INTRODUCTION
Research background
Vietnam, a developing country in Asia, is actively enhancing its higher education (HE) system to attract international students This effort is part of a broader strategy to internationalize education, which has gained momentum since the mid-1980s when Vietnam shifted from a centralized to a market-oriented economy under the 'Doi Moi' policy Significant reforms have been implemented to modernize the previously Soviet-dominated HE system, aligning it with the country's socio-economic development goals.
Internationalisation plays a vital role in enhancing the competitiveness of higher education development and increasing labor capacity (Lane, 2015; Owens & Lane, 2014) As outlined by Prime Minister Thu Tuong Chinh Phu in the Strategy for Education Development in Vietnam 2011–2020, it is one of the eight key strategies for educational advancement This approach focuses on fostering international cooperation in program development, research, and the mobility of students and staff within national policy frameworks (Tran & Marginson, 2018a) In Vietnam, internationalisation is essential for promoting quality education, aligning with international standards, and advancing skilled human resources in the Asia-Pacific region.
The Vietnamese government has implemented several reform strategies, including the Socio-Economic Development Strategy and Education Development Strategy for 2011-2020, as well as the Education Law and Higher Education Law (Tran & Marginson, 2018b) These initiatives reflect a commitment to enhancing the education system through internationalisation, shifting from a passive approach to a more active and proactive stance in higher education reform (Hoang et al., 2018).
Vietnamese higher education has been shaped by various international influences, beginning with historical events such as the Qin dynasty's invasion, French colonialism, American occupation, and Soviet impact According to Tran and Marginson (2018), post-Doi Moi reforms have led to significant foreign influences in language, educational policies, governance, and curriculum In response to the demand for skilled human capital, the Vietnamese government has actively promoted outbound mobility However, inbound mobility remains limited due to the current educational development and bureaucratic framework, with most international students coming from Southeast Asian countries (UIS).
Vietnam is enhancing its internationalisation initiatives by granting universities greater autonomy and implementing English as a Medium of Instruction (EMI) programmes The country is fostering partnerships with foreign higher education institutions and recruiting native English-speaking faculty Additionally, Vietnam promotes joint training programmes, curriculum borrowing, and international collaborations, including exchange programmes and research cooperation.
Vietnam National University (VNU) in Hanoi, established as the country's first modern university, has its roots in the University of Indochina, founded on May 16, 1906 In December 1993, VNU was restructured by unifying the University of Hanoi with several other prominent universities in the region Today, VNU stands as Vietnam's most comprehensive higher education and research center, dedicated to producing highly educated human resources and fostering talent to support the nation's development.
Vietnam National University (VNU) is a unique institution within the Vietnamese higher education system, reporting directly to the Prime Minister It operates with significant autonomy in areas such as personnel organization, academic programs, scientific research, and technological advancement VNU aims to become a premier interdisciplinary and multidisciplinary research university, focusing on developing high-quality human resources, fostering talent, and promoting innovation and information exchange The university plays a crucial role in reforming Vietnam's higher education system and plans to expand its academic programs to align with international standards Since 1993, VNU has been accelerating globalization efforts to enhance Vietnam's scientific, technological, and socioeconomic foundation.
Problem Statement
Since 1999, Vietnam has welcomed international students, with a steady increase in numbers over the years By 2019, the total reached a peak of 7,250 international students studying in the country.
Vietnam, a developing country in Asia, has seen a significant rise in the number of inbound students, highlighting its emergence as a non-traditional yet appealing study destination for international students.
Viet Nam n u m b er o f stud ents
Figure 1.1: The Flow of International Students Studying in Vietnam (1999 – 2019)
(Source: UIS, compiled by the author) h
5 might be influencing factors for them to choose Vietnam for graduate study International students come from different regions: Asia, Africa and Europe
The choice of degree-seeking international students to study in Vietnam is a relatively under-explored area, with limited research focusing on inbound student mobility in the country While some studies have examined outbound student mobility, there remains a significant gap in understanding the motivations and factors that attract international students to pursue their education in Vietnam This research aims to uncover the reasons behind their interest in studying in Vietnam and the influences that shape their decision-making process.
Purpose of the study
This research investigates the key factors that motivate international students from Asia, Africa, and Europe to pursue their studies at a prominent national institution in a developing country, specifically using Vietnam National University (VNU) in Hanoi as a case study It explores the critical elements influencing students' decisions to enroll in a high-profile university and analyzes the variations in these factors across different regions, highlighting the unique motivations of students from Asia, Africa, and Europe.
The research was conducted to answer the following two main questions:
1) What factors influence degree-seeking international students from Asia, Africa, and Europe to choose Vietnam as a study destination?
2) How do these factors vary from region to region?
Significance of the study
This research contributes to the literature on student mobility, a key aspect of higher education internationalization It examines the factors influencing international students from Asia, Africa, and Europe in selecting a developing country for their studies, focusing on political, economic, social, cultural, and academic dimensions Additionally, it explores regional differences in these determinants within the context of Vietnam, where research has been limited Utilizing both quantitative and qualitative methods in a specific case study, the study aims to enhance understanding of the motivations behind international students' choices within the unique framework of the university Ultimately, the findings are expected to offer valuable insights into student mobility trends.
6 insightful information for enhancing the internationalisation of HE in a developing country in the context of Vietnam, especially inbound student mobility in Vietnam
There are two key terms in the study, and they need to define clearly for a complete understanding of the purpose of the research
According to UIS, international (or internationally mobile) students have crossed a national or territorial border for education and enrolled outside their country of origin
According to the OECD (2020), studying abroad provides access to high-quality education and essential skills that may not be available domestically, while also facilitating connections to labor markets that offer greater returns on educational investments.
Limitation of the study
This research examines a prominent university to enhance the understanding of factors influencing international students' decisions to study abroad within a specific institutional context It is important to note that the findings do not claim to represent all universities and colleges in Vietnam, and making broad generalizations about the country's higher education system is outside the scope of this study Additionally, the impact of COVID-19 has also been considered in this research.
The COVID-19 pandemic has transitioned all classes online, resulting in a limited presence of international students on-site, which has posed challenges for researchers in data collection Despite these obstacles, this study aims to contribute to the existing literature on inbound student mobility in higher education within Vietnam, a developing country in Asia.
