Bha a a, Ta un; Khanna, Pooja
A icle
Ra ionales behind in e na ional s uden s' no selec ing
India as an educa ion des ina ion: An empi ical
in es iga ion
Resea ch in Globaliza ion
P o ided in Coope a ion wi h:
Else ie
Sugges ed Ci a ion: Bha a a, Ta un; Khanna, Pooja (2024) : Ra ionales behind in e na ional
s uden s' no selec ing India as an educa ion des ina ion: An empi ical in es iga ion, Resea ch in
Globaliza ion, ISSN 2590-051X, Else ie , Ams e dam, Vol. 9, pp. 1-8,
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Ra ionales behind in e na ional s uden s’ no selec ing India as an
educa ion des ina ion – An empi ical in es iga ion
Ta un Bha a a
*
, Pooja Khanna
Mi al School o Business, Lo ely P o essional Uni e si y, Phagwa a, India
ARTICLE INFO
Keywo ds:
Indian educa ion
Global mobili y
S udy in India
Indian uni e si ies
O e seas educa ion
S uden ec ui men
In e na ionaliza ion
S udy ab oad
ABSTRACT
India’s highe educa ion sec o aces signi ican challenges in a ac ing in e na ional s uden s, e idenced by
hos ing less han 1 % o globally mobile s uden s despi e subs an ial e o s o inc ease his numbe . This s udy
explo es c i ical ba ie s p e en ing in e na ional s uden s om choosing India as hei des ina ion, including
inancial cons ain s, sa e y conce ns, and cul u al in eg a ion issues. I also assesses he impac o he COVID-19
pandemic on hese decisions and examines he po en ial o online educa ion as an al e na i e. Findings e eal
ha inadequa e inancial suppo and sa e y conce ns a e p ima y de e en s, wi h a ying impac s ac oss
educa ional le els and egions. Recommenda ions include enhancing inancial aid, imp o ing sa e y measu es,
os e ing cul u al in eg a ion, and le e aging online educa ion. Add essing hese issues is c ucial o India o
align wi h global educa ion ends and imp o e i s in e na ional appeal.
In oduc ion
India hos s less han 1 pe cen o he wo ld’s in e na ionally mobile
s uden s (Uni ed Na ions Educa ional, Scien i ic and Cul u al O gani-
za ion – UNESCO, 2021). The e is a subs an ial dispa i y be ween he
in low and ou low o in e na ional s uden s in India, wi h only 46,878
in e na ional s uden s om 170 coun ies choosing India in 2019
(AISHE, 2021–22), compa ed o 508,174 Indian s uden s s udying
ab oad (UNESCO, 2021). The e m “in e na ional s uden s” deno es
indi iduals pu suing educa ion in a coun y o he han hei own.
Recen ly, India has acknowledged he signi icance o a ac ing inbound
in e na ional s uden s and hei global impac (Pushka , 2019). Th ough
ini ia i es such as he Ins i u ion o Eminence s a us and he ’S udy In
India’ p og am, he Indian go e nmen aimed o mi iga e he highe
educa ion ade de ici , aspi ing o inc ease he numbe o in e na ional
s uden s o 200,000 a goal ha ep esen ed a mo e han ou old ise
(Pawa e al., 2019). In e na ional s uden s a e a signi ican sou ce o
e enue, enhance campus di e si y, os e in eg a ed lea ning, and se e
as a c ucial anking pa ame e o highe educa ion ins i u ions (HEIs) in
India (Na ional Ins i u ional Ranking F amewo k, 2021). Table 1 shows
he chi-squa e es s pe o med on a ious ac o s ela ed o he easons
o no selec ing India as an educa ional des ina ion.
The COVID-19 pandemic has p o oundly a ec ed he global highe
educa ion sys em, necessi a ing a shi o online lea ning and
es ablishing i as he ’new no mal’ (Mok e al., 2021). India expe ienced
mul iple lockdowns, esul ing in he closu e and eopening o educa-
ional ins i u ions. Despi e a commendable accina ion d i e, eme ging
i us a ian s hen con inued o h ea en no maliza ion. This unce -
ain y induced a psychosis among s uden s hen, de e ing hem om
pu suing highe educa ion ab oad, especially om coun ies se e ely
impac ed by he i us. Howe e , as he wo ld adap ed o li e wi h he
i us, se e al na ions e ised hei s a egies o a ac in e na ional
s uden s. In his con ex , he pos -COVID-19 pe iod’s dis up ions
signi ican ly impac ed s uden mobili y. Recen esea ch indica es ha
one oppo uni y om he pandemic is he shi om academic mobili y
o i ual mobili y (Fina di & Guima aes, 2020). While many HEIs in
India o e ed online educa ion du ing he pandemic, i had i s own se o
challenges, pa icula ly in de eloping coun ies wi h inadequa e ech-
nical in as uc u e. Ne e heless, Indian HEIs did no ace signi ican
en olmen declines due o hei eliance on domes ic s uden s
(Gu ukkal, 2020).
P e ious esea ch on in e na ional s uden s in India has iden i ied
nume ous challenges and oppo uni ies in a ac ing and e aining
global alen (Pawa e al., 2019). Fac o s such as educa ional quali y,
cul u al di e si y, sa e y, and a o dabili y a e he d i ing o ces ha
signi ican ly in luence in e na ional s uden s’ decisions o s udy in India
(Choudaha, 2017). Despi e India’s ich cul u al he i age and compe i-
i e educa ional o e ings, i aces s i compe i ion om Wes e n
* Co esponding au ho .
E-mail add ess: [email p o ec ed] (T. Bha a a).
