Motivations and Experiences of International Students at UK Private
Total Page：16
File Type：pdf, Size：1020Kb
Motivations and Experiences of International Students at UK Private Further Education Colleges that were closed down by the Home Office: Implications of the Points Based System By Sushma Basnet Department of Education Brunel University 23 May 2019 Blank Abstract British universities are renowned for their excellence and high standards in delivering quality education in a diverse, creative and inviting environment and have always attracted international students from across the world. This study explores the motivations and experiences of international students studying at UK private Further Education (FE) colleges and in particular the effect of the Points Based System (PBS). The PBS was introduced by the UK Labour Government in 2009 to control and monitor so-called ‘bogus’ colleges and students. The immigration status of international students and the effect of the PBS have remained a matter of political controversy and debate to the present day. The thesis explores the intrinsic and extrinsic motivation of a sample of 33 international students at private FE colleges, pursuing their goal of obtaining a UK degree which were closed down by the Home Office. It critically examines the different effects of the PBS on their studies. It is based on the fusion of two theoretical approaches, Self- Determination Theory (SDT) and Organismic Integration Theory (OIT). In-depth semi- structured interviews were conducted with these students, recruited to the research using snowballing sampling techniques. Their responses have been thematically analysed to give insight into their experience of the challenges, and hardships they faced due to the change in government policy. Their reactions to this can be seen through the different levels of motivation (external, introjected, identification and integrated) which have been identified and co-related to the key themes such as ‘status’ and the ‘impact of immigration policy’ which constitute the extrinsic factors of motivation from those that emerged. This study demonstrates how this has affected their level of motivation and legal status in the UK. Further, the study shows that social environment plays a major role in the need to satisfy psychological needs which can either promote or hinder personal growth and motivation. To conclude, this thesis qualitatively investigates international students’ experiences whilst they pursue their studies in UK private FE colleges. It also contributes to the existing literature because the implications of the PBS on international students i studying at private FE colleges have not been investigated to the same extent as in Higher Education universities and state funded colleges in the UK. ii CONTENTS ABSTRACT …………………………………………………………………… i TABLE OF CONTENTS ………………………………………………………….. iii LIST OF FIGURES ………………………………………………………………… vi LIST OF TABLES ……………………………………………………………… vii ABBREVIATIONS ……………………………………………………………… viii DEDICATION ……………………………………………………………………. x ACKNOWLEDGEMENTS ………………………………………………………… xi CONFERENCE PRESENTATION AND PUBLICATIONS ………………… xii CHAPTER 1: INTRODUCING THE STUDY Introduction ………………………………………………………………………….. 1 Background of Further Education (FE) System ………………………………… 2 Context of the Study …………………………………………………………. 7 Issue of Bogus Colleges in UK Private FE Colleges …………………………… 10 Student Number and Private FE Colleges in UK………………… 12 Personal Motivation ………………………………………………………………. 16 Structure of the Thesis …………………………………………………………… 17 Chapter Summary ………………………………………………………………… 19 CHAPTER 2: LITERATURE REVIEW Introduction ………………………………………………………………………… 20 Role of Education ………………………………………………………………… 20 International Student’s Growth and Mobility in UK ……………………………… 23 Recruitment of International Students in UK and Other Leading Countries …. 24 Motivations for Choosing to Study Abroad ……………………………………… 31 Factors of Motivations in International Students………………………………… 31 Main Challenges faced by International Students in the UK ………………… 36 The UK’s Points Based System for Immigration……………………………….. 39 Characteristics and Development of the UK’S Points Based System………… 41 The Policy Rationale ……………………………………………………………… 42 Criticism of the Points Based System………………………………………… 44 Tier 4 Points Based System and Hostile Environment Policy …………… 45 Theories on Motivation …………………………………………………………… 50 Maslow’s Hierarchy of Needs …………………………………………………… 51 Victor Vroom’s Expectancy Theory ……………………………………………… 54 Mc Clelland’s Need Theory ……………………………………………………… 55 Self-Determination Theory ………………………………………………………. 58 Cognitive Evaluation Theory …………………………………………………… 60 Organismic Integration Theory …………………………………………………. 60 Causality Orientations Theory ………………………………………………….. 61 Basic Psychological Needs Theory…………………………………………….. 