Structure and overview of the study
The research consists of five chapters:
Chapter 1: Introduction – provides the research's introduction and background It also presents the problem statement, the study’s purpose followed by the research method, and its significance Lastly, the chapter discusses the study's limitations and structure h
Chapter 2: Literature review – This chapter briefly presents the study's theoretical framework and the Push-Pull theory It describes the overview of the related literature on topics comprising globalisation and the internationalisation of HE The chapter then elaborates on the study's analytical framework in four dimensions: political, economic, social/ cultural and academic Finally, the chapter discusses each indicator used for data analysis
Chapter 3: Research Methodology – This chapter will consist of four sections
The article outlines a comprehensive research design employing a convergent mixed-methods approach, detailing its rationale It identifies the study population and research samples, encompassing both qualitative and quantitative respondents, alongside the research instruments utilized, such as an interview guide and questionnaire The chapter further explains the case selection process at the national and university levels, justifying the choices made, including the context of Vietnam, its leading national university, and associated institutions, along with their histories and programs Additionally, it discusses the methodologies for qualitative and quantitative data collection, incorporating both online and paper-based survey questionnaires and in-depth interviews The chapter concludes by describing the methods of data analysis and the merging of data.
Chapter 4: Findings and Discussions – This chapter analyses and discusses the research findings in two parts Firstly, the chapter discusses the factors influencing international students of Asia, Africa, and Europe to study abroad in a developing country by four key dimensions: political, economic, social, cultural, and academic factors Each indicator will be presented and discussed briefly Then, the chapter describes the additional or potential factors influencing international students’ choice to study abroad in Vietnam The second part presents findings from the region-by- region analysis, including impacting factors of international students for choosing study destination and their variations It will elaborate on the motivations of African, Asian, and European students studying in Vietnam
Chapter 5: Conclusions and recommendations – This chapter presents the conclusion of the whole research and elaborates on the study's main contributions Finally, the chapter will end with a piece of advice for future research h
Chapter 1 outlines the study's background, detailing the global context and Vietnam's historical evolution, particularly regarding the internationalization of higher education in Vietnam and the specific context of VNU, Hanoi It articulates the problem statement, research purpose, and key research questions, emphasizing the significance of the study and defining essential terminology Additionally, the chapter addresses the study's limitations and concludes with a summary of the overall structure and overview of the research.
LITERATURE REVIEW
Theoretical Framework
The Push-Pull migration theory, proposed by Lee in 1966, serves as the theoretical framework for this research, identifying the key factors influencing migration decisions According to this theory, individuals migrate due to "Push" factors, which are domestic social, political, and economic conditions that compel them to leave their home country, such as high student demand for university placements amid oversupply (Bodycott & Lai, 2012) Conversely, "Pull" factors attract students to specific countries, including the reputation of educational institutions, recommendations from peers and family, and opportunities for employment in the host nation (Mazzarol et al.).
This study explores the factors influencing international students' decisions to study in developing countries, with a particular focus on Vietnam's appealing "pull" factors Utilizing the push-pull theory established by Lee (1966), which was originally a migration theory, the research highlights how 'push' factors drive individuals away from their home countries while 'pull' factors draw them to host countries in search of improved opportunities.
Figure 2.1: Basic Push-Pull Model
The theory has widely been used for researching international student mobility to explore students’ migration flow (Mazzarol & Soutar, 2002) During the 1960s and
Push + Pull factors Home country h
In the 1970s, McMahon (1992) analyzed the migration of students from Third World countries to the US through the outbound "push" and inbound "pull" models The "push" factors include the economic conditions in the home country, its integration into the global economy, the government's emphasis on education, and the availability of educational opportunities Conversely, the "pull" factors involve the host country's strong economic standing, the economic ties between the home and host nations, political or cultural connections, and the availability of scholarships or other forms of assistance Mazzarol et al further supported the notion that these push-pull factors significantly influence students' decisions to study abroad.
In the context of international student mobility, 'push' factors refer to the social, political, and economic conditions in a student's home country that compel them to seek education abroad, such as intense competition for university placements due to overpopulation (Bodycott & Lai, 2012) Conversely, 'pull' factors attract students to specific countries for their studies, including the reputation of institutions, endorsements from peers and family, and job prospects in the host nation (Mazzarol et al., 2000; Chen, 2017) The push-pull theory provides valuable insights into the patterns and trends of international student mobility (Lee, 1966) This research aims to investigate the elements that affect international students' decisions to study in developing countries.
“pull” factors This theory provides a better understanding of their behaviour
International students originate from diverse backgrounds—socially, culturally, academically, and linguistically—each influenced by unique factors motivating them to study abroad While it's challenging to generalize the common "push" factors that lead to overseas education, this study emphasizes the "pull" factors of the host country that affect international students' decisions A conceptual framework was employed to explore these influencing factors in detail.
2.1.2 Globalization and Internationalization in HE
Internationalisation is reshaping higher education (HE) as globalisation transforms the landscape of internationalisation (Knight, 2004, 2008) According to Knight and de Wit (1997), globalisation encompasses the movement of technology, economy, knowledge, people, values, and ideas across borders, influencing each country uniquely based on its history, culture, and priorities Knight (2004, 2012) defines internationalisation as the integration of international, intercultural, and global dimensions into the goals and functions of higher education at both institutional and national levels.
The internationalization of higher education (HE) has been a significant concept in political science and international relations for decades, gaining prominence since the early 1980s (Knight, 2004, p.9) According to Knight (2011, p.15), the terminology surrounding this concept evolved from the 1960s to the 1980s, reflecting changes in global academic activities By the early 21st century, there was a heightened focus on academic mobility, encompassing students, research, programs, and providers (p.15).
Figure 2.2: Conceptual Framework of the study
Social/ Cultural “Pull” factors Academic “Pull” factors
According to Knight (2012), internationalization occurs through two main streams: "at home" and "abroad or cross-border." The "at home" aspect encompasses various elements such as curriculum development, teaching and learning practices, open-access education, and the involvement of both domestic and international students and faculty In contrast, "abroad or cross-border" internationalization involves the movement of people, programs, policies, and knowledge across national boundaries Knight and de Wit (1997) identified four key rationales for internationalization: social/cultural, political, academic, and economic.
According to Altbach & Knight (2007), internationalisation can be categorized into four types: traditional internationalisation, European internationalism, developing-country internationalisation, and individual internationalisation Traditional internationalisation focuses on campus-based initiatives like study-abroad programs, enhancing curricula with international studies, employing English as a Medium of Instruction (EMI), and providing scholarships for international students This approach is not profit-driven; rather, it aims to enhance the institution's competitiveness, prestige, and strategic partnerships In contrast, European internationalism seeks to bolster economic and political sectors, exemplified by initiatives such as the European Region Action Scheme for the Mobility of University Students.
The ERASMUS program, funded by the European Union, allows university students to gain academic experience outside their home country Currently, it offers international programs that include regional and institutional linkages, as well as scholarships for Latin America and the Asia-Pacific regions The aim of developing-country internationalization is to attract international students to enhance quality, culture, prestige, and financial benefits In contrast, individual internationalization involves self-funded students who carefully choose their study destination and field of study.