Con en s lis s a ailable a ScienceDi ec
Resea ch in Globaliza ion
jou nal homepage: www.sciencedi ec .com/jou nal/ esea ch-in-globaliza ion
h ps://doi.o g/10.1016/j. esglo.2024.100247
Recei ed 24 June 2023; Recei ed in e ised o m 17 Augus 2024; Accep ed 18 Augus 2024
Resea ch in Globaliza ion 9 (2024) 100247
2
na ions enowned o hei es ablished educa ional sys ems and obus
suppo s uc u es o in e na ional s uden s. The de e en s o Indian
highe educa ion ins i u ions a e lack o awa eness and pe cei ed
bu eauc a ic hu dles in he admission p ocess (Aga wal, 2019).
Resea ch also highligh s ha while ini ia i es like he ‘S udy in India’
p og am ha e made signi ican p og ess ye he e is a di e need o
comp ehensi e policy amewo ks and enhanced in as uc u al suppo
o imp o e he o e all expe ience o in e na ional s uden s (Singh &
S i as a a, 2020). Add essing hese aspec s is c ucial o India o
enhance i s appeal as a p e e ed des ina ion o in e na ional educa ion,
necessi a ing he de elopmen o India as a Sou h Asian educa ion hub
and beyond.
To his end, his s udy add esses he ollowing esea ch ques ions:
1. Wha a e he mos c i ical easons p omp ing in e na ional s uden s
no o comple e hei admission p ocess a Indian ins i u ions?
2. Did he COVID-19 pandemic impac inbound s uden mobili y in
India?
3. Can online educa ion be an oppo uni y o in e na ional s uden s
who decide no o s udy in India?
This s udy aims o b idge he gap in he cu en li e a u e by con-
duc ing a su ey using an online ques ionnai e o iden i y he c ucial
ac o s in luencing in e na ional s uden s’ decisions o o go s udying in
India, he ex en o which he COVID-19 pandemic is esponsible, and
whe he online educa ion can b idge his gap. The esea ch unde sco es
he cu en s a us o India’s HEIs, he challenges posed by COVID-19,
and in e na ional s uden s’ in e es in online educa ion as an al e na-
i e o academic mobili y.
Li e a u e e iew
This li e a u e e iew explo es he globaliza ion and in e na ionali-
za ion in highe educa ion, enhancing in e na ionaliza ion a Indian
Highe Educa ion Ins i u ions, he impac o he COVID-19 pandemic on
highe educa ion, and he ole o online educa ion as an al e na i e o
adi ional in e na ional s uden mobili y. Key ba ie s such as inancial
cons ain s, sa e y conce ns, and cul u al dissimila i ies a e highligh ed,
alongside insigh s in o cul u al in eg a ion, economic ba ie s, and he
impac o global c ises like he COVID-19 pandemic on in e na ional
educa ion.
Globaliza ion and in e na ionaliza ion in highe educa ion
Globaliza ion and in e na ionaliza ion a e c i ical o ces shaping
con empo a y highe educa ion. Globaliza ion e e s o he g owing
in e connec edness and in e dependence o he wo ld’s economies,
cul u es, and popula ions, spu ed by ad ancemen s in echnology,
ade, and communica ion. In e na ionaliza ion speci ically add esses
he s a egies and p ac ices uni e si ies employ o espond o he global
changes, such as in e na ional pa ne ships, s uden and acul y
mobili y, and c oss-bo de educa ional collabo a ions (Knigh , 2015).
S uden and acul y mobili y is a signi ican ace o in e na ionali-
za ion. This mobili y no only p omo es cul u al exchange bu also en-
hances he global compe encies o g adua es, making hem mo e
adap able and employable in a globalized job ma ke (Al bach & de Wi ,
2020). Mo eo e , uni e si ies bene i om he di e se pe spec i es and
expe iences ha in e na ional s uden s and acul y b ing o hei cam-
puses (Ma ginson, 2020).
Se e al ba ie s exis in de eloping ma ke s like India ha a ec
s uden mobili y. Financial cons ain s a e a signi ican impedimen , as
he cos o in e na ional educa ion can be p ohibi i e o many amilies
(Aga wal, 2019). Addi ionally, sa e y conce ns a e ano he ac o ha
discou ages s uden s and pa en s om conside ing educa ion in ce ain
egions (Singh & Papa, 2010). Cul u al dissimila i ies also pose chal-
lenges, as s uden s may s uggle o adap o di e en cul u al no ms and
p ac ices, impac ing hei o e all educa ional expe ience (Gup a &
Sha ma, 2018). B ain-d ain, cul u al homogeniza ion, and inequi ies in
access o in e na ional educa ion oppo uni ies (Ma inge & Foske ,
2010) a e some mo e challenges ha in luence he decision o in e na-
ional s uden s o pu sue hei highe educa ion a o he des ina ions.
S udies posi he posi i e impac o in e na ional collabo a ions on
esea ch quali y and inno a ion (de Wi & Al bach, 2021; Yang, 2021).
Ini ia i es like esou ce sha ing, join esea ch, and dual-deg ee p o-
g ams, boos academic epu a ion and global p esence (Wilkins &
Huisman, 2012). Uni e si ies should de elop s a egies ha balance
global in eg a ion wi h local ele ance, p omo ing inclusi i y and sus-
ainabili y in in e na ional educa ion (B andenbu g & de Wi , 2011).
