted and modified from (Herrero-Crespo , 2016)
Figure 8. Relationship between country image and institution image, adapted and modified from (Herrero et al, 2015)
Figure 9. Number of international students globally has increase by 99 percent.
Figure 10: International student mobility in Finland adapted from (CIMO, 1B/2013)
1 INTRODUCTION
1.1 Background
The process of student mobility has become essential to higher education institutions and societies globally. The number of international degree students, researchers and teachers have an impact on the ranking scores of Universities across the world. International degree students increase the value of an institution during their studies.
Studying abroad is one of the best ways for international degree students to achieve individual growth and to develop the global mind-set that employers demand (Kamdar & Lewis, 2015).
For instance, studying abroad has contributed to acquiring new knowledge and skills to develop personal growth. Although, it has always been a challenge and complex process for international students to make decisions with regard to their study destinations, they undertake consciously and sometimes subconsciously some decisions (Maringe, 2007). The decision- making process of international students would allow universities to attract potential international students, strengthen their image and make their destination favorable for higher education services (Cubillo, 2006). Higher education study abroad programs have made a unique contribution to education outcomes, such as understanding moral and ethical issues, communication skills, and also academic performance (Luo & Jamieson-Drake, 2015).
However, different scholars have defined image in different perspectives. Thus, according to Grönroos (2007), image is formed in the customer´s mind. Image represents how an organization or institution is perceived from its environment (Maric, 2010). Therefore, a strong University image can make potential students to trust the excellence of an institution. Image is threatened by many factors as more images are being observed and reported by media for their sustainability reputation (Strahle, 2015). Image has considerable influence on consumer’s behaviour (Azoury, 2014). Therefore, image is highly considered in the context of higher education. Image is perceived by the potential students as the fundamental attribute of an academic institution in creating favourable conditions for its performance and development (Olga and Greta , 2010).
The image of Finnish higher education is a growing phenomenon. There is evidence that the demand for Finnish education is high due to its global reputation. Finnish society has invested much in the development of education but it has not exported globally as expected. Thus, the
awareness with the potential customers and allows them to understand the uniqueness of the institution differently among various competitors (Grönroos, 2007, p. 331). For example, image gives institutions an identity that makes them to be recognised in the world with a reputation of trust which gives them financial benefits. For instance, for any institution to be successful, it is important for them to have a unique image that sustains attractiveness of foreign students and maintains competitiveness in the market (Tim, 2009). For any institution to be effective and efficient they need to demonstrate a good image in the mind of the potential students. For instance, planning quality includes shaping image for greater future (Neuman, 2012).
However, a country’s image can significantly influence international students’ perception, e.g.
universities’ evaluation and decision making process. A country’s image has effect on the perceived quality and awareness of the Universities in that country (Herrero-Crespo , 2016).
Therefore, the image of the Universities is positively influenced through the awareness of international students. Higher education institutions need to understand the market they serve, by providing relevant and meaningful education to students (Maringe, 2007). The provision of educational services to international students has been a great development in the last thirty years (Chen, 2006). According to Sukwadi & Liu (2011), it is important for higher education institutions to understand the needs of their incoming students. The process of recruiting international students from the start until the end of their studies is very important (Melchor &
Bravo, 2012). Students are crucial elements for higher education institutions, as students are a reflection of the image of what they have learnt theoretically (Azoury, 2014). For example, there has been an increase in the number of international students in search of higher education and new countries of study destinations, and as such, there has been an increase in understanding the behavior of students from a cross-national perspective (Cubillo, 2006). The image of higher education institutions appears to be limited (Joseph & Spake, 2012) . Thus, reputable Universities’ image will attract more international students that are willing to pay for their studies. Consequently, the demand for education, particularly higher education has led to large numbers of international students, traveling abroad for their studies, and this has led to a sort of academic trade, whereby knowledge and expertise are treated as traded services or commodities (Naidoo, 2010).
Therefore, the aim of this study is threefold: The first is to examine what kind of factors affect the decision-making process of international students in choosing their higher education destination. The second is why international students choose to study in higher education institutions in Finland, and the third is, how does the image of country destination affect their decision.
1.2 Literature Review
According to (Chen, 2006) students’ motivation to study abroad are of varying preferences for example, taking an opportunity for self-improvement, exposure to academic experience abroad, developing understanding of a host country, developing career prospects, traveling preferences, and having a novel experience in a new environment to mention a few. Cantwell (2009) . Analysed international students as a type of social action, to understand the orientation of international students in their selection of study destination abroad. The approach helped in revealing the motivations of students’ choices of destination for study abroad.
Pull–push terminology was used by other scholar to explain the dynamics of international student mobility (Li & Bray, 2007). They associate pull dynamics with positive private and public factors in a host country and push dynamics with less positive private and public factors in one’s home country. Li & Bray (2007) noted that, some factors for example increasing higher education opportunities that may pull students to stay in their home country, while other factors may push students away from pursuing studies in a foreign country.