OECD (2019) described nearly 8 million students studying abroad without considering the possible implications of the COVID-19 pandemic (de Wit & Altbach,
2021) Student Mobility is not uniform, and there are several forms: degree mobility, credit mobility, and certificate mobility (de Wit & Altbach, 2021) They defined that
“degree mobility means students pursuing a full degree abroad (Bachelor's, Master's, h
Credit mobility refers to students studying abroad for a short duration, up to one academic year, and transferring their credits back to their home institution (de Wit & Altbach, 2021) In contrast, certificate mobility involves shorter stays focused on skill enhancement and language competency without earning a degree or credits (de Wit & Altbach, 2021) Traditionally, degree mobility has seen students from lower- and middle-income countries moving to higher-income nations; however, recent trends show that some middle-income countries are now hosting international students Credit mobility typically occurs between high-income countries, such as the U.S and Europe, with durations ranging from 6 weeks to 1 year in the U.S and 2 months to 1 year in Europe Certificate mobility is a global phenomenon, with varying lengths depending on the location.
2.1.4 Trends in international students’ mobility
The landscape of international student mobility has evolved significantly, with the United States remaining the leading host country, followed by France, Germany, the UK, and Australia (OECD, 2019) Initially, in 1965, student mobility was predominantly between European nations, but by 1985, the trend shifted as students began moving from developing countries to developed ones, with China, India, and South Korea emerging as top sending nations Recently, there has been a notable increase in South-South mobility, with countries like China, South Korea, Malaysia, India, and Russia becoming key host nations Singapore, China, Qatar, and the United Arab Emirates have also become prominent destinations for international students (Altbach et al., 2010) Regional education hubs in Asia, such as Singapore, Japan, Malaysia, and India, are now competing in research and technology, driven by factors like low costs, enhanced education quality, active promotion, and welcoming environments that attract international students (de Wit & Altbach).
2021) Their targets are neighbouring countries and Africa for recruitment as the global North is less accessible and welcoming (OECD, 2019) h
2.1.5 Intraregional student mobility in Asia
Since the early 21st century, intraregional international student mobility in Asia has surged, with Japan, China, and South Korea emerging as the top destinations Additionally, Malaysia and Thailand have become increasingly popular among ASEAN countries These nations have seen a notable rise in inbound students from neighboring countries and regions, including Africa, Europe, and the Americas, with ASEAN students making up the largest group This flow of students is bolstered by enhanced collaboration among higher education institutions, fostering greater student mobility across Asia Furthermore, globalization has led to the “East Asianization of East Asia,” reflecting the growing economic interdependence within the region, while traditional English-speaking countries like the U.S remain significant players in the global education landscape.
After the 1900s, the UK and Australia saw a decline in popularity among Asian students, who increasingly chose to pursue higher education within their home regions This trend indicates a preference for studying abroad closer to home, primarily due to lower costs and the quality of education available Furthermore, the establishment of the Socio-Cultural Community as the "third pillar" of ASEAN integration during the 2003 ASEAN Summit highlighted the importance of education in fostering regional cooperation Consequently, higher education emerged as a crucial factor in promoting political integration within the East Asian framework.
In 2005, ASEAN + 3 countries, including China, Japan, and Korea, began efforts to enhance regional education cooperation, which gained momentum in 2009 As cross-border higher education in Asia became increasingly dynamic, the initiative for an "Asian version of ERASMUS" was launched (Kuroda et al., 2018, p.8).
Analytical Framework…
This section outlines the development of an analytical framework focused on the key rationales for higher education internationalization, as identified by Knight and de Wit (1999) and Knight (2004) It encompasses four critical dimensions: political, economic, social/cultural, and academic factors For each dimension, specific indicators have been meticulously selected to evaluate the influences that drive international students to pursue their studies abroad, particularly in developing countries A comprehensive list of these indicators can be found in Table 2.6.
20 Democratic Republic of the Congo 3 2 8
3 Diplomatic relations with the home country of international student
1 Scholarship opportunities or financial assistance
2 Low costs of tuition fees/ living
3 Better employment opportunities after graduation
4 Availability of part-time employment
2 Interest in learning the Vietnamese language
4 Opportunity to gain international experience
1 Quality of Vietnam Higher Education
3 Availability of advanced research facilities
4 High-quality teaching staff Source: Developed by the author based on previous literature
Studies about influencing factors that make international students’ destination choice to study abroad have been conducted by many scholars for a couple of decades
Most studies on international student mobility utilize a push-pull framework, where push factors are unfavorable conditions in the home country, such as economic and social issues, that compel students to study abroad Conversely, pull factors include the reputation of institutions, the international recognition of educational qualifications, the quality of teaching, and appealing geographical aspects of the host country, which attract international students.
Political factors play a crucial role in influencing international students' choices regarding study destinations Key indicators such as political stability, ASEAN membership, diplomatic relations with students' home countries, and the ease of visa processing significantly affect these decisions.
Political stability is a crucial factor influencing international students' decision to study in Malaysia, as it signifies safety in the host country (Dora et al., 2009) Both parents and students prioritize the security of their chosen destination for higher education In terms of safety, Vietnam ranks 64th out of 163 economies on the 2020 Global Peace Index, placing 12th in the Asia-Pacific region (Institute for Economics & Peace, 2020, p.8).
Vietnam, as a member of ASEAN, is emerging as an attractive study destination in Asia, despite not being a traditional choice for international students The integration of ASEAN with EU programs like ERASMUS has sparked interest among students in the region Additionally, the trend of "ASIANIZATION OF ASIA" is leading more Asian students to prefer studying within their own region.
3 The Diplomatic relations with the home country of the international student
Diplomatic relations between countries play a crucial role in influencing international students' decisions to study abroad Despite the significance of this factor, there is a lack of comprehensive literature exploring its impact This study aims to investigate how diplomatic relations specifically affect international students' experiences and choices in Vietnam.
International students prioritize countries with simplified visa processing, as straightforward procedures enhance the appeal of studying abroad A nation that offers easy visa applications is more attractive to prospective students compared to those with complex processes.
Economic factors drew international students to Vietnam to study abroad They are scholarship opportunities or financial assistance, low tuition fees and living costs h
24 compared to other countries, better employment opportunities after graduation, and availability of part-time employment These pull factors related to economics are attractive to international students studying in Vietnam
1 Scholarship opportunities or financial assistance
Scholarship opportunities are essential for studying abroad, particularly for students from developing countries, as they often seek financial assistance from host nations However, the limited availability of scholarships can pose significant challenges for students from disadvantaged backgrounds.