Enhancing in e na ionaliza ion a Indian highe educa ion ins i u ions
The in e na ionaliza ion o highe educa ion is pa amoun o Highe
Educa ion Ins i u ions (HEIs) globally, se ing as a signi ican e enue
sou ce and os e ing he o e all de elopmen o ins i u ions and hei
s akeholde s. Van de Wende (2007) de ines in e na ionaliza ion as
o ganized, sus ained e o s o make highe educa ion esponsi e o he
challenges o globaliza ion in socie ies, economies, and labou ma ke s.
In e na ionaliza ion s a egies encompass he en olmen o ull- ime
in e na ional s uden s, exchange p og ams, cu iculum in e na ionali-
za ion, and esea ch collabo a ions (Yang, 2022).
His o ically, India was an in e na ional educa ion hub, wi h ancien
uni e si ies such as Takshashila, Nalanda, and Vik amshila a ac ing
schola s om a ound he wo ld (Goel & Goel, 2021). Despi e he
glo i ied his o y and India’s expansi e educa ion sys em, comp ising
nea ly 900 uni e si ies and app oxima ely 37 million s uden s, a limi ed
numbe o Indian uni e si ies achie e global ankings (Da , 2020).
Con empo a y India aces a ade de ici in he highe educa ion sec o ,
wi h a signi ican ly highe numbe o Indian s uden s s udying ab oad
Table 1
Chi-Squa e es s
Chi-Squa e es s Symme ic measu es
Valid
N
Pea son Chi-
Squa e
D Asymp. Sig.
(2-sided)
% o cells wi h expec ed
coun less han 5
Likelihood
Ra io
C ame ’s
V
App ox.
Sig.
Region o o igin * Reason o no selec ing India as
an educa ional des ina ion
2411 5.022E2a 15 0.000 25 356.789 0.264 0.000
Gende o In e na ional s uden * Reason o no
selec ing India as an educa ional des ina ion
2411 27.578a 5 0.000 16.7 26.833 0.107 0.000
Le el o educa ion * Reason o no selec ing India
as an educa ional des ina ion
2411 34.192a 10 0.000 16.7 34.188 0.084 0.000
Funding o educa ion * Reason o no selec ing
India as an educa ional des ina ion
2411 2.666E2a 15 0.000 16.7 212.710 0.192 0.000
Region o o igin * Des ina ion due o he co id-19
pandemic
2411 1.424E2
a
20 0.000 40 104.872 0.121 0.000
Region o o igin * Online educa ion p e e ence 2411 53.113a 10 0.000 16.7 51.339 0.105 0.000
T. Bha a a and P. Khanna
Resea ch in Globaliza ion 9 (2024) 100247
3
compa ed o in e na ional s uden s coming o India (Kuma , 2014).
Nume ous ba ie s de e in e na ional s uden s om selec ing Indian
ins i u ions, including in as uc u al de iciencies, bu eauc a ic hu dles,
and he pe cei ed lack o an inclusi e en i onmen (Gup a & Singh,
2023; Jain e al., 2023). The New Educa ion Policy 2020 aims o add ess
hese issues by p omo ing academic collabo a ions and easing egula-
ions o o eign s uden s and ins i u ions (MHRD, 2020). Howe e , he
e ec i eness o hese policies in e e sing he end is ye o be obse ed.
Especially, as he pandemic-induced shi o digi al lea ning has
unde sco ed he digi al di ide ha Indian HEIs need o b idge
(Choudhu y & Aga wal, 2023; Pa el & Desai, 2023).
Highe educa ion and he COVID-19 si ua ion in India
The COVID-19 pandemic has p o oundly a ec ed educa ion sys ems
wo ldwide. The Wo ld Heal h O ganiza ion (WHO) decla ed COVID-19
a global heal h eme gency on Janua y 30, 2020, and subsequen ly a
pandemic on Ma ch 11, 2020 (WHO, 2020). By Decembe 2021, he
pandemic had led o o e 276 million cases and 5.37 million dea hs
globally. India epo ed i s i s case o COVID-19 on Janua y 30, 2020,
and expe ienced se e e su ges in cases and a ali ies du ing 2020 and
2021 (P ajapa i & Pa ikh, 2021; WHO, 2021).
In esponse o he i us’s sp ead, he Indian go e nmen en o ced
na ionwide lockdowns, esul ing in he closu e o educa ional in-
s i u ions and signi ican dis up ions o academic schedules (Saha e al.,
2020). These closu es and he cancella ion o exams had unp eceden ed
e ec s on educa ion, pa icula ly impac ing in e na ional s uden s, who
eme ged as one o he mos ulne able g oups du ing he pandemic
(Ananda alli e al., 2020).
Cu en esea ch aims o unde s and he long- e m epe cussions o
COVID-19 on global educa ion sys ems, wi h a pa icula ocus on in-
e na ional s uden mobili y and he my iad challenges s uden s aced
du ing he pandemic (Pa el & Desai, 2023). Despi e ini ia i es o mi i-
ga e he pandemic’s impac , such as imp o ing in as uc u e and
acili a ing a e u n o no malcy, pe sis en a el es ic ions and delays
in isa p ocessing con inue o a ec in e na ional s uden en olmen
(Go e nmen o India, 2023; Kong & Jacobs, 2012).
The eme gence and challenges o online educa ion
Online educa ion eme ged as a iable al e na i e o adi ional
class oom lea ning du ing he COVID-19 pandemic. Resea ch indica es
ha online educa ion can yield ou comes compa able o, o e en be e
han, in-pe son educa ion, p omo ing cos -e ec i eness, enhanced
lea ning, and imp o ed digi al li e acy (Jou nell, 2010; Kong & Jacobs,
2012; Xie e al., 2020). In India, ini ia i es such as Digi al India ha e
signi ican ly inc eased educa ional accessibili y, pa icula ly in emo e
a eas (Aich, 2021; Na ional In o ma ics Cen e & P ajapa i, 2020).