Previous studies to explain the participation of students in study abroad programmes have not considered the differences in personality dimensions of students who participate, and those who do not. Bakalis & Joiner (2004) In their findings identified some of the factors that may be associated with students’ participation in higher education study abroad programs, they argue that, students who have personalities characterised by receptivity to diversity and change are more likely to participate in study abroad programmes compared to students who do not participate. Kondakci (2011), concentrated on student mobility focusing on why international students choose a specific country as their study destination. Study abroad programs reveal continuous development through process of quality control and assessment in the circumstance (Duhon, 2006). Competence for attracting international students has expanded to regional and national Government (Cubillo, 2006). For example, this can promote the cities or country as the education destination for international students. Destination depend on the willingness and
the destination (Phau, 2010). However, destination is expected to meet the demand and reasons for its purpose. However, International students’ decision making is modelled by the combination of push –pull factors while push factors tend to be economic or political as it tends to make a significant role in choice of destination and pull factors such as institutional reputation, international recognition of qualification, teaching quality and locational factors shows to utilise greater influence on specific institutional choice (Maringe, 2007). Therefore, students differ in terms of motivations to study abroad, some students may choose to study abroad because they consider the international acceptability and recognition of the country destination as an advantage to their long-term investment while others according to (Casidy, 2013) suggested that students´ perception of the extent to which Universities engage in brand- oriented behaviour could have a significant impact on their satisfaction. Thus, the motivational differences have a positive influence in international student’s study decision making process.
Joseph (2012), study was undertaken to explore the criterial that are important for entering freshmen in selecting a University and how student gain information about the Universities they considered as their choice destination. Some higher education institution may build awareness and shape the image of a University. Mazzarol (2009), suggested that image within Universities need not be determined solely by history. The ‘‘pecking order’’ of Universities within Australia, as with many other countries, is often perceived as determined by the length of time the institution has been in existence. Therefore, his study suggested that institutional image is more complex than simply running along a high-low prestige continuum.
Image of Universities globally expressed three unique categories of identity of Universities, first, guild-like professional, state influenced, and organisational (Delmestri, 2015). That is, most countries use logo-style type of self-representations, while other countries depend on emblem types that reference local, scientific, or a guild-like tradition. Universities competitive advantage are supposed to create wider student choice and improved efficiency (Ali- choudhury, 2009). Universities are trying to build a unique image to maintain their competitiveness in the market (Azoury, 2014). Higher educational institutions play an essential role in the intercultural exchange of ideas in class room and campus with the purpose of networking to stimulate institutional progress and teaching professionals to transmit knowledge
(Oneasca, 2012). Although, higher education institutions have two essential procedures which are mostly dependent on the marketing strategy to strengthen their competitiveness.
1.3 Objectives of the study and the Research Questions
The aim of this study is threefold: The first was to examine what kinds of factors affected the decision-making process of international students in choosing their higher education destination. The second was why international students chose to study in higher education institutions in Finland, and the third was, how does the image of country destination affected their decisions.
The following are the research questions of this study:
2 What kind of factors affect the decision-making process of international students in choosing their higher education destination?
3 Why do international students choose to study in higher education in Finland?
4 How does the image of country destination affect their decision?
1.4 Significance of the study
This study is significant for the following reasons. First, because it can create understanding on why international degree students choose Finland as their study destination. Second, it can generate knowledge that can be utilized to improve the image of Finnish higher education.
Universities and universities of applied sciences (UAS) in Finland can use this knowledge to attract international degree students to their Universities. Lastly, this study can be used to gain more understanding of why the image of Finnish higher influences the choice of international students as their study destination.
1.5 Key Concepts
In this study meaning of the key concepts are shown in the table below:
No Concepts Meaning References
1. Higher Education Education that is beyond high school, provided by colleges and professional schools etc.
Azoury (2014).
2. Country Image Represents the use of colours and images, which represents the country itself. It increases the awareness with the potential customers and allows them to understand the uniqueness of the institution differently.
Strahle (2015)
Hynes (Hynes, 2014).
Grönroos (2007, p. 331).
3. Institution Image Represents institutions acknowledging their desired identities, implementation strategies that communicate that uniqueness and then reviewing stakeholders perceived images.
Casidy (2013), Wilkins (2013).
4. Student Motivation or push factor.
Concerned with how students think about themselves in relation to learning activities and to the process of learning itself.
Kittrell, D (2013) Furukawa, (2013).
5. Student Mobility Students who have crossed borders with the purpose of study.
OECD (OECD, 2012, s.
63)
6. Pull Factors Those attributes that have an impact on decision-making.
Furukawa, T (2013)
Table 1: Key Concepts.
I.6 Structure of the study
This study focuses on the image of Finnish higher education which falls within the discipline of marketing. Therefore, country’s image affects the perceived quality and awareness of Universities in the country (Herrero-Crespo , 2016), thus students’ decision towards the Universities of a destination country is positively influenced by University and country image of the higher education institution of student destination.
The structure of this study can be seen in figure 1.
Figure 1: Structure of the study.
Background
Focus of Research
Summary Methodology
design
Contribution Research Question Contribution
Expected result
Practice
Implication
Limitations
theoretical framework. Secondly, it concentrated on Finland and Higher education.
The third part demonstrated the research methods to be used to answer the proposed research questions. The fourth part presented the results and findings. Lastly, in the fifth part, the theoretical and managerial implications, limitations, and further research was examined.
2.
CONCEPTUAL AND THEORETICAL FRAMEWORK
2.1. Conceptual Framework
Below are the key concepts of this study:
2.1.1 The concept of Higher Education
Higher Education by standard dictionary, is defined as education beyond high school, specifically provided by colleges and graduate schools, and professional schools. It is important for Universities to accept their identity in order to be successful such as the traditional, ideological image and cost–effective image (Azoury, 2014). Thus, higher education is now focusing on improving and maintaining a positive image to attract the international students’
choice of Universities.