2 Low costs of tuition fees and living
Cost is a primary factor influencing the choice of study abroad destinations, as highlighted by Mazarrol & Soutar (2002) International students often evaluate direct costs, including tuition fees, travel expenses, and living costs, when making their decisions The appeal of lower tuition fees and overall study costs significantly attracts students to certain host countries.
3 Better employment opportunities after graduation
Most international students expect the benefits of studying abroad, especially economically, for example, employment opportunities or future career prospects (Nghia, 2015; Chen, 2017; Nghia, 2019)
4 Availability of part-time employment
Mazzarol and Soutar (2002) highlight that international students are not only concerned about tuition and living expenses but also prioritize part-time work while studying abroad due to financial reasons The presence of part-time job opportunities significantly enhances the appeal of studying overseas for these students.
Social/ Cultural factors include cultural attractiveness, interest in learning the Vietnamese language, a safe environment in Vietnam, and the opportunity to gain international experience
Cultural attractiveness plays a significant role in Vietnam's appeal as a developing country, particularly in attracting international students The allure of experiencing diverse foreign cultures motivates many students to pursue their studies abroad (Nghia, 2019; Zhou & Zhang, 2018; Dora et al., 2009; Li & Bray, 2007).
2 Interest in learning the Vietnamese language
Studying abroad offers a significant opportunity for international students to enhance their language skills and cultural competency (Nghia, 2019; Zhou & Zhang, 2018; Chen, 2017; Nghia, 2015) In Vietnam, while a basic knowledge of Vietnamese is required for international students enrolling in local universities, this requirement does not apply universally, particularly for those from bilateral and international institutions Nevertheless, many international students express a keen interest in learning the Vietnamese language.
According to the 2020 Global Peace Index, Vietnam ranks 64th out of 163 economies, evaluated on safety and security, domestic and international conflict, and militarization Research indicates that factors such as crime rates, security, and racial discrimination significantly influence students' choices when selecting a study destination (Zhou & Zhang, 2018; Chen, 2017; Maringe & Carter, 2007; Mazzarol & Soutar, 2002).
4 Opportunity to gain international experience
International students from developing countries often view studying abroad as a valuable opportunity for gaining international life experience, which serves as a significant "pull" factor influencing their decision to study overseas (Altbach, 1998; Nghia, 2015; Chen, 2017; Zhou & Zhang, 2018; Nghia, 2019).
Key academic factors influencing international students' decision to study abroad in Vietnam include the quality of higher education, the reputation of institutions, access to advanced research facilities, and the presence of highly qualified teaching staff.
RESEARCH METHODOLOGY
Research Design
The study determines the influencing factors that international students choose a developing country to study abroad The study used the concurrent mixed methods design
The study utilizes a mixed-methods approach, incorporating both quantitative and qualitative methods simultaneously A survey was conducted to gather quantitative data, while qualitative insights were obtained through interviews with long-term international degree-seeking students at VNU, Hanoi The research focuses on four key dimensions: political, economic, social/cultural, and academic This dual approach aims to enhance the validity and generalizability of the findings.
The study explores the key factors that influence international students in selecting Vietnam as their destination for higher education, highlighting the regional variations in these influences Conducted by VNU, a prominent and comprehensive university in Hanoi, the research aims to provide insights into the motivations behind this choice.
The research focuses on VNU, which comprises eight universities, four schools, and one institute, encompassing the entire target population It specifically examines full-time degree-seeking international students at both undergraduate and graduate levels during the 2019-2020 academic year This selection is based on the belief that full-time students are more engaged in school activities, thus providing more valuable and insightful information than short-term exchange students who participate in limited programs.
The criteria used for choosing participants in both qualitative and quantitative research are as follows:
1 Participants need to be international students
2 Participants must study universities, institutes, and schools at VNU, Hanoi
3 Participants need to be undergraduate or postgraduate students
The qualitative research employed purposive snowball sampling to gather data from 28 international students across 14 countries, including Laos, Myanmar, South Korea, and others The sample consisted of 16 students from Asia (57%), 7 from Africa (25%), and 5 from Europe (18%) Semi-structured in-depth interviews were conducted both online and in-person, with face-to-face interviews held for students in Hanoi during the absence of social distancing measures Online interviews were facilitated for those unable to travel to Vietnam due to the COVID-19 pandemic Respondents were strategically selected, and additional participants were recruited through referrals from initial interviewees, ensuring a comprehensive understanding of the undergraduate student experience.
30 postgraduate students were selected for interviews Students studying at VNU universities, schools and institutes were interviewed individually The interviewees represented six different universities, schools and institutes
The study involved 28 interviewees, comprising 20 males and eight females, aged between under 25 and 45 Among them, 21 participants were enrolled in a Master's Program, while six were in a Bachelor's Program Over one-third of the students were pursuing degrees in Humanities, Literature, and Linguistics, with the remainder studying disciplines such as social sciences, information technology, and natural sciences Detailed demographic information about the interviewees, including their country of origin and academic disciplines, is provided in Tables 3.1 and 3.2, with comprehensive data available in Appendix 3.
Country of Origin Number of Students
Table 3.1: Interviewees by country of origin h
Table 3.2: Interviewees by disciplines and institutions
Disciplines USSH ULIS UET VJU IFI LS
Individual interviews were conducted both online and in person, primarily taking place on campus, in the VNU international students’ dormitory, and at nearby cafes English was the primary language used for the interviews, except for four students from Myanmar, who were interviewed in Burmese, with translations provided during transcription The remaining interviews were conducted in English and transcribed verbatim.
The researcher is tasked with ensuring Informed Consent to build trust and safeguard participants' privacy through confidentiality (Ryen, 2004; Babbie, 2014) Prior to the interviews, participants were contacted via email to gauge their willingness to partake in the research, providing them with details about the study and their right to withdraw at any time (Ryen, 2011) Interviews commenced only after receiving approval via email For two online participants, oral consent was obtained due to time constraints, while all onsite participants signed an Informed Consent Form before their interviews.
Pilot interviews with two international students from Myanmar and Mongolia were conducted to validate the interview questions Based on the insights gained from these pilot interviews, the questions were revised and reordered to enhance their effectiveness.
In this case study, over 50% of interviewees were from Asia, 25% from Africa, and only 17% from Europe, highlighting the significant influence of Asian perspectives on the findings UIS data indicates that Asia contributes the highest number of inbound students to Vietnam, which shaped the responses To mitigate potential bias, the researcher developed region-specific research questions.
