An Exploration of the Influence of Having International Family on Higher Education Reputation and Loyalty

Abstract

We use a mixed-methodology to examine the influence of having international family on higher education (HE) reputation and loyalty. Employing qualitative research, we hypothesize that having family members in the international country where an international student plans to pursue higher education is a key source of information that activates not only awareness and positive associations of universities but also a social identity which in turn affects HE reputation and loyalty. We test our hypotheses using survey responses from international students of a HE institution based in Alberta, Canada. Our structural equation modeling results point to the significant role of having international family—relative to marketing activities—for building HE reputation and in turn for affecting HE loyalty. Our findings contribute to the literature on organizational reputation in an international context with an enhanced understanding of the determinants of HE reputation and insights into the psychological and social processes of reputation formation. This research has also implications for university international officers and HE marketers to help with attracting international students.

Appendices

Appendix 1: Qualitative Research Design and Themes

Qualitative Design

As international marketing HE research is still evolving, little empirical work has been attempted on the process that international students follow when selecting an international university (e.g., Guo and Guo 2017; Herrero-Crespo et al. 2016). Therefore, we adopted a two-phase research design that began with qualitative interviews. We started with qualitative research because, as Aguinis and Solarino (2019) suggest, the students had the potential to offer the researcher very rich data that others would not have and would have been more difficult to collect via survey or other quantitative methods. This rich information allows the researchers to develop tentative hypotheses for the next phase of the research that can be tested and adapted as needed. The qualitative research, therefore, was as an important first step toward a better understanding of international student attraction.

Our main questions at this stage were related to what university marketing activities international students find most impactful, how international students reach a decision on which university to attend, how they feel about their decision, and how international students research potential universities of study and what they view as trustworthy and reliable resources. We aimed to develop a broader understanding of the university selection journey of international students.

Participants for the qualitative research were recruited in two ways. First, flyers and posters were distributed at the university describing the research and asking for international student participation. Second, the university’s international office distributed an email to all international students advertising the research and connecting potential participants to the researchers. Because of these efforts, 48 potential participants were interested in participating. In the end, 13 interview participants were recruited with 11 taking part in one-on-one interviews and two interviewing together. Each of these participants received a $20 gift card. Recent literature has used a similar number of participants (Guo and Guo 2017; James-MacEachern 2018).

Table 7 shows the key characteristics of participants. Of the participants, five (5) were in their first year, five (5) in their second, and three (3) were in their fourth year. The sample was well balanced with seven (7) enrolled in degree programs (4-year programs) and six (6) in diploma programs (1 or 2-year programs). The qualitative research participants’ home countries include India, Brazil, Norway, Jamaica, Colombia, Nigeria, Vietnam, United States, South Africa, and Mexico. Eleven (11) of the participants were female and 2 were male, which is in line with the international student population at the HE institution under study. Additional efforts were made to attract more male participants. Unfortunately, these efforts were largely unsuccessful and unable to balance the ideal mix of male and female participants. The interviews were semi-structured and lasted approximately 30 min each.

Table 7 Participant characteristics in qualitative research

All interviews were audio recorded and transcribed for analysis. After conducting the first 13 interviews, we determined that the data had been saturated and that further interviews were unlikely to add significant new information (Aguinis and Solarino 2019). This led to over 200 pages of transcribed data from all the interviews. Next, the resulting documents were coded, categorized, and themed. For coding, we used the language of the participants. Our categories encompassed groups of similar codes. For labeling categories, we used our own interpretation. Groups of similar categories resulted in themes. This process refined the data from 200 down to 23 pages.

Themes from Qualitative Research

In our qualitative data, three major themes developed: information search and application journey, selection reasons/criteria, and first-year experience that we detail below.

Information Search and Application Journey

A theme identified in this research is the selection process and criteria that students use when selecting a university and country of choice. This theme can be broken up into three smaller categories: initiation of information search, application/visa process, and information search sources.

Interestingly, there was a great variation in the responses to the question of when international students began thinking of studying abroad. Some students reported thinking about leaving their home country as young as 10 or 12 years old. Others, however, began searching well into their adult lives or part way through their university education in their home country. In one case, a student decided to study abroad due to a professor strike in their home country. Nonetheless, most respondents began their university search in their late teens.

As far as document application went, both for the university and student visa process, students reported a generally positive experience. Several students mentioned they utilized consultants that they either paid for or were free-of-charge. In these cases, the students felt the consultants made their lives easier with one student saying, “the application was… easy” (1st year, diploma student). Others said the application process to the university was “straightforward” (1st year, diploma student) and something that can take some time but easily do by themselves. For the visa process, students again mentioned the value of consultants. Some students felt overwhelmed by the amount of paperwork required but felt that the Canadian government was generally helpful and provided assistance where possible. One student even indicated s/he felt that Canadian immigration “love(s) international students” (1st year, diploma student).