Despi e i s ad an ages, online educa ion p esen s nume ous chal-
lenges. Issues such as inadequa e equipmen and in e ne acili ies in
emo e a eas, di icul ies o in e na ional s uden s due o ime zone
di e ences, and he digi al di ide hinde i s e ec i eness (Joshi e al.,
2021; Oyedo un, 2020; Pa il e al., 2020). The success o online edu-
ca ion elies hea ily on p ope access o echnology and s able in e ne
connec ions (Shohel e al., 2022).
The landscape o online educa ion is con inually e ol ing, e lec ing
bo h oppo uni ies and challenges. The in eg a ion o a i icial in elli-
gence in o online lea ning pla o ms can enhance s uden engagemen
and p o ide pe sonalized lea ning expe iences (Wang e al., 2022).
Addi ionally, hyb id models o educa ion, which combine online and in-
pe son ins uc ion, a e gaining popula i y, o e ing lexibili y and
imp o ing educa ional ou comes (Allen & Seaman, 2021; Wo ld Bank,
2021).
In he Indian con ex , he Na ional Educa ion Policy 2020 un-
de sco es he use o echnology o enhance he quali y and each o
educa ion, demons a ing a commi men o le e aging digi al ools o
educa ional ans o ma ion (Go e nmen o India, 2020). None heless,
signi ican esea ch gaps emain, pa icula ly conce ning in e na ional
s uden s’ changing plans and p e e ences du ing he applica ion p ocess.
The ollowing al e na i e hypo heses we e o mula ed o his
esea ch:
Hypo hesis 1 (H1): The easons in e na ional s uden s do no choose
India as an educa ional des ina ion a y acco ding o hei egion o
o igin.
Hypo hesis 2 (H2): The easons in e na ional s uden s do no choose
India as an educa ional des ina ion a y acco ding o hei gende .
Hypo hesis 3 (H3): The easons in e na ional s uden s do no choose
India as an educa ional des ina ion a y acco ding o hei le el o
educa ion.
Hypo hesis 4 (H4): The easons in e na ional s uden s do no choose
India as an educa ional des ina ion a y acco ding o hei planned
me hod o unding hei educa ion.
Hypo hesis 5 (H5): The impac o he COVID-19 pandemic on in-
e na ional s uden s’ decision no o choose India as an educa ional
des ina ion a ies acco ding o hei egion o o igin.
Hypo hesis 6 (H6): The p e e ence o in e na ional s uden s o on-
line educa ion a ies acco ding o hei egion o o igin.
These hypo heses speci ically pe ain o in e na ional s uden s who
ha e ini ia ed bu no comple ed he admission p ocess o s udying in
India.
Me hodology
This s udy employed a quan i a i e me hodology o in es iga e he
in en ions o in e na ional s uden s who ini ia ed bu did no comple e
he admission p ocess o s udy in India. The esea ch p ocess included a
comp ehensi e e iew o pe inen li e a u e, su ey ins umen design,
sample size de e mina ion, dis ibu ion o he ques ionnai e link o
pa icipan s, da a collec ion, esponse analysis, and discussion o
indings.
Ins umen design
To add ess he h ee p e iously ou lined esea ch ques ions, his
s udy u ilized a sel -adminis e ed online ques ionnai e o da a collec-
ion, wi h esponses submi ed anonymously. The ques ionnai e
comp ised wo sec ions. The i s sec ion collec ed demog aphic in o -
ma ion, such as gende , educa ional le el, and coun y o o igin. The
second sec ion ga he ed de ailed in o ma ion ela ed o decision-making
ac o s, including sou ces o in o ma ion abou Indian educa ion,
inancial si ua ion, easons o unsuccess ul applica ions o o no
choosing India as an educa ional des ina ion, he impac o he COVID-
19 pandemic on hei s udy plans, and hei in e es in online educa ion.
The li e a u e e iew acili a ed he iden i ica ion o po en ial ac o s
in luencing in e na ional s uden s’ decisions, such as pe cei ed quali y
o educa ion, sa e y conce ns, and a ailabili y o schola ships (Lee,
2014; Mazza ol & Sou a , 2002). This p elimina y lis o ac o s was
alida ed by a panel o expe s, comp ising i e uni e si y in e na ional
o ice di ec o s, one p o esso wi h nume ous publica ions on in e na-
ional educa ion, and one esea ch schola specializing in s uden
mobili y. The panel p o ided eedback on he ele ance and cla i y o
each i em, ensu ing he con en alidi y o he ques ionnai e (DeVellis,
2017).
Following he expe panel’s eedback, he ques ionnai e unde wen
se e al e isions. Ambiguous o edundan i ems we e e ised o
emo ed, and new i ems we e added o add ess iden i ied gaps. The
e ised ques ionnai e was hen p e- es ed wi h a small sample o in e -
na ional s uden s o assess eliabili y and eadabili y. The p e- es esul s
indica ed high in e nal consis ency, wi h a C onbach’s alpha o 0.85,
sugges ing ha he ins umen was eliable (Nunnally & Be ns ein,
T. Bha a a and P. Khanna
Resea ch in Globaliza ion 9 (2024) 100247
4
1994).
The inal ques ionnai e consis ed o ca e ully cu a ed s a emen s
designed o cap u e a comp ehensi e ange o ac o s in luencing in-
e na ional s uden s’ decisions. Responses o hese s a emen s we e
eco ded on a i e-poin Like scale, whe e 1 indica ed s ong
disag eemen and 5 indica ed s ong ag eemen . The Like scale o ma
was chosen o i s simplici y and e ec i eness in measu ing a i udes
and pe cep ions (Joshi e al., 2015).