In the 2019-2020 academic year, a study invited 150 international students at a university, with 74 completing the survey, resulting in a 49.33% return rate After excluding 12 incomplete responses, 62 valid answers were analyzed, representing 18 countries The complete responses included participants from Haiti (12), South Korea (11), Myanmar (10), and several other nations, with 34 (55%) from Asia, 24 (39%) from Africa and Central America, and 4 (6%) from Europe The survey was distributed both in paper format at the international student dormitory in Hanoi and online via Survey Monkey for those studying remotely due to the COVID-19 pandemic, encompassing various programs and academic levels at VNU.
Table 3.3 contains respondent demographic information Regarding gender, 64.5 per cent were male while 35.5 per cent were female About two-thirds of students are h
The surveyed students primarily fall within the age range of 25-34 years, with one-third being under 25 A significant 75.8% are graduate students, while 24.2% are undergraduates, studying various disciplines, predominantly in Engineering and Technical Science, followed by Humanities, Social Science, and Law Notably, 38.7% of participants are from the International Francophone Institute, and 25.8% from Vietnam Japan University, with the University of Engineering and Technology having the lowest representation among the six VNU institutions The largest group of respondents comes from Haiti (19.4%), followed by South Korea (17.7%) and Myanmar (16.1%) Financial support for these students includes 40.3% receiving family assistance, 32.3% benefiting from scholarships, and 27.4% being self-funded.
Age (Nb) under 25 years old 15 24.2
Table 3.3: Demographic of survey respondents h
University of Engineering and Technology (UET) 1 1.6
University of Languages and International Studies (ULIS) 8 12.9
University of Social Sciences and Humanities (USSH) 11 17.7
Source of Financial Support (Nb)
In-depth interviews were conducted to explore the factors influencing international students' decisions to study in the developing country of Vietnam Utilizing open-ended and semi-structured formats, the research aimed to gather comprehensive insights into the motivations behind this choice.
The interview guide, consisting of 35 questions, was designed to ensure consistent information was gathered from each interviewee regarding their choice of Vietnam as a study destination The questions were categorized into four main groups, focusing on the various factors influencing this decision For more information on the interview guide, please refer to Appendix 5.
The quantitative survey questionnaire is divided into three sections: the first gathers demographic data from respondents, the second examines influencing factors across four key dimensions—political, economic, social/cultural, and academic—and the final section explores additional factors that may influence the choice of study destination for studying abroad It includes nine questions on demographics, sixteen on influencing factors, and one on potential factors, utilizing a ranking order format for the influencing factors where respondents prioritize statements from 1 to 4 The questionnaire, detailed in Table 3.4, was conducted in English to facilitate data collection.
Table 3.4: The main content of the survey
Prior to data collection, pilot testing was performed to ensure the validity of the interview guide and survey questionnaire Feedback from respondents during the pilot phase led to enhancements in the drafts, reflecting their comments and suggestions.
Case selection
3.2.1 National level: Vietnam as a case
Vietnam, a lower-middle-income country in Asia, is recognized as one of the fastest emerging economies worldwide, with GDP growth increasing from 6.56% in 2016 to 7.48% in 2019 Since initiating political and economic reforms in 1986, Vietnam has transitioned from a centralized to a market-oriented economy under socialist principles The country began welcoming international students in 1999 and has actively promoted internationalization to enhance student recruitment As a case study, Vietnam exemplifies the dynamics of internationalization in student mobility, particularly highlighting the recent shift in global student mobility trends from South to South, making it a relevant example of developing countries in Asia.
VNU, Hanoi, is a prestigious higher education and research institution in Vietnam, ranked 201-250 in Asia by the QS Asia University Rankings 2020 and recognized among the top 150 universities globally under 50 years old by 2021 It plays a vital role in promoting internationalization and enjoys substantial government support, autonomy, and direct reporting to the Prime Minister As a leading national university, VNU embodies Vietnam's identity and pride, making it an ideal case study to represent the country's higher education landscape.
VNU Hanoi consists of eight universities, four schools, and one institute, focusing on the needs of international students Due to limited spots for international students at certain universities and schools, the selection of a case university is influenced by the availability of these students Additionally, there are significantly fewer degree-seeking international students compared to those participating in exchange programs.
The COVID-19 pandemic has significantly restricted the number of international students on campus This research involved institutional level analyses from four universities, one institute, and one school, specifically USSH, ULIS, UET, VJU, IFI, and LS, all of which are public institutions located in Hanoi.
The University of Social Sciences and Humanities (USSH) in Hanoi is a prominent research institution that has established partnerships with over 100 universities globally, including collaborations with Toulouse II in France and Lund University in Sweden USSH offers training programs in Vietnamese and Vietnamese Studies in cooperation with universities from the US, South Korea, China, and Japan, providing certificates for courses ranging from 3 months to 1 year, as well as a degree through a 2+2 model.
ULIS stands out as a leading university in Southeast Asia, specializing in language studies at both undergraduate and graduate levels The institution provides comprehensive degree programs in pedagogy and linguistic studies, covering a diverse range of languages including Arabic, English, French, German, Japanese, Korean, Mandarin Chinese, Russian, Spanish, and Thai.
Since 2004, UET has gained international recognition as the College of Technology (Coltech) It stands out as one of Asia's most advanced universities, serving as a center of excellence in talent development, scientific research, and technology transfer.
VJU, established in 2016 as the seventh university of VNU, Hanoi, is a high-quality binational institution led by the Japanese government It was founded based on a 2010 joint statement between Japan and Vietnam, with support from JICA in areas like curriculum development and university management As a Center of Excellence, VJU offers cross-disciplinary programs that integrate literature and science, with Japanese universities actively contributing to curriculum development and research initiatives.
Half of the faculty members are Japanese professors, enhancing the quality of education The curriculum now includes Japanese language education and internships in Japan, aimed at promoting Japanese language and culture.
IFI is a prestigious international research and training organization located at the University Center France in Hanoi, supported by the AUF (Francophone University Association) It provides dual Master's degree programs and various short-term educational opportunities in collaboration with La Rochelle University, University Claude Bernard Lyon 1, and the University of Toulon in France With a robust network of French and Francophone partners, IFI aims to establish a triangular partnership model linking Vietnam, Europe, and South Africa, while also enhancing cooperation with non-French-speaking nations, including Japan and ASEAN countries.
LS is a premier law school in Vietnam, providing a range of academic programs including undergraduate, postgraduate, and doctoral degrees in law Recognized for its excellence, LS has received the Third Labor Medal and numerous certificates of merit from both the State and Vietnam National University (VNU).