The most interesting results for this section came when international students were asked about their information search and which sources students used. Very few of the students utilized the so-called education fairs. Of those students that did attend education fairs, one student labeled them as “useless” (4th year, degree student). On the other hand, all students reported using the internet to research universities. The universities main website appeared to be a major source of information with many students saying they found much of their information straight from the university’s website. The other primary source of information was family. A large majority of students spoke of how they heard of either the university or city of study from a family member or friend. One student (2nd year, diploma student) said both their brother and uncle advised her/him on universities. Additionally, another student selected the city of study due to the fact her/his sister was living there as well and knew the city and its universities.

Altogether, this theme provided interesting findings. Students vary greatly in their initiation of search for universities outside their home country. Some start in their adult life while others started as young as 10 years of age. Additionally, most students utilized the internet and family/friends as information sources and essentially shunned typical education fairs and presentations. Finally, students found the application processes generally easy; if only technical and requiring large amounts of paperwork to complete.

Selection Reasons/Criteria

Another theme identified from the research is the selection reasons and criteria. This theme breaks down into two main categories: family reasons and country factors.

Many of the participants, one way or another, mentioned family as an incitement toward their final study abroad destination. One said the primary reason for selecting their destination city is that their “brother was already here” (2nd year, diploma student). Another said that Canada is the country of choice for their family and that “my parents don’t give us a choice” (4th year, degree student). Finally, another student said that, when they began their search “I was like -because my cousin is there (Canada)- I have no other choice” (1st year, diploma student). Not all students felt this way, however. A small group of students chose their end destination specifically because it was away from family. This became a point of pride for some students with one saying they chose to move away from family because they “didn’t want to depend on anyone” (1st year, degree student). In the end, family, one way or another, became a very clear selection criteria for both the country, city, and university of choice for these students.

Many international students mentioned both economic and safety factors as influencers in their decision to study abroad. In this case, one student said “just being in Canada…probably better than” their home country (2nd year, degree student). Likewise, one student was prompted to move because of the “many kidnappers and all that” in their home country (1st year, diploma student). Similarly, many students highlighted the economic opportunities as a reason for their selection of host country. One student remarked that they chose Canada, at least in part, because they “need to pick something that actually guarantees (me) a future” (4th year, degree student). Other students had a desire to work and stay in Canada with one saying their “first preference would definitely be to like work here” (2nd year, diploma student). Finally, most of the students indicated that they will likely attempt to obtain a work visa and then permanent residency after completing their studies. Some mentioned a willingness to return to their home country, if needed, but the large majority had their first goal of finding suitable employment in Canada after completing their degree or diploma program.

First-Year Experience

All the participants had much to say about their experiences studying abroad. The participants had both positives and negatives in their experience, but overall have enjoyed their experience. For instance, one participant was quoted as saying “we are better now. But the first year was terrible” (2nd year, diploma student). This quote highlights the difficult but positive experiences many international students relayed to the researcher. Most of the findings from our qualitative research can fall into three main areas: student-interaction experience, institution-interaction experience, and host-interaction experience.

Several international students talked about their feelings of isolation and difficulty connecting with other students: domestic or international. In fact, one student felt that Canadian students “don’t talk to us” (2nd year, degree student); while another was surprised because they thought Canadian students would have been friendlier (1st year, diploma student). Others felt that it seems as Canadians are in bubbles (1st year, diploma student) or that Canadians are wearing masks when talking to them (2nd year, degree student). Some went on to say that, because of their difficulties making friends, they spent much of their time by themselves with one student saying they were “almost alone” (2nd year, diploma student).

Next, many students report both extremely positive and negative experiences with the institution. One student, in fact, felt so negative about their institutional experiences that they said they “wouldn’t recommend it” to their brother (4th year, degree student). Additionally, that same student felt that their university “is here for money” and nothing else. However, these experiences are not universal. One student remarked that their university is “so student-focused” (1st year, diploma student). Likewise, students say the professors are “really supportive” (2nd year, diploma student), that the international recruitment office is the “absolute best” (2nd year, diploma student) and university administrators are “pretty nice” and “everybody is nice” (2nd year, diploma student). Although not universal, most students appear to be happy with their university professors, staff, and administrators with several students stating outright that they would recommend their university to prospective students.

Finally, there are students’ experiences with their host city. Given the fact that students spend a great deal of time outside of their university, this area could be an important topic influencing student satisfaction. Overall, although international students note difficulties, most mention generally positive experiences. For instance, one student notes that, although the initial experience was stressful, s/he feels safe in Canada and is happy to be here (1st year, diploma student). Another student feels positive about her/his integration; although s/he does not feel as though s/he understands Canadian culture (2nd year, degree student).

In general, students have reported many difficulties when studying at their university. They report having difficulty making friends, lack of help from the institution in some cases, and some negative experiences in their host city. Nonetheless, students report overall positive experiences with one student saying they “would recommend” (1st year, degree student) their university and country of choice despite any difficulties they have experienced.