The su ey was dis ibu ed o pa icipan s ia email, u ilizing he
in e ne —a widely ecognized me hod o s udying in e na ional s u-
den s due o i s e iciency and cos -e ec i eness (Hughes, 2004; She y
e al., 2009). The use o an online su ey pla o m also allowed o
g ea e each and lexibili y, enabling pa icipan s om di e se
geog aphical loca ions o espond a hei con enience.
Sample
A sel -adminis e ed online ques ionnai e Google Fo m link was sen
o 10,000 in e na ional s uden s o ensu e a sample size exceeding he
equi ed numbe . Judgmen sampling was employed o selec a lis o
10,000 in e na ional s uden s who applied o s udy in India bu subse-
quen ly decided no o o pos poned hei plans.
Judgmen al sampling, a non-p obabilis ic sampling echnique, in-
ol es selec ing a sample om he en i e popula ion based on he e-
sea che ’s judgmen o a pa icula pu pose (Thomas, 2022). These
10,000 s uden s we e andomly selec ed om a da ase o 46,000 in-
e na ional s uden s who applied o he “S udy in India” p og am in
2021 bu did no comple e he admission p ocess. The lis included
s uden s om 86 coun ies, bo h male and emale, wi h le els o s udy
anging om diploma o Ph.D. To main ain con iden iali y, pe sonal
in o ma ion such as names, email add esses, and phone numbe s we e
no collec ed in he esponses. Any pe sonal in o ma ion sha ed by
s uden s was dele ed du ing he compila ion o esponses. Gi en he
esea che ’s access o he equi ed a ge audience om a single sou ce,
judgmen sampling was used o ga he da a om in e na ional s uden s
wo ldwide who applied unde sel -sponso ed and schola ship p og ams
o he “S udy in India” ini ia i e. These 10,000 in e na ional s uden s
we e gi en 15 days o comple e he ques ionnai e. Finally, 2417 s u-
den s om 61 coun ies comple ed he ques ionnai e, wi h six incom-
ple e esponses, esul ing in 2411 inal esponses—a esponse a e o
app oxima ely 24 %.
Da a analysis
This sec ion summa izes he su ey indings and p esen s he da a
using g aphs and diag ams.
Sample cha ac e is ics
Among he 2411 esponses ecei ed, 70 % we e om male s uden s
and 30 % om emale s uden s. This gende a io aligns wi h he o e all
gende dis ibu ion o incomple e in e na ional s uden applican s a -
ge ed, which is simila o he gende a io o in e na ional s uden s
selec ing India as a s udy des ina ion in 2020 (AISHE, 2019–20).
Nea ly 88 % o esponden s we e om A ica and Sou h Asia (SA).
The emaining 12 % included 7 % om he Res o Asia (ROA) and 5 %
om he Res o he Wo ld (ROW), excluding Asia and A ica. These
egions ep esen mos in e na ional s uden s in India (UNESCO, 2022;
AISHE, 2019–20). Responses om A ican s uden s o alled 1690 (70
%), wi h 1216 male and 474 emale esponden s, om coun ies such as
Alge ia, Angola, and Zimbabwe. Sou h Asian esponses numbe ed 443
(18 %), wi h 312 male and 131 emale esponden s, om coun ies such
as Nepal, Bangladesh, and S i Lanka. ROA esponses o alled 170 (7 %),
wi h 118 male and 52 emale esponden s, om coun ies such as
Indonesia, I an, and Malaysia. ROW esponses numbe ed 108 (4 %),
wi h 34 male and 72 emale s uden s, om coun ies such as he USA,
Aus alia, and he Ne he lands.
Mos esponden s we e applying o unde g adua e o diploma-le el
p og ams (61 %), wi h 1474 s uden s, including 1036 males and 438
emales. Pos g adua e applican s numbe ed 775 (32 %), wi h 461 males
and 178 emales. Doc o a e applican s o alled 162 (7 %), wi h 92 males
and 49 emales.
The s udy aimed o iden i y c i ical ac o s in luencing s uden s’
decisions no o selec India as an educa ional des ina ion, based on he
li e a u e e iew. Key ac o s iden i ied included sa e y, lack o inancial
assis ance, unce ain job p ospec s, cul u al di e ences, ecogni ion o
Indian deg ees, and echnical issues du ing applica ion (Pawa e al.,
2019).
As illus a ed in Diag am 1, he da a e eals ha he p edominan
ac o in luencing in e na ional s uden s’ decision no o selec India as
an educa ional des ina ion is he lack o inancial assis ance, wi h
app oxima ely 67 % o esponden s ci ing i as a c i ical eason. Sa e y
conce ns eme ge as he second mos signi ican ac o , pa icula ly
among s uden s om he Res o he Wo ld (ROW), which includes mo e
de eloped coun ies. The hi d signi ican ac o is cul u al di e ences,
which a e mo e p onounced among s uden s om he Res o Asia (ROA)
and A ica. These indings also add ess he s udy’s i s esea ch ques-
ion, iden i ying inancial cons ain s as he o emos de e en o in-
e na ional s uden s conside ing India as a s udy des ina ion. Gi en ha
mos in e na ional s uden s a ge ing India hail om coun ies wi h low
GDP, a o dabili y is a pa amoun conce n. Consequen ly, schola ships
become he mos c i ical mo i a ing ac o o s uden s om hese
coun ies o pu sue educa ion ab oad.
