Index

Citation (2021), "Index", Shneikat, B., Cobanoglu, C. and Tanova, C. (Ed.) Global Perspectives on Recruiting International Students: Challenges and Opportunities, Emerald Publishing Limited, Bingley, pp. 257-263. https://doi.org/10.1108/978-1-83982-518-720211017 Publisher: Emerald Publishing Limited Copyright © 2021 Belal Shneikat, Cihan Cobanoglu, Cem Tanova INDEX Academic factors, 157 Academic institutional websites, 68 Academic situations, 157–158 Acculturation, 232 Acculturative stress, 179 Activity theory, 102 Admissions, 140 application process, 140–141 challenges in culture surrounding application process, 149–151 challenges in structure of application process, 147–149 findings, 144–147 gathering and analysing information from stakeholders in sponsored admissions, 141–144 identifying and correcting handling errors, 148 insider unpublicised practices, 148–149 nineteen steps of sample application, 145–147 structural barriers to APPLICATION, 147–148 systems challenges, 147 Affiliation with schools abroad, 31 American Indonesian Exchange Foundation (AMINEF), 142 Amplification rate, 74 Applause rate, 74 Applicants, 143 Application process, 140–141 challenges in culture surrounding, 149–151 challenges in structure of, 147–149 Assignments, 190 Attribution theory, 53–54 Augmented level services, 157 Australian university system, 131 Autoethnography, 144 Average variance extracted results (AVE results), 58 Beijing Olympic Games, 46 Bias preparation courses, 218 Bounce rate, 71 Boxer indemnity, 40–41 grantees, 41–43 Brand awareness, 54–55 Brand equity approach, 52, 54 Brand familiarity, 56 Brand preference, 55 Brand recognisability, 52–53, 55–56 Brand recognition, 56 Brand reputation, 56 Brand signature, 53, 56–57, 59 Brexit, 128–129 Business and Economics Schools in Spain, 176–178 Canadian Bureau of International Education (CBIE), 130 Case study design, 232–233 method, 102 Case university, 143–144 Challenges of Chinese students, 178–180 Chinese international students, 232 current international students’ support services at University of South, 235–236 international students’ general cultural adjustment difficulties, 234–235 issues in international students’ support services, 236–241 limitations and implications, 241–242 methodology, 232–234 Chinese Student Protection Act (1992), 45 Chinese students, 37, 46, 174 at Business and Economics Schools in Spain, 174–176 challenges and satisfaction, 178–180 at FECEM, 180 and professionals, 47 questionnaire to, 181–183 as spies, 46 stages of tourism development, 40 students in US, 39 in US under COVID, 40 Chinese Study Abroad Program, 39 Chung yu, 45 Club sports, 192–193 Collaboration with other HEI abroad, 28 College of Education degree program, 140 Collegiate sports, 192–193 Common method bias (CMB), 58 Communications, 26–27, 150–151 Complexity, 8 Confusion, 222–223 Conversation rate, 73 Conversion rate, 72 Cooperative typology, 104–105 Core level service, 157 Cost, 17, 23 of program, 11 Council of Higher Education (YÖK), 156 COVID-19, 247 Cultural adaptation, 179, 232 Cultural adjustment, 215–216, 232 institutional supports for international students, 217–218 for international students, 217 literature review, 216 method, 218–219 recommendations, 225–227 Cultural environment, 11–12, 25–26 Cultural experience, 231 Cultural/culture shock, 179, 232 Culture, 220–221 Danish policy context, 202–203 Deductive analysis, 159 Dimensioning, 203 Direktorat Jenderal Pendidikan Tinggi (DIKTI), 142 Discrimination, 221–222 Disorientation, 222–223 Distance learning, 6 Diversification, 132–134 Domestic tourism, 5 Earned media, 73 Eastern Mediterranean University (EMU), 14 accreditations awareness, 30 facilities and standard of education, 31 Edu-tourism, 12–13 Education (see also Higher education), 176 agents, 248 Educational destination image, 11 Educational experiences, 189–190 Educational tourism, 2–5, 38, 52 case study in Northern Cyprus, 