2.1.2 The concept of Country Image
Country image include the use of colours and images, which represents the country itself, for example national colours or the flag directly, or colour and pictures related to country image values (Hynes, 2014) for instance the Finnish map shows blue cross on a white background which represents Scandinavian country flags. The blue colour represented blue skies, and thousands of lakes in Finland and the white represents winter snows. Thus some students may be of the opinion that they want to experience the beautiful lakes and snows in Finland. It is likely that higher education institution will have greater advantage if their country has a positive image, as this may have an influence on the foreign students looking for a study destination. Country image has effects on consumer’s perception including brand awareness, perception quality and brand loyalty (Strahle, 2015).However, a country’s image can significantly influence international students’ perception, Universities evaluation and decision making process. Country Image have effect in the perceived quality and awareness of the Universities in the country (Herrero-Crespo , 2016). Therefore, the image of the Universities is positively influenced through the awareness of international students. That is, a better country’s image perceived by international students will lead to higher level of image awareness and more opportunities for higher quality of the country´s Universities in the mind of the potential student as optimistic image.
2.1.3 The Concept of Institution Image
Institution image has to do with institutions acknowledging their desired identities, implementation strategies that communicate that uniqueness and then reviewing stakeholders perceived images (Wilkins, 2013). To achieve image improvements, it is important for Universities to identify the current gap between desired and perceived images among students.
A University with a strong image will give students a competitive advantage in the job market upon the completion of their studies and will lead to students’ satisfaction at the long run (Casidy, 2013).
2.1.4 The concept of Student Motivation
Student Motivation or push factor is concerned with how students think about themselves in relation to learning activities and to the process of learning itself (Kittrell, 2013). According to (Shen, 2015) in his studies, teachers’ burnout will lead to the understanding of students’
motivation. Furthermore, teachers can influence students’ motivation through their outward emotions and motivations.
2.1.5 The concept of Student Mobility
Student Mobility is the movement of students who travel abroad for the purpose of studies (OECD., 2012). Thus student mobility is an important element in internationalisation of higher education (Mei & Mark , 2007).
2.1.6 The concept of Pull Factors
Pull Factors are those attributes that have an impact on decision-making (Furukawa, 2013) . Therefore, destination image concepts have positive impacts on how international student perceived destination image and intension to recommend to another target group. Thus, the relationship between push and pull factors are that they are determinants for student´s decision making based on previous researchers point of view. One can attract a student to a higher institution abroad while the other can motivate a student to leave his or her country for a higher institution abroad.
2.2 Theoretical Framework of the study
Below are the theoretical framework of this study:
2.2.1 Decision making processes
Most researchers have examined the role of interpersonal sources on student’s higher education, decision making and choice (Wilkins, 2013). For example, for international students to study abroad is one of the expensive choices for any student. Chen (2006), he introduced three stages synthesis model for explaining international students’ decision making process.
The stages are: firstly, Predisposition: It comprises of assessing personal needs and collecting information before committing to the apply process. Secondly, the selection stage where a student finds out institution specific information and commits to applying to one or more and lastly, the final decision is made based on alternatives (Chen, 2006).
Maringe & Carter (2007) defined the process of choosing higher education as both the process and outcome of the process of the choice made which can be concretized at any point of the choice making process rather than as a final outcome of a set process. Cubillo et al. (2006) explained further about different models and studies offered to explain the decision -making processes. Cantwell (2009), analysed international students as a type of social action, and explained the importance of understanding the orientation of international students in their selection of study destination abroad. Wilkins (2013), in his study, he concluded that it is of paramount importance for international branch campuses to devise and implement strategies to ensure positive perceptions and opinions among all stakeholders (such as parents, employers, and the media) as any of these stakeholders might heavily influence the decision making and choices of prospective students. Studying abroad is one of the best ways for international students to achieve individual growth and to develop the global mind-set that employers demand (Kamdar & Lewis, 2015) .Therefore, decision making process of the potential students make them to experience new education know-how and international experience. Decision making processes of international student has been explained by different models. Lee (2014), determined the study abroad destination in Taiwan for international students decision making process of selecting Taiwan as international student study destination in three factors as the
“friendly and supportive learning environment”, “quality of education in host country” and
”recognition of host qualifications” while the least factors are “ friend´s recommendation”,
“agent´s recommendation” and links to other institutions known to me”. However, the standard
student’s study destination. Park (2009),in his study, examined the dynamics of Korean students’ international mobility to study abroad by using the 2-D Model in decision making process. The first D, stands for “driving force factor” which can also be categorized as the push factors that can be international student personal situation or reasons that push them to studies abroad. The next D can be referring to as “directional factor” in this case, it indicates the Institutions images and potential student expectation of their destination countries. Therefore, students who choose to studied abroad compare possible study destination countries and choose most relevant alternative. However, from the figure below, it shows that favored images of a country destination influences students’ choice to their studies destination.
Figure 2: Driving forces factors and directional factors, adapted from (Park, 2009).
2.3 Push-pull model analysis of international degree students
According to (Furukawa, 2013) Push-pull model is used to describe the “bilateral flow of international students from their home country to the host country”. That is the division of the effects on international student can be divided into two which are pull factors in the host country and push factors in the home countries. Kondakci Y (2011) Push-pull model are complicated and suggested that, economic and academic rationales are the major pull factors for international students from economically developing countries while in contrast private rationales are the pull factors for students from developed countries. Push factors had influence in the first reasons of studying abroad, while the pull factors controlled the choices of a host
country and host institution (Cheng-Fei , 2014). Eder (2010), classified push factors in three categories which are “personal growth”, “language” and “career” thus, pull factors are classified as “college issues”, “physical geography”, and “U.S. culture”. From his research perspective, this are the factors that influenced international students’ choice for higher institution and study destination. However, personal growth is considered as the most valuable push factors. Chen (2007), Push-pull model are used to describe international students´
decision-making process in two stages which are, the “predisposition” or motivation stage which indicate the choice to study abroad, and secondly, the “search” or information gathering stage which means, the choice of host country.