Va ious schola ships a e a ailable o s uden s applying o s udy
o e seas, classi ied based on hei sou ce o o igin: schola ships om
hei home coun y, he hos coun y, o o eign sou ces. The esponse
da a indica e ha nea ly 87 % o esponden s om di e en egions
we e seeking schola ships, while only 13 % in ended o sel - inance hei
educa ion. Analyzing egional da a u he , almos 63 % o esponden s
sough schola ships om he Indian go e nmen o Indian highe edu-
ca ion ins i u ions. Abou 14 % looked o schola ship g an s om hei
home go e nmen s, 10 % om o he coun ies, and only 8 % planned o
sel - und hei educa ion.
Among A ican esponden s, 69 % sough schola ships om he In-
dian go e nmen o Indian highe educa ion ins i u ions, 12 % om
hei home go e nmen s, 11 % om o he coun ies, and 8 % in ended
o sel - inance. Sou h Asian (SA) esponden s showed ha 61 % we e
seeking schola ships om Indian sou ces, 21 % om hei home go -
e nmen s, 7 % om o he coun ies, and 11 % planned o sel - und. Fo
ROA esponden s, 51 % sough schola ships om Indian sou ces, 19 %
om hei home go e nmen s, 14 % om o he coun ies, and 16 %
in ended o sel - inance. Con e sely, among ROW esponden s, p i-
ma ily om de eloped coun ies, 81 % planned o sel - und hei edu-
ca ion. Only 9 % sough schola ships om Indian sou ces, 6 % om
o he coun ies, and 4 % om hei home go e nmen s.
These indings unde sco e he c i ical ole o inancial assis ance in
in luencing he educa ional choices o in e na ional s uden s and high-
ligh he signi ican dispa i ies in unding p e e ences ac oss di e en
egions.
To add ess he second esea ch ques ion, we examined he impac o
he COVID-19 pandemic on in e na ional s uden s’ decisions o s udy in
India. As depic ed in Diag am 2, less han 25 % o in e na ional s uden s
al e ed hei decision o s udy in India due o he pandemic o empo-
a ily pos poned hei plans o s udy ab oad.
Rega ding he hi d esea ch ques ion, which in es iga es whe he
online educa ion p esen s an oppo uni y and can s ill mo i a e s uden s
o s udy in India, Diag am 3 illus a es ha nea ly hal o he e-
sponden s we e willing o pu sue hei s udies h ough an online me-
dium. Addi ionally, 28 % o he esponden s indica ed a en a i e
willingness, while only 21 % exp essed a eluc ance o engage in online
educa ion.
T. Bha a a and P. Khanna
Resea ch in Globaliza ion 9 (2024) 100247
5
Hypo hesis es ing
To es he hypo heses, he esea ch employs SPSS 16 so wa e o
e alua e he da a and compu e esul s. The s udy u ilizes he Pea son
Chi-Squa e es o independence o in es iga e he hypo heses, as all
a iables we e ca ego ical and nominal. This es de e mines whe he
wo a iables a e independen o each o he (McHugh, 2013). To assess
he s eng h o he ela ionship be ween dependen a iables, C ame ’s
V was employed. In cases whe e mo e han 20 % o cells had an expec ed
coun o less han 5, he likelihood a io was conside ed. Addi ionally,
Goodman and K uskal’s au was used o de e mine he di ec ion o he
ela ionship be ween he a iables. C oss abs we e also u ilized o
analyze he a iables and add ess he esea ch ques ions.
Resul s and discussions
The i s hypo hesis posi ed ha s uden s’ decisions no o selec
India as an educa ional des ina ion a ied based on hei egion o
o igin. The Pea son Chi-Squa e es o independence, wi h he egion o
o igin as he i s a iable and easons o no selec ing India as he
second a iable, showed a p- alue o less han 0.05. Howe e , 25 % o
he cells had an expec ed coun o less han 5, iola ing he basic
assump ion o he Pea son Chi-Squa e es . The likelihood a io p- alue
was also less han 0.05, allowing us o ejec he null hypo hesis.
The e o e, a signi ican ela ionship exis s be ween s uden s’ decisions
and hei egion o o igin. C ame ’s V was calcula ed o be 0.264,
indica ing a mode a e ela ionship. The alues o Goodman and K us-
kal’s au we e oo low o de e mine he di ec ion o he ela ionship.
Findings also indica e ha lack o inancial assis ance is he p ima y
de e en o in e na ional s uden s conside ing India as hei educa ion
des ina ion. Cul u al di e ences, pa icula ly o s uden s om A ica
and ROA, and sa e y conce ns o s uden s om ROW and SA a e also
signi ican ac o s impac ing hei decision. Enhancing inancial aid and
schola ships, add essing cul u al di e ences, and imp o ing sa e y
measu es could make India a mo e a ac i e des ina ion o in e na-
ional s uden s. The e o e, i is impe a i e o inc ease he a ailabili y
and accessibili y o g an s and inancial aid speci ically a ge ed a in-
e na ional s uden s. By doing so, India can posi ion i sel as a mo e
a ac i e and compe i i e op ion in he global educa ion ma ke .
The second hypo hesis s a ed ha gende in luences s uden s’ de-
cisions no o selec India o hei highe educa ion. The Pea son Chi-
Diag am 1. Reasons o s uden s’ no selec ing India as an educa ion des ina ion.
Diag am 2. E ec o co id-19 on in e na ional s uden s’ s udy
ab oad decision. Diag am 3. Choice o online educa ion o s uden s’ no selec ing India as an
educa ion des ina ion.