14–31 determinants, 14 literature review, 4–14 tourism and, 38 Educational tourists, 15 decision, 7–8 factors influencing educational tourists’ decision-making process, 8–12 key elements, 13 Embedded cultural issues of case university, 149–150 Engeström’s approach, 103 Environmental factors, 99 Esbjerg, 198 policy context, 202–203 European Credits Transfer System (ECTS), 177 Exchange programs, 29–30 Expectations, 157 Experiences, 156 Extracurricular factors, 157 Facilities, 223 Factors influencing satisfaction, 156 Facultad de Economía y Empresa (FECEM), 176–177 Chinese students at, 180 Faculty culture, 150 Family Reunion Act (1965), 45 Federation of Indian Students in Australia (FISA), 128 Federation Square in Melbourne Australia, 128 Feedback, 30 First 52 Chinese students in 1978, 44–47 Fondo di Finanziamento Ordinario (FFO), 86 Foreign and second language education (FSLED), 147 Foreign sponsors, 141–142 Free-flying young people in transition, 206–207 Frustration, 222–223 Fulbright funding, 142 Game-changing potential of internships and jobs, 207–209 Geopolitics, 126 global events and COVID-19 pandemic, 130–132 global mobility and institutional dependence, 126–128 ISEM, 132–135 and uncertainty, 128–130 Germany higher education sector in, 53 sales of e-trade in, 54 Global mobility, 126–128 Globalisation (see also Internationalisation), 245–246 of educational tourism, 7 processes, 82 Governments, 30 in Indonesia, 142–143 policy, 99 Graduate admissions, 140 Graduate assistants (GAs), 221 Graduate Records Exam (GRE), 140 Heterotrait–monotrait ratio of correlations (HTMT), 58 High-school institutions, 30 Higher education, 52, 66, 103, 155–156 internationalisation of higher education in Iran, 112–113 sector in Germany, 53 Higher Education Council of Turkey (YOK), 119 Higher education industry (HE industry), 2, 6–7 Higher education institution (HEI), 2–3, 66, 112, 246 capabilities, 101 countries and, 98 financial tenacity, 4 and municipality, 203–205 researchers in marketing, 12–13 Host universities, 189 Housing, 189, 203 Imam Sadiq University, 117 Indonesia, 140 governments in, 142–143 Indonesian International Education Foundation (IIEF), 142 Information and Communication Technologies (ICTs), 245, 248 Information gathered and analysed, 144 Institute of International Education (IIE), 246 Institute of International Education in New York (IIE), 143 Institutional capability, 104 Institutional culture, 98 compliant typology, 105–107 cooperative typology, 104–105 isolating typology, 107 literature review, 99–101 methodology, 101–102 research design, 102–103 results, 103–107 Institutional dependence, 126–128 Institutional factors, 157 Institutional policy, 99 Institutional supports for international students, 217–218, 223–224 Intensification of global competitiveness, 82 International comparisons, 99 International education, 173 International educational experiences, 188–189 International English Language Testing System (IELTS), 121, 148 International environment, 21 International mobility, 126 International recruitment, 125–126 International sanctions, 113, 115 challenges and opportunities of student recruitment in Iran, 115–119 internationalisation of higher education in Iran, 114–115 North Cyprus and Iranian students, 119–121 student recruitment, 113–114 International strategic enrolment management (ISEM), 132–135 International student integration, 199 cultural mixing and need for responsive study environment, 199–201 Danish and Esbjerg policy context, 202–203 financial, internship-related and work-related obstacles, 201–202 methods, 203 obstacles observed in international literature, 199 results, 203–209 International student mobility, 112, 125–126 International student recruitment, 99, 107, 218, 246 findings, 249–252 literature review, 247–248 methodology, 248–249 International students, 7, 66, 81–82, 112, 187 and academic institutional websites, 68 cultural adjustment