Figure 3: Determinate of the decision-making process of study abroad adapted from (Cheng- Fei , 2014).
2.4 Students’ Motivation
Students’ Motivation is concerned with how students think about themselves in relation to learning activities and to the process of learning itself (Kittrell, 2013). According to (Shen, 2015) in his studies, teachers’ burnout will lead to the understanding of students’ motivation.
Furthermore, teachers can influence students’ motivation through their outward emotions and motivations.
Sogunro (2015), Perceives motivation as the “stimulates” and “sustains” a learner towards achieving educational goals. Consequently, motivation is one of the most important factors in higher education towards student success. Sogunro (2015), “motivation is an inevitable construct that evokes and sustains effective learning “thus, students’ motivation is concerned with how students think about themselves in learning activities and to the process of learning itself (Ames, 1992). Students who lack motivation have high tendencies for low performance in their higher education (Sogunro, 2015).Teachers can influence students´ motivation in education through their outward emotions and motivation (Shen, 2015) thus, it is vital for Universities to improve lecturers working conditions and classroom environment in order to enhance higher level of student motivation. Customers’ motivation are important subjects to be studied in order to determine most suitable methods for different participants (Henna Konu
& Raija Komppula, 2016). According to Lindberg (2009) ,there are four different motivations for higher education system First, there is motivation to correct students’ secondly, misguided educational choices with respect to their interests third, motivations lastly, their abilities to complete a given degree programme. Cubillo (2006), described how purchase intention is an independent variable divided into five factors which are (1) personal reasons (2) the effect of country image (3) influenced by city image (4) institution image and (5) the evaluation of the programme of study. In addition, (Alessandri, S.Yang, S-U & Kinsey, D.F, 2006) focused on the concepts of Universities reputation which was related to a large private University in the Northeast United States. In the study, University reputation has three dimensions, which are quality of academic performance, quality of external performance and emotional engagement.
2.5 Students’ choice for country of destination
Many scholars presented different frameworks to analyse the rationales of international student’s choice for study abroad. Student destination study choice is in different stages and complex processes (Cheng-Fei , 2014). The choice of destination for study abroad is related to personal characteristics of the individuals such as their ability level, gender, age, motivation and aspirations (Li & Bray, 2007). Personal choices of students in academic, social, cultural, and environmental domains for example their interest about academic field, climate preference, the preference to be close to cultural differences and entertainment facilities are largely shaped by their effects, by observing their personal interest in the country of destination (Altbach, 2007). Quality of education is a major criterial influencing international students’ choice of destination (Usman & Qader, 2015).Thus, the increase in the demand for higher education globally has made the student choice country destination an interesting subject to study for any institution that is trying to internationalise their institutions (Cubillo, 2006). According to (Chen, 2007), international student study destination can be categorised into three stages as
“the decision to study abroad”, “the choice of a host country”, and “the selection of a host institution”.
“The decision to study abroad”: implies, the way and manner the international student decided to study abroad and it involves various factors such as motivation, ability to adapt to the host country environment abroad and ability to afford the tuition fee of the selected higher institution of learning to mention a few. “The choice of a host country”: involves choosing a host country from other alternatives because of the image and reputation it presents. “The selection of a host institution”; Indicates the choosing of a host institution from other alternatives because of its image and reputation.
Therefore, students’ motivation needs to be examined to know their needs and can be related to students’ desire to achieve a particular need and want. Thus, Universities that want to attract international student needs to consider the importance of external and internal factors. Student decision is being affected by some external factors which are determined by environmental influence for instance, the tuition fees, course structure and learning destination (Sjödahl , 2015). External influences can be positive and negative forces from home and host countries (Chen, 2007). Consequently, student choice to study abroad will be determined by the higher institution of home and host country.
Internal factors for students’ motivation in higher educational context, can be categorised in to high quality of Universities curriculum, effective management practice, conducive learning environment and progressive assessment from student towards the Universities. Thus, students’
feedbacks motivate them to achieve their learning objectives (Eva, 2010) . According to (Sogunro, 2015) “The learning environment manifests positive and negative effects on students’ motivation to learn” for instance, students will like to know if they are getting their money´s worth regards to their expectation and think of what happens to them if the decision is negative. However, students have the motivation to study abroad and the motivation is affected by external and internal factors. This can be seen in figure seven below:
Figure 4: Choice of country destination, adapted from (Chen, 2007).
3 FINLAND AND HIGHER EDUCATION
3.1 Education system in Finland
Finland is a welcoming environment for internationalization with society free from corruption, the country offers well- trained and competent students, employees that is both transparent and predictable (Søby, 2015) however, consistently its high quality of education system has help in the rapid growth of the country internationalization. Higher education is becoming more commercially oriented for foreign students by paying tuition fee. However, in early 80s, the first countries that influenced students into their countries were English-speaking countries;
these were the United States, United Kingdom, Canada and Australia. Thus, the demand for higher education is more than the availability of places (Chadee, 2009).
Higher Education is one of the welfare packages of Finnish society, culture and knowledge.
Everyone is entitled to high quality higher Education and self-development in Finland, irrespective of his or her place of residence. Higher Education system comprises Universities and Polytechnics, while the equipment for admission are secondary level Education or vocational diploma. Polytechnic degree requires 3.5 – 4.5 years of full-time study (Søby, 2015).
For any higher institution to promote its image, they need to identify their strengths and opportunities to influence international students. Higher education institution is essential in this era due to the competitions of Universities. The University that attract the international students in the proper order is more likely to gain attention and be on the list of the interested students that choose their educational institutions alone or with their relatives (Gibbs and Knapp , 2002, s. 103). Thus, Adult education are provided at all levels of education. The Finnish Higher Education stresses quality, efficiency, equity and internationalisation (Ministry of Education and Culture, 2015) Higher Education can be seen as the organised learning activities that take place at the tertiary institution.
