The differential impact of learning experiences on international student satisfaction and institutional recommendation

Abstract

This research uses data from i-graduate’s International Student Barometer to investigate the impact of student learning experiences on institutional satisfaction and recommendation for degree-seeking international students. Analyses revealed that evaluations – i.e., how satisfied students are with their experience – are influenced by different learning experience variables from those that impact behavioral intentions – i.e., their willingness to recommend the institution. This study finds that, within the learning experience, ‘teaching’ variables (e.g., “quality of lectures”, “expertise of faculty”) mattered most for overall satisfaction, while ‘study’ variables that often center on later employment (e.g., “employability skills”, “work experience during studies”) predicted the propensity to recommend an institution. In addition, results demonstrated that what students value, in terms of their learning experience, varies significantly when student nationality and destination country are considered. Implications for international educators and researchers are discussed.