T. Bha a a and P. Khanna
Resea ch in Globaliza ion 9 (2024) 100247
6
Squa e es e ealed a p- alue o less han 0.05, wi h less han 20 % o
he cells ha ing an expec ed coun o less han 5, leading o he ejec ion
o he null hypo hesis. A signi ican ela ionship was ound be ween
s uden s’ decisions and hei gende , wi h C ame ’s V calcula ed a
0.107, indica ing a weak ela ionship. Sa e y conce ns we e mo e
p e alen among emale s uden s, sugges ing ha imp o ing secu i y
measu es could a ac mo e emale in e na ional s uden s o Indian
HEIs. To os e a sa e and welcoming a mosphe e, s onge secu i y
measu es and suppo sys ems wi hin educa ional ins i u ions a e
needed. This in ol es no only physical sa e y measu es bu also obus
suppo ne wo ks o in e na ional s uden s.
The hi d hypo hesis examined he ela ionship be ween s uden s’
le el o educa ion and hei easons o no selec ing India. The Pea son
Chi-Squa e es showed a p- alue o less han 0.05, wi h less han 20 % o
he cells ha ing an expec ed coun o less han 5. A signi ican ela-
ionship was ound, wi h C ame ’s V calcula ed a 0.084, indica ing a
weak ela ionship. Financial assis ance and sa e y conce ns we e
consis en ac oss all educa ional le els, while cul u al di e ences
a ec ed unde g adua e and doc o al s uden s mo e. Recogni ion o In-
dian deg ees ab oad was a majo conce n o doc o al s uden s.
The ou h hypo hesis in es iga ed how s uden s plan o und hei
educa ion and hei easons o no selec ing India. The Pea son Chi-
Squa e es showed a p- alue o less han 0.05, wi h less han 20 % o
he cells ha ing an expec ed coun o less han 5. A signi ican ela-
ionship was ound, wi h C ame ’s V calcula ed a 0.192, indica ing a
weak ela ionship. Sel - inancing s uden s p io i ized sa e y, while hose
seeking Indian go e nmen schola ships we e p ima ily conce ned wi h
inancial assis ance.
The i h hypo hesis examined he impac o he COVID-19 pandemic
on s uden s’ decisions based on hei egion o o igin. The Pea son Chi-
Squa e es showed a p- alue o less han 0.05, wi h 40 % o he cells
ha ing an expec ed coun o less han 5, iola ing he es ’s assump ions.
The likelihood a io p- alue was also less han 0.05, allowing us o ejec
he null hypo hesis. A signi ican ela ionship was ound, wi h C ame ’s
V calcula ed a 0.121, indica ing a weak ela ionship. The COVID-19
pandemic had a a ied impac on s uden s’ decisions o s udy in India,
wi h negligible e ec s on s uden s om ROW and A ica, and sligh
changes o SA and ROA s uden s.
The six h hypo hesis explo ed in e na ional s uden s’ p e e ences o
online educa ion based on hei egion o o igin. The Pea son Chi-Squa e
es showed a p- alue o less han 0.05, wi h less han 20 % o he cells
ha ing an expec ed coun o less han 5. A signi ican ela ionship was
ound, wi h C ame ’s V calcula ed a 0.105, indica ing a weak ela-
ionship. While online educa ion was welcomed wo ldwide, s uden s
om SA coun ies showed mo e in e es han hose om o he egions.
The go e nmen ’s ini ia i es o p omo e digi al educa ion, such as he
Na ional Educa ion Policy 2020, which emphasizes echnology o
enhance educa ion quali y and each, a e s eps in he igh di ec ion.
Howe e , mo e needs o be done o b idge he digi al di ide and ensu e
equi able access o online educa ion.
The indings o his s udy ha e impo an implica ions o policy and
p ac ice in Indian highe educa ion. Enhancing inancial suppo s uc-
u es, pa icula ly schola ships and g an s, is c i ical. Imp o ing secu i y
measu es and add essing cul u al di e ences h ough a ge ed o ien a-
ion p og ams can make India a mo e a ac i e op ion hus helping
in e na ional s uden s in eg a e mo e smoo hly in o Indian socie y. This
app oach can mi iga e he impac o cul u al di e ences and enhance
he o e all s uden expe ience. Tailo ed s a egies o mee he needs o
unde g adua e, pos g adua e, and doc o al s uden s, including in e na-
ional ecogni ion o Indian deg ees, a e essen ial. By implemen ing
hese measu es, Indian highe educa ion ins i u ions can be e a ac
and e ain in e na ional s uden s hus enhancing hei global compe i-
i eness and di e si y.
Key indings
The key indings o his s udy e eal se e al c i ical issues ha de e
in e na ional s uden s om choosing India as a s udy des ina ion.
Fo emos among hese is he lack o inancial assis ance, which eme ges
as he mos signi ican de e en . Sa e y conce ns, pa icula ly o emale
s uden s, also play a c ucial ole in hei decision-making p ocess. Cul-
u al in eg a ion issues a e especially pe inen o s uden s om A ica
and ROA, highligh ing he challenges hey ace in adap ing o Indian
socie y. Addi ionally, di e en educa ional le els p esen unique de-
e en s; unde g adua e and diploma s uden s ci e cul u al di e ences,
pos g adua e s uden s a e conce ned abou job oppo uni ies, and
doc o al s uden s a e de e ed by he poo ecogni ion o Indian deg ees
in e na ionally. The impac o he COVID-19 pandemic on s udy ab oad
decisions was a ied, wi h online educa ion showing po en ial i
adequa ely suppo ed.