for, 217 factors associated with international student success, 219–223 general cultural adjustment difficulties, 234–235 information searched online by, 68–70 institutional supports for, 217–218, 223–224 issues in international students’ support services, 236–241 places of origin, 66 research implications, 75–76 research method, 67 social listening of, 73–75 studying abroad, 188–194 support services, 235–236 web analytics for understanding online behaviour of, 68–73 worries of, 163–164 International tourism, 5 Internationalisation, 99, 246 case study, 86–92 of educational tourism, 7 of higher education in Iran, 114–115 at home, 83 processes, 82 strategies, 82–85 of students, 84 of teaching and learning, 82 Internet, 54 Internet-Based TOEFL (iBT), 148 Iran, 113 challenges and opportunities of student recruitment in, 115–119 internationalisation of higher education in, 114–115 Iranian students, 119–121 Isolating typology, 107 Italian higher education system, 86–87 Italian public universities, evidence of strategic planning for internationalisation of students from, 87–91 Ivory Tower of American academies, 39 Key performance indicators, 67, 71 Korean War, 39 Lancaster University, 102 Landing page, 71 Language, 179, 219–220 barriers, 191 skills, 163–164 Learning, internationalisation of, 82 Lembaga Pengelola Dana Pendidikan (LPDP), 142, 147–148 Location, 19–20, 24 Marketers, 2 Marketing, 99 Medium of instruction, 20–21, 25 Ministry for Education, Universities and Research (MIUR), 86 Motivation, 9 Motivators in selecting educational tourism destination, 18 Muhaceret, 119 Multicollinearity, 58 New York University, 127 Non-governmental organisations (NGOs), 141 Non-native English speakers (NNES), 67 North Cyprus Higher Education Association (YODAK), 119 North(ern) Cyprus, 3–4 case study in, 14–31 international students in, 7 and Iranian students, 119–121 Offline communication, 22 Online communication, 12, 21–22 Online marketing, 12–13, 29 Online media platform, 54 Online platforms, 54 Online purchasing, 54 Organization for Economic Co-operation and Development (OECD), 66 Owned media, 73 Paid media, 73 Pandemic, 126–127 Partial least squares structural equation modelling (PLS-SEM), 58 Pedagogical interaction, 178–179 Performance of Program X+1 students, 180–181 Performance-based funding mechanisms in Italian Universities, 91–92 Post war cohort, 43 Pre-departure orientation, 218 Private HEIs, 113 Professors, 189–190 Programming, 99 Public HEIs, 113 Public universities, 82, 86 Pull factors, 6, 8–10 Push factors, 6, 8–10 Qualitative study experiences international students, 160–163 literature review, 156–158 methodology, 158–160 student suggestions, 165–168 students’ comparison between marketing process and experiences after arrival, 164–165 worries of international students, 163–164 Quality of communication, 21–22, 29 Quality of education, 20, 24–25 Racism, 221–222 Recruiters, 103, 106 Safety, 20 Satisfaction, 156–158, 178–180 Scenery, 19 Scholarships, 30 Segmentation of sentiments, 75 Self-supported study, 44 Senior leaders, 103 Sentiment analysis, 75 Services, 223 Sign-gestalt paradigm, 9 Smart-PLS software, 57 Social activities, 191–192 Social development, 246 Social listening, 73–74 of international students, 73–75 Social media, 13, 51–52, 218 marketing, 55 monitoring, 73 platforms, 73 Social media marketing activities (SMMAs), 52 effects, 53 literature review and research hypotheses, 53–57 method and results, 57–59 Social network, 19, 24 influences from, 10 Society, 188 Stakeholders, 141 gathering and analysing information from stakeholders in sponsored admissions, 141–144 Standardised root mean square residual (SRMR), 59 State funding, 86 Stay-home culture, 209 Stone–Geisser’s Q2, 58–59 Strategic enrolment management, 132 Strategic performance objectives, 85 Strategic planning, 85 evidence of strategic planning for internationalisation of students, 87–91 Strategic plans, 