Figure 5: Education system in Finland, adapted from Finnish Ministry of Education (Ministry of Education and Culture, 2015).
3.2 Higher education Institution image
Higher Education by standard dictionary is defined as education beyond high school, specifically provided by colleges and graduate schools, and professional schools. It is important for Universities to accept their identity in order to be successful such as the traditional, ideological image and cost–effective image (Azoury, 2014). Thus, higher education is now focusing on improving and maintaining a positive image to attract the international students’
choice of Universities.
Image has been perceived by different scholars as a set of believes that is prone to merely cognitive approach. It was agreed that the cognitive component is an antecedent of affective component and that the overall image of the organisation is formed through its cognitive and affective components (Maric, 2010). However, an institution is perceived from a more influenced affective component than the cognitive component. Image have a great impact in higher education institution. More so, “it’s distinguishing name and/or symbol (such as logo, trademark, or package design) intended to identify the goods or services of either one seller or a group of sellers, and to differentiate those goods or services from those of competitors”
(Ghodeswar, 2008). Image represents how organization or institution is perceived from its environment (Maric, 2010).
According to (Grönroos, 2007), image is formed in the customer´s mind. Thus, a strong University image can make the potential students to trust that an institution is excellent. Image is threatened by many factors as more images are being observed and reported by media for their sustainability reputation (Strahle, 2015). Image has considerable influence on consumer’s behaviour (Azoury, 2014). Therefore, image is highly considered in the context of higher education.
Globally, Institutions are expanding their marketing campaign and potential students are going through a complex consumer decision-making process when it comes to selecting Universities study destination (Casidy, 2013). A University cannot easily be conceptualized in a single image because each department, each college, each collection of professors possesses their own images (Wilkins, 2013). Consequently, higher education image turns out to be a means for international students to simplify their selection process. Although, arguably, there is a limited research on service marketing in higher education context compared to product marketing, building of international image is challenging and affects some Universities more than others depending on their market focuses (Chapleo, 2010). Strong image help the institution in positioning and extending its higher education institution and have a greater influence on the potential customer purchase processes (Ghodeswar, 2008). Thus, institution image is shaped by word of mouth, previous experience and marketing communication. University Image is the process of involving institutions, approving their desired identities, implementation strategies that communicate that uniqueness and then reviewing stakeholders’ perceived images (Wilkins, 2013). To achieve image improvements, it is important for Universities to identify the current gap between desired and perceived images among students. A University with a strong image will give students a competitive advantage in the job market upon the completion of their studies and will lead to students’ satisfaction at the long run (Casidy, 2013).
According to Maric (2010), in his search about Educational Institution's Image, he suggested that, there are eight factors influencing educational institutions image which are, “Integration into the environment”, ”Management”, “Learning content”, ”Administration”, “ Quality of the professors and of their lectures”, “Material conditions”, “Grading” and lastly the “Graphical image”.
Therefore, Universities should keep in touch with the needs of the students (Casidy, 2013).
Nevertheless, this will strengthen students’ loyalty towards the institution and improve the image of the Universities in the mind of the potential student. Numbers of issues that affect the images of Universities are quite different from those affecting other type of organisations, for example the fact that in the past, Universities were generally perceived as existing for the public good and now they are increasingly seen as profit-driven organizations has led many people to view contemporary institutional objectives and strategies negatively (Wilkins, 2013).
However, this shows the importance of image and reputation in higher education market. It is essential for Universities to focus on customer in order to achieve good image reputation (Wilkins, 2013) for example, with good image the University can benefit from positive word of mouth and might have a positive impact in its reputation. More so, it is of utmost importance that higher education institution has a positive unique image in order to maintain their competitiveness in the market. Institution image of the international student destination have an optimistic effect on them when choosing their study destination (Herrero et al, 2015). Thus, Institution image of the host country have positive effect on their agreement to choose a particular study destination. Altogether, higher education institution should formulate a strategy that will enable the “image” and “reputation” of their institution to attract the international student (Chee et al, 2016). Most student depend on observed images rather than
“hard facts” to investigate every institution differently (Wilkins & Huisman , 2015).
Consequently, higher education administrators needs to make sure that they “spread positive word of mouth through satisfying their students” (Khalifa & Bassam , 2016). Thus, Khalifa and Bassam referees to the process as “informal marketers for universities” however, proper management of word of mouth from the administrative will motivate the student to market their institution as good image to their family and friends.
Figure 6. Image of Higher education institution: adopted and modified from (Olga and Greta , 2010)
3.3 Country Image
Country Image include the use of colours and images, which represents the country itself, for example national colours or the flag directly, or colour and pictures related to country image values (Hynes, 2014). It is likely that higher education institution will have greater advantage if their country has a positive image, as this may have an influence on the foreign students looking for a study destination. Country image has effects on consumer’s perception including awareness, perception quality and brand loyalty (Strahle, 2015). Country image can also refer to socioeconomic matters, cultural proximity and academic reputation of host country.
International student perception about studies destination will also influence the country image (Cubillo, 2006). Herrero et al (2015), noted that country image can be “sum of the believes,
“ideas” and “impressions that people have about a country”. Cubillo (2006), stated that
“country image effect on education services” that is, effect on the choice of international student country destination. Country with positive image are more popular and can be easily recognised by the potential student (Martín, 2011). Thus country characteristics have affected students´ choice of destination for studying abroad.
The country represents the destination in which the services will be produced and consumed.
