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Motivations to Study Abroad: a Review

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Motivations to Study Abroad: a Review International Journal of Management (IJM) Volume 11, Issue 6, June 2020, pp. 1403-1407, Article ID: IJM_11_06_129 Available online at http://iaeme.com/Home/issue/IJM?Volume=11&Issue=6 ISSN Print: 0976-6502 and ISSN Online: 0976-6510 DOI: 10.34218/IJM.11.6.2020.129 © IAEME Publication Scopus Indexed MOTIVATIONS TO STUDY ABROAD: A REVIEW Dr. Navjit Singh Associate Professor of Management, University School of Business, Chandigarh University, Mohali, India Rohini Assistant Professor in Management, CT Institute of Management & Technology, PTU, Jalandhar, India ABSTRACT The global phenomenon of studying abroad in states like Canada is in trend these days in Punjab (India). The motivation behind going abroad in the wake of Foreign Education ranges from Career Building to quality of education, Gaining Knowledge to getting Permanent Residency status. The state of Punjab once known as land of well built hardworking youth, Agricultural Produce, Rivers etc. is now seeing a very astonishing phase of migration of youth (students) to foreign countries (especially Canada) in the name of Education with eventual objective of being settled there permanently. Studying abroad is undoubtedly a unique opportunity to see more of the world, which is itself a hugely rewarding educational experience. There is no doubt that seeing other parts of the world will greatly affect character and worldview, and helps to prepare for life in a global world. Very few studies exist to identify the reasons behind this paradigm transformation in the thought processes of the people involved to arrive at a concrete conclusion and to find out why students leave their domestic territory and aspire to settle abroad. There are many more reasons that can be discovered diving deep into the studies. The present study aims to bring in light majority of the factors. Key words: Motivation; study abroad; foreign countries; education Cite this Article: Dr. Navjit Singh and Rohini, Motivations to Study Abroad: A Review, International Journal of Management, 11(6), 2020, pp. 1403-1407. http://iaeme.com/Home/issue/IJM?Volume=11&Issue=6 1. INTRODUCTION Why do students study abroad, and what drives them to choose one destination over another? It has been observed that the excellence and innovation of a country’s education system has attracted many students to pursue their higher studies abroad. Moreover, the cultural landscape of the foreign countries captivates the student’s attention and desires. The most http://iaeme.com/Home/journal/IJM 1403 [email protected] Motivations to Study Abroad: A Review stated reason in the previous research appears to be the quality of education in these developed countries. Several large studies conducted over the past couple of years show that numerous reasons are widely present while thinking for international studies. As far as the universities abroad are concerned, the 95% of the Canadian Universities perceive the Internationalization of higher education as a Strategic move to gain competitive advantage in this highly profitable business (AUCC, 2016). The studies available in Literature do confirm a strong intent among students to study in a foreign country or getting an opportunity to work there. 2. REVIEW OF LITERATURE It has been discovered by few researchers that students after Senior Secondary qualification show a positive attitude toward study abroad (Zimitat 2008) and recognize its benefits in terms of a broader understanding of cultures, increased awareness and openness to difference, better interpersonal skills, and becoming more competitive in the job market (ACE et al. 2008; Albers-Miller, Prenshaw, and Straughan 1999; Daly and Barker 2005; Di Pietro and Page 2008; Green 2005; Krzaklewska and Krupnik 2005). As study abroad has continued to increase in popularity, there has been an increase in the literature seeking to explain it. Hackney, Boggs, and Borozan (2012) conducted a study on the willingness of American business students to study abroad. Based on a survey of over 300 students from a Midwestern university, they concluded that students are more willing to study abroad short-term than they are long-term. They also found that personal, situational, and locational variables influence students’ willingness to study abroad. Surprisingly, results showed no relationship between having taken an international business course and willingness to study abroad. The current paper is meant extend Hackney et al.’s (2012) research by examining Kuwaiti business students’ willingness to study abroad. Salisbury, Umbach, Paulsen and Pascarella (2009) focused on the choice process of students’ intent to study abroad. By applying both student choice theory (Paulsen & St. John, 