Data collection
At the beginning of the Chapter, it stated that this study employed a mixed- method design in which the qualitative and quantitative data were concurrently and separately collected
From January to March 2021, qualitative data was gathered through semi-structured, in-depth interviews with 28 international students from various countries These interviews, conducted both face-to-face and online, allowed for flexible probing of responses Prior to each interview, participants were contacted, invited to participate, and informed about the research's purpose and significance All interviewees provided informed consent by signing consent forms before the interviews commenced.
Participants in the study were informed of its nature and their right to withdraw at any time (Ryen, 2011, p 418) Interviewees consented to participate, with the consent form provided in English Each interview lasted between 45 to 60 minutes and was recorded with the interviewees' permission The researcher transcribed all interviews, resulting in over 160 pages of transcripts.
The survey questionnaire was conducted simultaneously as the qualitative research, from January to March 2021 The survey was carried out in two ways: paper- based and online surveys
The researcher obtained permission from the VNU dormitory administration to conduct a paper-based survey, distributing hard copies of the questionnaires to residents of the international students’ dormitory and collecting them two days later For the online survey, the researcher sought approval from the university's international students' office to access email addresses of international students unable to travel to Vietnam due to the COVID-19 pandemic After receiving the email addresses, a survey link was sent out, resulting in a high response rate for the paper-based questionnaire, with 45 out of 60 completed surveys returned, equating to a 75 percent return rate.
A web-based survey service, Survey Monkey, was utilized to gather data for an online survey targeting international students Due to challenges in directly contacting some participants, the Snowball method was employed to enhance data collection By mid-March, the researcher had obtained 30 responses, and after nearly two months, a total of 74 completed questionnaires—both paper-based and web-based—were collected However, only 62 of these responses were deemed valid for analysis, as the remaining participants did not complete all the questions.
Data analysis
The study used a concurrent triangulation data analysis method, requiring two stages (Creswell, 2012) Firstly, quantitative and qualitative data were collected and h
40 analysed concurrently Then the two datasets were compared to “examine if there is convergence, differences or some combinations” (Creswell, 2009, p.213)
The qualitative interview data were analyzed using thematic analysis, a robust strategy for understanding diverse experiences, thoughts, and behaviors within a data set (Braun & Clarke, 2012) This analysis involved both inductive and deductive coding; inductive coding emphasizes identifying themes and variations, while deductive coding categorizes concepts based on existing literature (Boyatzis, 1998).
Anonymity in research is maintained when responses cannot be linked to specific respondents, ensuring confidentiality for both researchers and readers (p.65) To protect this anonymity, pseudonyms such as IR 1 and IR 2 were assigned to interviewees, where "IR" signifies Interview Respondent and the numbers represent the alphabetical order of the corresponding countries.
The survey involved 62 respondents, with data analyzed using IBM SPSS version 25 through descriptive statistics The analysis focused on various categories, including demographic, political, economic, social/cultural, and academic factors, which were summarized into frequency distributions and percentages Each indicator was ranked based on the total number of respondents, with scores assigned as follows: a rank of 1 was multiplied by 4, rank 2 by 3, rank 3 by 2, and rank 4 by 1 The total scores were then calculated and divided by the number of respondents to determine the average score, allowing for a ranking of the indicators from highest (1) to lowest (4).
First, the study was treated with a different initial data analysis for each qualitative and quantitative data set and then combined and interpreted (See Figure h
3.2) However, it is not easy to compare the different datasets In addition, the discrepancies emerging from the two datasets are challenging to resolve
Figure 3.2 Concurrent Triangulation Design (Source: Creswell, 2009, p.210)
Chapter 3 outlines the research methodology employed in the study, emphasizing a mixed-method approach that integrates both qualitative and quantitative research The study collected data concurrently and separately, utilizing triangulation to assess the convergence or divergence of the datasets across four dimensions: political, economic, social/cultural, and academic factors, with a total of sixteen indicators for analysis Participants included international students from 20 different countries, with qualitative data analyzed using NVivo software and quantitative data processed through IBM SPSS The chapter also details the demographics of the research participants, the selection of the case country and institution, and the rationale behind these choices Additionally, it provides an in-depth description of the data collection process and analysis, culminating in the merging and interpretation of the findings.
- Represent the results Merge the two datasets
- Transform the data and relate or compare the data
FINDINGS AND DISCUSSION…………………………… ………42 4.1 Factors influencing international students’ choice to study abroad in Vietnam
Political factors
Political factors play a significant role in influencing international students' choice of Vietnam as a study destination In a recent survey, 37.1% of respondents identified the "political stability of Vietnam" as the most crucial factor, while 22.6% rated it as the second most important consideration in their decision-making process.
In a recent survey, 13 respondents (21%) identified a specific factor as the third most important, while 12 respondents (19.4%) considered it the fourth most important, resulting in a total score of 172 and an average score of 2.77 Additionally, the factor concerning "Diplomatic relations with the home country of international students" was deemed essential by 19 respondents (30.6%), with ten respondents (16.1%) ranking it second, 22 respondents (35.5%) as third, and 11 respondents (17.7%) as fourth, yielding a total score of 161 and an average score of 2.6.
In a survey assessing the importance of various factors, 17.7% of respondents identified being a member country of ASEAN as the most important indicator, while 30.6% ranked it second, and 25.8% each placed it third and fourth, resulting in a total score of 149 and an average score of 2.4 Conversely, the factor of ease of visa processing garnered 14.5% of respondents ranking it first, with 30.6% placing it second, 17.7% third, and 37.1% fourth, leading to a total score of 138 and an average score of 2.23.
Table 4.1 presents the average scores and rankings for each question item in the quantitative survey The findings reveal that the "Political stability of Vietnam" ranked as the most influential factor, with an average score of 2.77 Following closely, the "Diplomatic relationship with the home country of the international student" was identified as the second most significant factor, achieving an average score of 2.6.
According to a recent survey, a member country of ASEAN ranked third with an average score of 2.4 as a significant influencing factor for studying abroad in Vietnam In contrast, ease of visa processing was identified as the least influential factor, receiving an average score of 2.23 and ranking fourth.
Table 4.1: Average score and rank order of political factors ranked by international students studying at VNU, Hanoi
Diplomatic relationship with the home country of international student 2.6 2
According to the demographic data described in the previous Chapter 3, out of
In a recent survey of 62 respondents, 55% (34) were from Asia, 39% (24) from Africa, and 6% (4) from Europe, highlighting a significant representation from Asia According to the UIS, this higher number of Asian students compared to those from Africa and Europe is expected and has a notable impact on the overall survey results.
In a qualitative interview involving 28 participants, the demographic breakdown revealed that 57% (16) were from Asia, 25% (7) from Africa, and 18% (5) from Europe The subsequent qualitative analysis of these interviews aims to clarify, confirm, or contrast the findings from the quantitative survey Notably, one student from mainland China shared valuable insights during the discussion.
