{"title":"破解偏好之谜：深入探讨印度留学生为何对本国院校的硕士课程望而却步","authors":"Ruby S. Chanda, Sanjay Krishnapratap Pawar","doi":"10.1108/aeds-05-2024-0105","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>In 2021, more than half a million Indian students traveled abroad to pursue Master’s programs. Against this background, we explore why Indian students do not enroll in Master’s programs in Indian higher education (IHE) institutions.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>Semi-structured, in-depth online interviews of 30 Indian international students pursuing post-graduation studies in four major host countries were conducted to elicit the required information. The interviews were recorded, transcribed and analyzed using a thematic approach. The attribution theory was used as a theoretical lens to discuss the findings.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The results indicate that the primary reasons for students not choosing Indian institutions are wide-ranging. The need to study abroad, decision influencers and why they did not consider IHE institutes were three significant categories encompassing nine themes. The study revealed that besides other factors, the rigor of admission in premier Indian universities is much higher when compared with other international universities. Also, the perceived rate of return in investing in those developed countries' universities is better when compared with those of premier Indian universities.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>The insights will act as marketing intelligence for supporting the business and university administrators of Indian universities in formulating effective tactics to admit more students from this in-demand Indian subgroup.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>Most of the existing research papers discuss the motivation and challenges of Indian international students for studying abroad, There is negligible research on their demotivation to join IHE institutions. The present study tries to focus on the aspects that most of them considered but did not join IHE. Also, the attribution theory is a new perspective for understanding their behavior in selecting higher education institutions.</p><!--/ Abstract__block -->","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Unscrambling the preference puzzle: an in-depth exploration of why Indian international students shy away from home institutions for Master’s programs\",\"authors\":\"Ruby S. Chanda, Sanjay Krishnapratap Pawar\",\"doi\":\"10.1108/aeds-05-2024-0105\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>In 2021, more than half a million Indian students traveled abroad to pursue Master’s programs. Against this background, we explore why Indian students do not enroll in Master’s programs in Indian higher education (IHE) institutions.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>Semi-structured, in-depth online interviews of 30 Indian international students pursuing post-graduation studies in four major host countries were conducted to elicit the required information. The interviews were recorded, transcribed and analyzed using a thematic approach. The attribution theory was used as a theoretical lens to discuss the findings.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>The results indicate that the primary reasons for students not choosing Indian institutions are wide-ranging. The need to study abroad, decision influencers and why they did not consider IHE institutes were three significant categories encompassing nine themes. 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Unscrambling the preference puzzle: an in-depth exploration of why Indian international students shy away from home institutions for Master’s programs
Purpose
In 2021, more than half a million Indian students traveled abroad to pursue Master’s programs. Against this background, we explore why Indian students do not enroll in Master’s programs in Indian higher education (IHE) institutions.
Design/methodology/approach
Semi-structured, in-depth online interviews of 30 Indian international students pursuing post-graduation studies in four major host countries were conducted to elicit the required information. The interviews were recorded, transcribed and analyzed using a thematic approach. The attribution theory was used as a theoretical lens to discuss the findings.
Findings
The results indicate that the primary reasons for students not choosing Indian institutions are wide-ranging. The need to study abroad, decision influencers and why they did not consider IHE institutes were three significant categories encompassing nine themes. The study revealed that besides other factors, the rigor of admission in premier Indian universities is much higher when compared with other international universities. Also, the perceived rate of return in investing in those developed countries' universities is better when compared with those of premier Indian universities.
Practical implications
The insights will act as marketing intelligence for supporting the business and university administrators of Indian universities in formulating effective tactics to admit more students from this in-demand Indian subgroup.
Originality/value
Most of the existing research papers discuss the motivation and challenges of Indian international students for studying abroad, There is negligible research on their demotivation to join IHE institutions. The present study tries to focus on the aspects that most of them considered but did not join IHE. Also, the attribution theory is a new perspective for understanding their behavior in selecting higher education institutions.
期刊介绍：
Asian Education and Development Studies (AEDS) is a new journal showcasing the latest research on education, development and governance issues in Asian contexts. AEDS fosters cross-boundary research with the aim of enhancing our socio-scientific understanding of Asia. AEDS invites original empirical research, review papers and comparative analyses as well as reports and research notes around education, political science, sociology and development studies. Articles with strong comparative perspectives and regional insights will be especially welcome. In-depth examinations of the role of education in the promotion of social, economic, cultural and political development in Asia are also encouraged. AEDS is the official journal of the Hong Kong Educational Research Association. Key topics for submissions: Educational development in Asia, Globalization and regional responses from Asia, Social development and social policy in Asia, Urbanization and social change in Asia, Politics and changing governance in Asia, Critical development issues and policy implications in Asia, Demographic change and changing social structure in Asia. Key subject areas for research submissions: Education, Political Science, Sociology , Development Studies .
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