However, student perception about the destination country image will influence the decision process. In addition, Country image have a great impact on international student purchase
for international student should maintain a unique image in order to achieve competitive advantage. The pull factors can be referring to as the “image” and can be connected to the good reputation, economic and political of a host country that gives them the competitive advantages over other study destination.
Cai (2014), showed that, country image can have effect on higher education country
destination for international student. International student use country image to evaluate their study destination (Raharjo, 2012). However, most international student will consider different circumstances before choosing their study destination for example the reputation of the higher education, the climate weather condition, the distance of the host university, cost of living in the host country, the cultural background of the host country, the processing time, admission and visa requirement.
Figure 7. Country Image, adapted and modified from (Herrero-Crespo , 2016).
However, country image increasingly determines the importance in the world (Kenzhalina, 2014). Thus, there is a need for country self-identification and establishment of its image in the eyes of the international student. Kenzhalina (2014), pointed out in his research work that “the need for countries to create a strong image focused on 4 dimensions which are tourism, exports, foreign investment and foreign policy/ diplomacy” consequently, the aims of a country to create good image in the eyes of the targeted group is to promote positive image of the country globally.
Image is perceived by the potential student as the fundamental attribute of an academic institution in creating favourable circumstances for its performance and development (Olga and Greta , 2010).Thus, positive image have impact on the international student to determined their higher education institution and host study destination. Kenzhalina (2014), noted that,
“country image is the mental representation of a country, the sum of beliefs and impressions people hold about a certain place”. However, what, international student perception about country image and institution image can affect their decision making towards their study destination. Thus, “there is direct relationship between country image and institution image”
(Herrero et al, 2015). The strong links between the country image and the institution image is the direct effect they have on international student. For instance, country image has value in terms of attracting international student to its location or destination. According to Hynes (2014) “Consumers prefer countries over others on the basis of the country image perceptions they hold” for instance he concluded that, country image seen in three categories, firstly, identified how companies use their country image in external communications that is use of words that are related to the country image values. Secondly, companies that could stand as an ambassador for the country image may neglected their obligation such as policy makers should understand how they can promote the development of a sustainable and credibility of a country image. Thirdly, “company role in perpetuating the country image” In this situation, country image should not only reflect reality but should also contain values which are easy to incorporate into higher education institution values and behaviour, which may lead to institutional positive contributions to the country image on the long run. However, many international students have positive perception of the country image of their study destinations.
However, it shows that higher educational institution will benefit directly from the international student if their country has a positive image.
Herrero (2015), concluded that International students study destination is determined by the country image and the host institution image. Be as it may, to create a positive country image in the eyes of the international students, the country needs to form diplomacy. Diplomacy implies the aims of a particular country to promote a positive image of the country globally. In the process of diplomacy, the Foreign Services has two main functions which are: Firstly, “The collection and analysis of information in interest of the state´s foreign policy in order to ensure the country´s international image worthy” secondly, “Information is used to directly influence on public opinion in other countries” (Kenzhalina, 2014). However, these, two functions give diplomatic services new opportunities to demonstrate the positive image of a country. From the previous literatures, evidences show that country image can significantly have impact on international students’ perceptions of their study destinations and consequence purchase decisions.
Figure 8. Relationship between country image and institution image, adapted and modified from (Herrero et al, 2015).
3.3.1 Student Mobility
International mobility is important in higher educational context. Student mobility in higher education emphasises the national objectives of higher education. The University promotes student and increase the number of international degree students by investing on student recruitment and by ensuring that the services relating to student mobility and the services offered to international degree students are of high standard (UEF, 2012- 2015). Organisation for Economic co-operation and development (OECD) defined international students as the students who have crossed borders with the purpose of study (OECD, 2012, s. 63). However, (Papatsiba, 2006) pointed out that students who decide to go for a longer stay in foreign countries are always interested in new experiences and so inquisitive to know more about the destination culture. There is rapid growth in international student mobility global. The terms internationalisation of higher education includes international mobile student and higher education institutions (Guruz, 2009, s. 135).
Thus, the total number of international students internationally has grown by over 60 percent from 1975 to 1990. From 2000 to 2010, however, the number of international students has increased by 99 percent (OECD., 2012, s. 13). Dr Guruz´ research indicated that international student mobility increased yearly (Guruz, 2009, s. 135) .Finnish higher education began in the post war industrialization stage of Finland in the 1950s with the motive of promoting equal education opportunities as a guideline. Finnish higher education was taken in late 1980s when the international student mobility was integrated in higher education policies. During the 1990s most international student mobility was exchange student based on the fact that, Finland took advantages of European Union based exchange programmes for example Erasmus. More than
10,000 Finnish higher education students are motivated to do their traineeship abroad for three months in 2010. However, Finland received almost 9,000 international exchange students, thus, the number of incoming student increased in 2000s.Concequently, Europe is one of the top regional destination for international students with 45% of international mobile students thus, this has led to reduction in other high competitive countries for example United State which share dropped from 23% in 2000 to 16% in 2012 (OECD., 2012, s. 363). Be that as it may, International student have strong motive that host country can give them high-quality of higher education that serve as lifetime investment opportunities (Cheng-Fei , 2014). From 2000 to 2012 the number of international students globally has increase by 99 percent. (Figure 9)
3.3.2 International student mobility in Finland
International student Mobility are foreign student who travel abroad for the purpose of studies.
International student mobility in Finland are more than 29,600 in 2013. About 19,800 students enrolled in full-degree programmes.
Finnish higher education attracts students globally, about 40% of student are from Europe and Asia, while 14% are from Africa. The highest numbers of countries of international student’s enrolment in full-degree programmes in 2013 was Russia 14%, China 11% and Vietnam 7%.