Conclusion and ecommenda ions
The indings o his s udy ha e c i ical implica ions o policies and
p ac ices in Indian highe educa ion, pa icula ly in add essing issues
ha hinde i s alignmen wi h global educa ion ends and i s appeal o
in e na ional s uden s. A signi ican insigh is ha he Indian highe
educa ion sys em su e s om a poo global epu a ion, and wi hou
subs an ial in es men o imp o e i s quali y, in e na ional s uden s a e
unlikely o be a ac ed o s udy a Indian ins i u ions. Go e nmen and
HEIs in India ecognize he impo ance o in e na ionalizing Indian
uni e si ies and he ole o ull- ime in e na ional s uden s in his p o-
cess. Unde s anding why in e na ional s uden s e use o s udy in India
du ing hei admission p ocess, and how hese easons ela e o di e en
demog aphic and psychog aphic ac o s, is c ucial o making in o med
policy decisions ha can a ac mo e in e na ional s uden s. To add ess
hese indings, we demons a e ha Indian go e nmen needs o in es
in wo ld class in as uc u e and acili ies o be a pa wi h o he
educa ional ins i u ions compe ing a global le el. Es ablishing pa -
ne ships and collabo a ions wi h o he uni e si ies in he o m o join
esea ch p ojec s, acul y exchange p og ams would help in c ea ing
global ne wo k hus posi ioning India as a leading educa ional hub a
global le el. In es ing in Resea ch and De elopmen can gi e India a
compe i i e edge globally hus making i one o he p e e ed des ina-
ions wo ldwide. Apa om his, policy make s also need o s eng hen
quali y assu ance mechanisms o mee in e na ional acc edi a ion
s anda ds.
By implemen ing hese measu es, Indian highe educa ion in-
s i u ions can be e a ac and e ain in e na ional s uden s, he eby
enhancing hei global compe i i eness and di e si y. The insigh s om
his s udy can also assis o he de eloping coun ies and egional edu-
ca ion hubs in unde s anding and add essing he challenges o in e na-
ional s uden mobili y. The b oade global con ex unde sco es he
need o Indian HEIs o align mo e closely wi h global educa ion ends
o enhance hei appeal and epu a ion on he wo ld s age.
Limi a ions
This s udy p o ides signi ican insigh s in o he easons why in e -
na ional s uden s choose no o pu sue hei educa ion in India. How-
e e , i is impo an o acknowledge ce ain limi a ions ha may ha e
a ec ed he indings and sugges a eas o u u e esea ch o build on
his wo k.
Fi s ly, he s udy sample displayed a signi ican dispa i y in he
numbe o pa icipan s om di e en egions. This imbalance may ha e
in oduced bias, as ce ain egions we e o e ep esen ed while o he s
we e unde ep esen ed. Fu u e esea ch could add ess his limi a ion by
ensu ing a mo e balanced sample ha equally ep esen s di e en wo ld
egions o p o ide a mo e comp ehensi e unde s anding o he issue.
Secondly, wi hin- egion di e ences we e no ho oughly explo ed in
T. Bha a a and P. Khanna
Resea ch in Globaliza ion 9 (2024) 100247
7
his s udy. S uden s om di e en coun ies wi hin he same egion
migh ha e di e se pe spec i es and easons o hei decisions. Fu u e
s udies could del e in o coun y-speci ic ac o s and examine how hese
in luence s uden s’ decisions, p o iding a mo e g anula unde s anding
o egional di e ences.
Thi dly, he numbe o coun ies ep esen ed in he sample was
limi ed o 61, wi h some coun ies con ibu ing only a single s uden
esponse. This limi ed ep esen a ion may no ully cap u e he di e si y
o in e na ional s uden s’ expe iences and pe spec i es. Expanding he
sample o include mo e coun ies and ensu ing a minimum numbe o
esponses pe coun y could enhance he obus ness o u u e s udies.
Fou hly, he da a ob ained we e p edominan ly nominal, which
cons ained he applica ion o ce ain s a is ical echniques. Fu u e
esea ch could inco po a e a mix o nominal, o dinal, and con inuous
a iables o allow o a mo e sophis ica ed analysis. This app oach could
p o ide deepe insigh s in o he ela ionships be ween di e en ac o s
and in e na ional s uden s’ decisions.
Las ly, his s udy p ima ily used a quan i a i e app oach. Fu u e
esea ch could bene i om a mixed-me hods app oach ha includes
quali a i e da a collec ion h ough in e iews o ocus g oups. This
would allow o a iche unde s anding o he nuanced easons behind
s uden s’ decisions and cap u e hei expe iences and pe cep ions mo e
comp ehensi ely.
To build on he indings o his s udy, u u e esea ch could ocus on
speci ic egions and conduc in-dep h analyses o s uden s’ mo i a ions
and ba ie s in hose con ex s. Addi ionally, explo ing he segmen a ion
o geog aphical egions based on he GDP o coun ies could p o ide
aluable insigh s in o how economic ac o s in luence s uden s’ de-
cisions. Longi udinal s udies ha ack s uden s’ decisions and expe i-
ences o e ime could also o e impo an in o ma ion on how
pe cep ions and eali ies e ol e.
By add essing hese limi a ions and explo ing new esea ch di-
ec ions, u u e s udies can p o ide mo e de ailed and ac ionable in-
sigh s o policymake s and highe educa ion ins i u ions in India and
o he de eloping coun ies aiming o a ac and e ain in e na ional
s uden s.
CRediT au ho ship con ibu ion s a emen
Ta un Bha a a: W i ing – e iew & edi ing, W i ing – o iginal d a .
Pooja Khanna: Supe ision.
Decla a ion o compe ing in e es
The au ho s decla e ha hey ha e no known compe ing inancial
in e es s o pe sonal ela ionships ha could ha e appea ed o in luence
he wo k epo ed in his pape .
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