61 Goal Contents Theory…………………………………………………………….. 61 Theoretical Framework of the Study……………………………………………… 62 Justification for SDT and OIT…………………………………………………….. 69 Chapter Summary ………………………………………………………………… 72 iii CHAPTER 3: METHODS AND METHODOLOGY Introduction ………………………………………………………………………… 74 Research Problem ………………………………………………………………… 74 Ontological and Epistemological Positioning …………………………………… 75 Interpretative Research Philosophy ……………………………………………… 76 Research Methodology …………………………………………………………… 78 Sample and Sampling Technique ………………………………………………… 79 Interview Exercise …………………………………………………………………. 87 Advantages of Skype Interview …………………………………………………… 89 Disadvantages of Skype Interview …………………………………………….. 90 Positionality: Insider and Outsider Researcher ………………………………… 93 Data Analysis ……………………………………………………………………… 95 Phase 1: Familiarising myself with data ……………………………… 97 Transcription of verbal data …………………………………………… 97 Phase 2: Generating initial codes ……………………………………… 98 Phase 3: Searching for themes ………………………………………… 98 Phase 4: Reviewing themes …………………………………………… 98 Phase 5: Defining and naming themes ……………………………… 101 Phase 6: Producing the report ………………………………………… 102 Trustworthiness in Qualitative Data ……………………………………………… 102 Credibility …………………………………………………………………………… 103 Transferability ……………………………………………………………………… 104 Dependability ……………………………………………………………………… 105 Confirmability ……………………………………………………………………… 106 Ethical Considerations …………………………………………………………… 106 Chapter Summary ………………………………………………………………… 108 CHAPTER 4: DATA ANALYSIS AND DISCUSSION Introduction ………………………………………………………………………… 110 Key Themes ………………………………………………………………………… 110 Aspiration …………………………………………………………………………… 111 The UK’s Reputation ……………………………………………………………… 112 Global Prosperity …………………………………………………………………… 113 Family and Peer Influence ………………………………………………………… 115 Choice ……………………………………………………………………………… 116 Accessibility ………………………………………………………………………… 117 Culture ……………………………………………………………………………… 118 Recruitment Pressure ……………………………………………………………… 119 Status ……………………………………………………………………………… 121 Being Bogus ………………………………………………………………………… 122 Psychological and Emotional Conflict …………………………………………… 124 Impact of Immigration Policy ……………………………………………………… 128 Political vs Educational Issues ………………………………………………… 129 Student as ‘cash-cows’ …………………………………………………………… 131 Discussion and Implications of the Key Themes………………………… 134 iv Fusion of Self-Determination Theory and Organismic Integration Theory..... 143 Chapter Summary ………………………………………………………………… 153 CHAPTER 5: FINDINGS AND CONCLUSIONS Introduction ………………………………………………………………………… 154 Overview of the Research ……………………………………………………….. 154 Sub -Research Question One….................................................................. 156 Sub- Research Question Two …………………………………………………… 158 Sub -Research Question Three ………………………………………………… 161 Main Research Question ………………………………………………………… 163 Some Limitations …………………………………………………………………… 170 Unique Contribution to the Field of Knowledge …………………………………. 171 Recommendations for Policy and Practice ……………………………………… 172 Recommendations for Future Research …………………………………………. 174 Concluding Remarks ………………………………………………………………. 175 REFERENCES …………………………………………………………………… 177 Appendix A - Information Sheet and Consent Form …………………………. 207 Appendix B – Semi-Structured Interview Questions ………………………… 210 Appendix C – Interview Transcript 1…………………………………………… 211 Appendix D – Interview Transcript 2 …………………………………………… 216 Appendix E – Interview Transcript 3…………………………………………… 223 Appendix F – Interview Transcript 4 228 Appendix G – List of Tier 4 Suspended/Revoked Private FE Colleges by 233 Home Office………………………………………………………………………. v List of Figures Figure 1: Mazzarol and Soutar’s (2002) Push and Pull Factors 33 Figure 2: Maslow’s Hierarchy of Needs 52 Figure 3: Victor Vroom’s Expectancy Theory 55 Figure 4: McClelland’s Need Theory 56 Figure 5: Self-Determination Theory 58 Figure 6: A Taxonomy of Human Motivation (Ryan & Deci, 2000) 65 Figure 7: Initial Model for Fusion of Self-Determination Theory 70 and Organismic Integration Theory Figure 8: Advertisement on Facebook 81 Figure 9: Invitation for Participation (Outside UK) 82 Figure 10: Invitation for Participation (in UK) 82 Figure11: Invitation for Participation (in UK) 89 Figure 12: Final Themes as Intrinsic ad Extrinsic Motivation 111 Figure 13: Aspiration: UK’s Reputation, Global Prosperity and 112 Family and Peer Influence Figure 14: Choice: Accessibility, Culture and Recruitment 117 Pressure Figure 15: Status: Being Bogus and Psychological and Emotional 122 Conflict Figure 16: Impact of Immigration Policy: Political vs Educational 128 Issues and Student as Cash-Cow Figure 17: Final Model based on the Fusion of Self-Determination 144 Theory and Organismic Integration Theory Figure 18: Categorisation