However, there has been an increase in the number of international students in Finland (CIMO, 1B/2013). Higher education for Internationals student in Finland will be fee-based education in 2017. However, the present legislation allows Finnish higher education’s Universities to charge tuition fees for all international students’ coming from outside the European Union.
Therefore, all the Finnish higher education institutions in Finland are all ready to collect tuitions fee from all their potential students. The Finnish government required all Universities
2013),
Figure 10: International student mobility in Finland adapted from (CIMO, 1B/2013) Since 2003 the number of international students in Finland has tripled 2012 (Figure4)
4 RESEARCH METHODOLOGY
4.1 Data collection method
The target population of this study consists of international degree students from the University of Eastern Finland Joeusuu and Kuopio campuses, and Seinäjoki University of Applied Science, Finland. This study is quantitative. The quantitative data for this study was collected using online questionnaires. The participants of this study responded to closed-ended survey questions. However, quantitative research is an empirical investigation. In quantitative research, a random sample from a population of study concentration is ideal to allow for the generalization of findings (Gorard, S, 2003). Questionnaires are useful tools for generating empirical data, especially when resources are limited, the study populations are large, hence, quantitative method will be used in this study because it is less expensive and does not consume much time to present the findings in the chosen sample, which are the International degree students in higher education in Finland. Therefore, due to the nature of sampling international degree students, it is important to consider image as one of the factors that influences them in choosing their study destination (Azoury, 2014).
However, survey is a way of collecting standardised information from individuals using questionnaire (Floyd , 2014, s. 10), hence questionnaire was developed in English and the answers to the questions were used to determine factors that affect the decision-making process of international students in choosing their higher education destination in Finland. Data was collected between January 13th and 17th of February 2017. The University of Eastern Finland´s IT centre forwarded a distribution list that consisted of e-mail addresses of present international students. However, a link to the online questionnaire was administered to the entire international students at the University of Eastern Finland and University of applied sciences Seinäjoki. In total, 216 students completed the questionnaires. The data for this study by questionnaires were collected online via webropol survey tools. The setting for this study was selected in order to save time and to minimize cost.
Quantitative analysis techniques allow us to explore, present, describe and examine relationships and trends within our data (Catterall, 2000). Thus, the generated data was useful to quantify and helped to answer the research questions. Consequently, the questionnaires attempted to get what motivated international students to study in Finland and how they perceived the image of Finnish higher education. However, the research questions gave relevant background information about the image of Finnish higher Education. Thus, the questionnaires were closed ended. Hence, it consisted of a list of specific questions and choices for possible answers.
The questionnaires included three sections: first, students’ University of study and field of study. Second, students’ motivation, push and pull factors. Lastly, students’ demographic information such as their gender, age, country of origin, family type and field of study. The data was collected through Likert-type scale (5= extremely important 1= Unimportant), (5 = Well informed 1= Uninformed), (5 = Truly Agree 1= Does not agree). The data was analysed using three methods. First, the background part of the questionnaires were analysed to find the pull and push factors on what motivated the international student to study in Finland.
4.1.2 Descriptive analysis
Descriptive analysis is used to describe accurately and concisely data from a variable (Green
& Salkind, 2008, s. 146). The result of the generated data can be described accurately by presenting all of its values and their relative frequencies. Thus, the relative frequencies is the number of times it occurs divided by the total frequency across all values. Green, S. B., &
Salkind, N. J (2008, s. 146) note that if there is a large number of variables to be described, the statistical indices for the variables could be presented in a table. However, this study used SPSS to analyze the frequency, percentage, average, means and the standard deviation of this study.
4.1.3 Factor analysis and principal component analysis
Factor analysis are techniques used to identify factors that statistically give information on the variation and covariation among measures in order to analyse it as one combined variable (Green & Salkind, 2008). Factor analysis are concerned with the use of data format requirement and also formality assumption (Dolnicar, S., 2002). Usually, factor analysis can be viewed as a data-reduction technique due to the fact that it reduces a large number of overlapping
measured variables to a much smaller set of factors. Variables to be factor analysed should be quantitative and should have a wide range of scores (Green & Salkind, 2008, s. 313).
Principal component analysis is a tools that are used globally in genomics and statistical genetics (Abraham, 2014).However, principal component analysis, explorative factor analysis and confirmatory factor analysis are different kinds of factors analysis methods. For the purpose of this study, principal component analysis was implemented.
Principal component analysis is a vital instrument in genomics for discovery of population structure in analysing a data (Abraham, 2014). Major difference between factor analysis and component analysis is the approach they analyse the variance in the set of variables. Principal component analysis has wide range of applications due to the fact that, it shows simple underlying structures in complex data sets using analytical solutions (Abraham, 2014).
4.1.4 T-test analysis
The t-test relates two average means and shows if there is a significant difference from each other (Weaver, 2011). For instance, t- test assist in comparing two groups to know if they have different average values like men and women. Differences are likely to be meaningful if the difference between the averages are large, the sample size was large and responses are consistently close to the average values and not generally spread out.
The independent sample t-test is used to compare the means between two unrelated variables or groups on the same continuous, dependent variable. It is usually used to examine whether the means of two groups of data are significantly different from one another. Thus, independent- sample t-test establishes whether the means of two unrelated samples differ by comparing the difference between the two means with the standard error in the means of the different sample. Thus, the t-test´s statistical significance and t-test´s effect size are the major outputs of the t-test whereby the statistical significance indicates whether the difference between samples averages are likely to represent some real changes between populations (Robert and Ciaran, 2009).