“political stability of Vietnam” That is consistent with the quantitative data
IR-4: There are many different countries which are not stable If I choose a country which is not stable, it will be dangerous for me So, I chose Vietnam
Regarding the “Diplomatic relationship with the home country of international student”, one Russian student from Europe mentioned it as follows: h
The IR-24 agreement plays a crucial role in fostering educational exchanges between our countries, enabling us to send students to Vietnam for studies while also welcoming Vietnamese students to Russia This mutual collaboration is a key factor in strengthening our bilateral relations.
The second one is that the relationship between our people is perfect and
I feel at ease here, with no pressure regarding the global health situation, as everyone is friendly and welcoming The older generation particularly appreciates the historical support from the Soviet Union in Vietnam's struggle for freedom against American forces, which I believe is a significant aspect of our relationship Additionally, the longstanding tradition of cooperation between our countries and the presence of Russian companies operating in Vietnam further strengthen these ties.
Vietnamese companies operating in Russia are good opportunities to gain jobs involving Russia and Vietnam if you know the Vietnamese language
The findings of four political factors are as follows
Political stability in host countries is a crucial factor for international students when choosing where to study abroad, as highlighted by quantitative data showing that students from Myanmar, Haiti, and Laos prioritize this aspect In fact, political stability emerged as the top influencing factor in the survey results, particularly for students from regions marked by political instability Despite this, qualitative interviews reveal a contrasting perspective, with some students, such as one from Myanmar, not expressing a strong preference for political stability This discrepancy suggests that while safety is a significant concern, other factors may also play a role in their decision-making process.
While I initially focused on the political situation, I realized I also need to consider the local laws and regulations, especially since my stay in Japan will be temporary I believe there are protective laws in place for foreigners, and as long as I adhere to these laws, I should be fine This understanding is something I was previously unaware of.
Laotians view Vietnam as a superior destination for education compared to neighboring countries like Thailand and China, largely due to the similarities in their political systems.
Recent trends in international student mobility show a growing preference for studying in ASEAN and Asian countries, with Vietnam emerging as a popular destination In a quantitative survey, respondents identified Vietnam as the third most influential factor in their decision-making process Qualitative interviews revealed that many participants considered Vietnam a key choice due to its strategic location in Asia and its membership in ASEAN African students, in particular, are drawn to Vietnam, perceiving it as having more advanced technology compared to their home countries One student from Cameroon highlighted these advantages, emphasizing the appeal of studying in Vietnam.
IR-1: I think all ASEAN has good technology Vietnam is an ASEAN country, so I had an excellent opportunity to study computer science
IR-23: I am interested in coming to an Asian country to study and do a Master's
Moreover, their choice of destination seems based on their interest in the study One Nigerian student mentioned it in the interview:
Asian countries, including Vietnam, are significantly impacted by climate change, experiencing severe floods and storms similar to those in Japan and the Philippines While there is a desire to study in Europe, the unique climate challenges in Vietnam provide a more relevant context for understanding climate change By studying in Vietnam, I believe I will gain deeper insights into climate change issues than I would in European countries, which is why I chose to pursue my education here.
The "Asianization of Asia" trend is leading to an increasing preference among Asian students to pursue their studies within the region, with Vietnam emerging as a popular destination for international education As noted by Kuroda et al (2010), this shift reflects a growing inclination among students from Asia, including China, to seek educational opportunities closer to home.
IR-3: I came to VJU mainly because it is in Vietnam, not Japan, and is a part of ASEAN, raising the economy
Besides, Myanmar students mentioned that they tended to study in Asia and chose Vietnam because of the member countries of ASEAN Their responses were as follows:
IR-18: I would like to learn in Asian countries
IR-19: Vietnam is not strange for me because it is located in Asia and is a member of ASEAN h
IR-20: Vietnam is a neighbouring country I chose Vietnam to study because it is a member country of ASEAN, and I feel safe, and it is not very far from my home country
IR-21: When I go oversea to study, I plan to go to ASEAN countries
Moreover, European students chose Vietnam as a study destination for ASEAN's member countries and its location in Asia One student stated that:
Economic factors
Economic factors play a crucial role for international students studying abroad, with four key indicators: scholarships or financial assistance, low tuition and living costs, better employment opportunities post-graduation, and availability of part-time jobs A survey revealed that 25.8% of respondents identified low tuition and living costs as the most significant factor, while 46.8% ranked it second, 21% third, and 6.5% fourth, resulting in a total score of 181 and an average of 2.92 In terms of better employment opportunities after graduation, 32.3% rated it as the most important factor, 30.6% as second, 29% as third, and 8.1% as fourth, leading to a total score of 178 and an average of 2.87.
“Scholarships or financial assistance” was ranked the most important factor by
22 respondents (35.5%), the second important factor by nine respondents (14.5%), the third important factor by seven respondents (11.3%) and the fourth important factor by
A total of 24 respondents (38.7%) participated in the survey, yielding an overall score of 153 and an average score of 2.47 Regarding the indicator of "Availability of part-time jobs," four respondents (6.5%) identified it as the most critical factor, while five respondents (8.1%) ranked it as the second most important factor.
49 respondents (38.7%) as the third important factor and 29 respondents (46.8%) as the fourth important factor The total score is 108, and the average score is 1.74
Table 4.2: Average score and rank order of economic factors ranked by international students studying at VNU, Hanoi
Economic Factors Average Score Rank order
Low costs of tuition fees and living 2.92 1
Better employment opportunities after graduation 2.87 2
Availability of part-time job 1.74 4
Table 4.2 presents the average scores and rank order of responses from the quantitative survey, highlighting key factors influencing study abroad decisions The most significant factor identified was the "Low costs of tuition fees and living," with an average score of 2.92, ranking first Following closely was "Better employment opportunities," which scored 2.87 and ranked second The third influencing factor was "Scholarships or financial assistance," with an average score of 2.47 Lastly, respondents indicated that the "Availability of part-time jobs" was the least influential factor, scoring 2.23 and ranking fourth.
Vietnam offers lower fees and costs compared to other developing countries in Asia, making it an attractive study destination for international students, particularly from Asia and Africa Many students from these regions choose Vietnam due to its affordability, as they often seek budget-friendly educational opportunities This finding is supported by both quantitative results and qualitative feedback, with African students highlighting cost as a significant factor in their decision to study in Vietnam.
One of the primary reasons I chose this school is the low cost of tuition fees and living expenses The affordable living costs and strong support from the school made it an ideal choice for me.