82, 106 Student dissatisfaction, 158 Student internationalisation, 92–94 Student jobs and internships, 207–209 Student recruitment, 113–114, 132–134, 215–216 challenges and opportunities of student recruitment in Iran, 115–119 Student retention, 225 Student satisfaction, 157 with experiences, 193–194 Student success, 216 Student support, development and career outcomes, 134–135 Student’s needs and wants, 28–29 Student’s plea, 31 Students’ comparison between marketing process and experiences after arrival, 164–165 Studying aboard, 158, 188–194 Teaching, internationalisation of, 82 Teaching assistants (TAs), 221 Tertiary education sector, 112 Test of English as Foreign Language (TOEFL), 121, 143 Thematic analysis, 16 Times Higher Education (THE), 14 Top-down process, 101 Tourism, 4–5, 51 actors, 3 Boxer indemnity, 40–41 in Chinese Study Abroad Program, 39 and educational tourism, 38 first 52 Chinese students in 1978, 44–47 of foreign students, 37 of international students, 37–38 literature review, 39–40 Mao’s death, 43–44 methodology, 38–39 post war cohort, 43 theoretical framework, 38 Traditional education marketing, 52 Transactions process, 145 Transformation, 6 Travelling, 9 Tuition fees, 28, 247 Turkish higher education, 155 Tutors, 191 Uncertainty, 128–130 UNIA, 101, 103 University Grants Committee (UGC), 106 University international education, 83, 85 University internationalisation, 83, 85 University leadership, 84 University of Illinois, 38 University of Illinois at Urbana Champaign (UIUC), 127 University of Prince Edward Island (UPEI), 101–103 University of Toronto, 127 University services, 156 University websites, 68 US Agency for International Development (USAID), 142 US agents and partners, 143 US Embassy in Indonesia, 142–143 in Jakarta, 143 US–China educational exchange, 40 Volume, 74–75 Volunteer participation, 191–192 Wadden Sea National Park, 198 Water Taxi tour of New York Harbor, 46 Web analytics for understanding online behaviour of international students, 68–73 Web-2.0, 54 World Trade Organisation (WTO), 245–246 Zaragoza university, 176–178 Book Chapters Prelims Chapter 1: Key Factors in the Selection of an Educational Tourism Destination Chapter 2: Study Hard but Do Tour to See the World: Tourism of Chinese Students who Studied in the United States Chapter 3: The Role of Social Media Marketing Activities on International Students’ Brand Preference: A Study on English-Speaking Universities of Germany Chapter 4: Use of Web Analytics and Social Listening to Attract International Students Chapter 5: Promoting the Internationalisation of Students in University Strategic Goals: A Case Study Chapter 6: Exploring Institutional Culture and Its Impact on International Student Recruitment Capabilities Chapter 7: Recruiting Educational Tourists from Countries Under International Sanctions: The Case of Iranian Education Market Chapter 8: Geopolitics and Global Events: International Student Recruitment in a Time of Disruption Chapter 9: Challenges to Admission for Indonesian Sponsored Applicants to a US Graduate Program in Education Chapter 10: The Qualitative Study of Factors Influencing to International Students’ Satisfaction: The Case of a Private University in Turkey Chapter 11: Are Chinese Students Studying at European Universities Satisfied? Performance and Challenges Chapter 12: How to Integrate International Students into the Local Society and How That Will Affect Their Satisfaction Level Chapter 13: Living Closely Together but in Parallel - Multi-dimensional Challenges to the Integration of International Students in a Danish ‘Muscle’ Town. Chapter 14: The Impact of Cultural Adjustment on International Student Recruitment and First-Year Success Chapter 15: International Chinese Students’ Cultural Experience and Cultural Support in the UK Chapter 16: The Future of International Student Recruitment Index

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