The one-sample test has a single sample of scores, all scores are independent of each other. It is similar to the independent sample T-Test. One sample t-test are used to compare one group´s average value to a single number.
two set of observations is zero (Robert and Ciaran, 2009) .
Table 2: Operationalized table pull and push statements for Questionnaire
Table A1: Please tick the most appropriate number of each statement, which correspond most closely to your desired response “Where are you studying now?”
1a
1b
1c 1d
University of Eastern Finland (UEF) Joensuu Campuses
University of Eastern Finland (UEF) Savolinna campus
University of Eastern Finland (UEF) Kuopio campus
Seinäjoki University of applied sciences (SEAMK)
Neuman.M., 2012
2 What is your field of study? Neuman.M., 2012 3 What is the degree you are studying for? Neuman.M., 2012
Table A2: Push Statement for the questionnaire “What motivated you to study abroad? “
1 Self-improvement. Hynes, N., (2014), Li, M., & Bray, M (2007)
2 Academic improvement. Chee, C. M et al, (2016), Li, M., & Bray, M (2007)
3 International Exposure. Hynes, N., (2014), Li, M., & Bray, M (2007)
4 Traveling preference. Casidy R. , (2013), Hynes, N., (2014) 5 Having novel experience in new
environment.
Herrero, Á. , et al, (2015), Li, M., &
Bray, M (2007)
Table A3: Pull statements for the question” When you are/were considering a study destination in host country (Finland), how important were the following factors when you chose study destination?”
1 Vicinity to my home country. Maric, M., (2010), Raharjo, L., (2012)
2 Free tuition fee. Herrero-Crespo, (2016), Sjödahl , C, (2015), Lee, Cheng-Fei, (2014) 3 Higher level of Education. Kamdar, N. & Lewis, T. (2015),
Herrero-Crespo, (2016), Raharjo, L., (2012), Usman,A.R. & Qader, M., (2015)
4 Safe country. Maric, M., (2010), Herrero-Crespo, (2016), Sjödahl , C, (2015), Raharjo, L., (2012)
5 Interesting destination (culture, nature and Exciting place to live).
Kamdar, N. & Lewis, T. (2015), Søby, M, (2015), Raharjo, L., (2012) 6 Friendly and supportive learning environment Kamdar, N. & Lewis, T., (2015)
Maric, M., (2010)
7 The reputation of the higher education Kamdar, N. & Lewis, T. (2015) 8 Climate. Kamdar, N. & Lewis, T., Maric, M.,
(2010) Raharjo, L., (2012)
9 Cost of living Kamdar, N. & Lewis, T. (2015), Lee,
C (2014), Søby, M, (2015)
10 The cultural background Maric, M., (2010), Herrero-Crespo, (2016), Lee, C (2014), Lee, C (2014) 11 The admission requirements. Herrero-Crespo, (2016), Raharjo, L.,
(2012)
12 The Visa requirements. Herrero-Crespo, (2016), Raharjo, L., (2012)
current institution, if there was a tuition fee?”
1 Yes (I would have chosen Finland) Casidy R. , (2013), Sogunro (2015), ), Lee, Cheng-Fei, (2014).
2 No ( I wouldn’t have choose Finland) Casidy R. , (2013), Chadee D. , (2009) Sjödahl Hammarlund (2015), ), Lee, Cheng-Fei, (2014).
Table A5: Push Statement for the questions “How important were the following sources of information when you decided on your study destination?”
1 Parent´s/relative´s recommendation. Lee, Cheng-Fei, (2014), Wilkin .S., (2013).
2 Friend´s recommendation. Lee, Cheng-Fei, (2014), Wilkin .S., (2013).
3 Professor´s recommendation. Lee, Cheng-Fei, (2014), Wilkin .S., (2013).
4 Agent´s recommendation. Lee, Cheng-Fei, (2014), Wilkin .S., (2013).
5 Social media Wilkin .S., (2013).
6 Other University staff members´
recommendation
Wilkin .S., (2013).
Table A6: Pull statement for the questionnaire” What do you think about the following statements?”
1 Finland has the best education system in the world.
Raharjo, L., (2012), Lee, C (2014), Strahle, J., (2015)
2 Finland produces well-trained and competent professionals.
Raharjo, L., (2012), Lee, C (2014)
3 Finland is free from corruption. Søby, M, (2015), Lee, C (2014)
Table A7: Pull Statement for the questionnaire “How well informed were you on the following statements concerning your study destination?”
1 Learning curriculum. Sjödahl , C, (2015), Usman,A.R. & Qader, M.,(2015), Lee, C (2014),
2 Learning environment. Sjödahl , C, (2015), ), Lee, Cheng-Fei, (2014)
3 Administration services. Hiep-Hung .p. and Sue .L. (2014), Lee, C (2014),
4 Size of the campus Sjödahl , C, (2015), Lee, C (2014),
5 Quality of facilities Sjödahl , C, (2015), Usman,A.R. & Qader, M., (2015), Lee, C (2014). Strahle, J., (2015)
6 Education quality Sjödahl , C, (2015), Lee, C (2014).
7 Expertise of the staff Lee, C (2014), Usman,A.R. & Qader, M., (2015).
8 Links to other institutions known to me. Lee, C (2014), Usman,A.R. & Qader, M., (2015).
9 Alumni cooperation. Lee, C (2014), Usman,A.R. & Qader, M., (2015).
Table A8: Personal characteristics of the individuals
1 Year of birth Li, M. & Bray, M, (2007)
2 Gender Li, M. & Bray, M, (2007)
3 Home country Li, M. & Bray, M, (2007)
4 Family type Li, M. & Bray, M, (2007)