2002; St. John & Asker, 2001) integrated model to predict college choice, they found that socioeconomic status, social capital, and cultural capital influence students’ intent to study abroad. They also concluded that females were more likely to study abroad than males. Kim and Goldstein (2005) compared students who intended to study abroad and students who did not intend to study abroad. They observed different aspects of intercultural attitudes including ethnocentrism, apprehension of intercultural communication, interest and competence in languages, prejudice, ambiguity tolerance, and expectations about study-abroad. Toncar, Reid, & Anderson (2005), also examined the differences between two groups of students by studying business students’ and non-business students’ motivations to study abroad. They found that business students were more pragmatic, more concerned about financial costs, and more concerned about how participating in a study abroad program would impact graduation and future career opportunities. Using expectancy theory, Sánchez, Fornerino, and Zhang (2006), analyzed the relationship between student motivations and intentions to study abroad. Their study focused on U.S., Chinese, and French business students studying in their home country. Results showed that the same four barriers existed for each nationality; familial, financial, psychological, and social. There were also similarities in motivations, however the authors suggested that while the students were encouraged and discouraged to study abroad by similar stimuli, the specific composition of these stimuli differed in different countries. Relyea, Cocchiara, and Studdard (2008) also applied expectancy theory to examine students’ motivations to study abroad. They specifically studied students’ motivations in regard to risk propensity and perceived value. They found that risk propensity has a direct relationship with http://iaeme.com/Home/journal/IJM 1404 [email protected] Dr. Navjit Singh and Rohini the likelihood to engage in an international experience and that the perceived career value Participation in study abroad programs has been shown to increase students’ concern for international politics, cross-cultural interest and broaden their worldview (Carlson & Widaman, 1988). Consistent with Salisbury et al. (2009), Dwyer and Peters (2004) found that study abroad resulted in benefits such as increased maturity, self-confidence, tolerance of ambiguity, and language competency. Students can also develop emotional resilience, flexibility, and greater independence while studying abroad (Kitsantas, 2004). By studying abroad, students get the opportunity to enhance their understanding of different cultures, races, customs, and business practices, which increases tolerance, respect and open mindedness (Praetzel, Curcio, & Dilorenzo, 1996). 3. CURRENT SCENARIO While the government has stepped up its efforts to improve the quality of higher education institutions in India, more and more Indian students seem to prefer to study abroad. Newly released data from the Indian Ministry of External Affairs reveals that there were nearly 753,000 Indian students abroad as of July 2018. Recognizing that there is likely some rounding in the numbers reported by Indian diplomatic posts, those statistics reveal that roughly three in four (72%) go to five leading destinations: the United States (211,703 as of July 2018), Canada (124,000), Australia (87,115), Saudi Arabia (70,800), and the United Arab Emirates (50,000). This count is increasing over the years. It can be inferred that over the years USA and Canada have been a hotspot for students going abroad for higher studies. Also the number of students has been raised to the largest among the previous measures. Major factors or inferences that can be identified as a reason for the same are listed below: • Presence of students at highly active institutions are more lured to join international studies (Green(2005)). • Only 15% of the students opine that faculty involvement is necessary for motivating them to get integrated with international experiences.( Green(2005)). • Authors also have taken the nature of the programme undertaken as the major factor affecting and motivating them to pursue higher studies abroad.(Daly and Barker(2005), Zimitat(2008)). • Awareness of the scholarship opportunities also affect the thought process of students. It was studied that 45% of the group studied were unaware of the same and were not interested. Students who percieve that they will not qualify and will fail(40%) were not ready to settle abroad. They at times feel that no funding after application can also stop them and therefore funding can become one of the igniting factor. 52% found the education costlier and fail to apply while 49% percieved it to be costlier. (Albers- Miller, Prenshaw, Straughan(1999);
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