The IR-2 program is an affordable option, with a tuition fee of only $3,650 for two years, allowing for flexible payment every three months, making it financially manageable for students.
France is 2000 Euro, which is costly It is only one time Here we have to pay four times One part is 21 million dongs
Asian students also mentioned this in the interviews as follows: h
IR-4: It attracts me If I choose another country, it is expensive I do not like western countries
IR-9: It is one of the essential points Living costs and tuition fees are cheaper in Vietnam than in Japan, so I chose Vietnam to study
IR-14: Vietnam is cheaper than Laos In Vietnam, some products are pretty cheap compared to my country
Each economic factor will be presented and discussed briefly in the following section
Studying abroad and getting scholarships are the highest achievements for international students Some say that getting a scholarship to study abroad is like
“winning the lottery” Most international students looked for scholarship programs for
International students from developing countries often prioritize financial factors when choosing to study abroad In a recent study, they ranked "low costs of tuition fees and living" and "better employment opportunities after graduation" as the top reasons for their decision, with safety and professional development following closely Notably, 32.3% of survey respondents reported receiving scholarships, with one-third being complete scholarship winners The emphasis on financial assistance was further highlighted in qualitative interviews, where two-thirds of students indicated that scholarships significantly influenced their choice to study in Vietnam.
Myanmar, a developing country like Vietnam, has seen a rise in the number of its students studying in Vietnam in recent years The Vietnamese government offers scholarship programs specifically for Myanmar students, including the JAIF (Japan ASEAN Integration Fund), which is jointly sponsored by both the Japanese and Vietnamese governments This initiative targets international students from Myanmar, Laos, and Cambodia, making Vietnam an attractive study destination for those seeking educational opportunities in Asia.
The IR-18 scholarship did not appeal to me as much as scholarships from other countries I only accepted it after confirming that my family would not need to financially support me during my studies; otherwise, I would have declined the offer.
Initially, I was offered a partial scholarship, which I couldn’t afford However, they later provided me with a full scholarship Without the full scholarship, I would not have been able to join the program.
Scholarships play a crucial role in students' decision-making, as highlighted by a Sri Lankan student who initially came to Vietnam for his Bachelor's degree with a scholarship He is now pursuing a Master's degree, continuing to benefit from a university-sponsored scholarship.
I received a scholarship from the Vietnam government, which is a significant achievement in my country, as studying abroad holds great importance My family is thrilled about this opportunity, having consistently supported me throughout my academic journey.
Vietnam, a developing country, offers a range of scholarships—including full, half, partial, and tuition fee scholarships—to attract international students These diverse scholarship programs have generated significant interest among international students looking to study in Vietnam One student from Cameroon shared their positive experience regarding the scholarship opportunities available during an interview.
IR-2: I have got a half scholarship The school supports 50%, and I must pay half the fee
Vietnam, historically a French colony, is a member of the Francophone University Agency (AUF), which represents higher education and research institutions that use the French language During its colonial era, France also colonized several African nations, many of which are now part of AUF The Institut Français d'Indonésie (IFI) stands out as the only French institute in the Asia Pacific, attracting numerous African students Scholarships offered include a 50% tuition discount, a monthly stipend, and accommodation for students from former French colonies, as shared by a student from Cameroon.
IR-1: Before I came here, I had many chances to study in Germany and
I chose to study in Vietnam due to the scholarship provided by AUF and the opportunity to improve my French language skills Opting for other countries would require significant financial resources and advanced English proficiency, making Vietnam the ideal choice for my education.
Vietnam also has an agreement between governments to recruit more international students For example, Laos A student from Laos reported about it in the interview h
Social/ Cultural factors
Social and cultural factors play a significant role in influencing international students to pursue their studies abroad This study identifies four key indicators: the attractiveness of the culture, a keen interest in learning the Vietnamese language, the perception of a safe environment in Vietnam, and the opportunity to gain valuable international experience The findings highlight these aspects and are further discussed in detail.
In the quantitative survey, respondents ranked the social/cultural factors according to the agreement order while deciding to study abroad The indicator
The opportunity to gain international experience emerged as the most significant factor, with 30 respondents (48.4%) prioritizing it, followed by 17 respondents (27.4%) ranking it second, eight respondents (12.9%) placing it third, and seven respondents (11.3%) identifying it as the fourth most important factor This resulted in a total score of 194 and an average score of 3.13 In contrast, culture attractiveness was deemed the most important factor by 11 respondents (17.7%) and the second most important by 22 respondents (35.5%).
21 respondents (33.9%) as the third important factor and eight respondents (12.9%) as the fourth important factor The total score is 160, and the average score is 2.58
In a recent survey, 21% of respondents identified "Safe environment in Vietnam" as the most important factor, while 22.6% ranked it as the second most important Additionally, 29% of participants considered it the third most important factor, and 27.4% placed it fourth.
The total score for the importance of learning the Vietnamese language is 119, with an average score of 1.92 Among the respondents, 12.9% identified it as the most crucial factor, while 14.5% rated it as the second most important Additionally, 24.2% considered it the third important factor, and 48.4% placed it as the fourth Overall, the findings highlight a significant interest in the Vietnamese language among participants.
Table 4.3 Average score and rank order of social/ cultural factors ranked by international students studying at VNU, Hanoi
Social/cultural factors Average Score Rank order
Interest in learning the Vietnamese language 1.92 4
Opportunity to gain international experience 3.13 1
Table 4.3 presents the average scores and rank order for responses to each question in the quantitative survey The most significant factor influencing respondents was the "Opportunity to gain international experience," with an average score of 3.13 and a rank of 1 Following this, "Culture attractiveness" ranked second with an average score of 2.58, while "Safe environment in Vietnam" came in third with a score of 2.37 Lastly, "Interest in learning the Vietnamese language" was identified as the least influential factor, receiving an average score of 1.92 It is important to note that these findings reflect overall trends and may not accurately represent individual respondents' views.
Studying abroad offers a unique opportunity to immerse oneself in the culture of the host country and engage with international life In qualitative research, African interviewees indicated that the desire to experience international life significantly influenced their decision to choose Vietnam as their study destination As one Cameroonian student articulated, this experience is pivotal in their educational journey.
IR-1: In VNU, many students come from Europe, America, or other countries That is my motivation for me to come here
Asian students expect to gain international life experience when studying in Vietnam One Chinese student said that international experience was significant for him (IR-4) h
Another student from China also responded that he expected to gain experience while studying in Vietnam (IR-3)
European students are generally less inclined to study in Vietnam due to their origins in well-developed countries, which may diminish their interest in seeking international experiences Nonetheless, they express a desire to immerse themselves in Asian culture and lifestyle.
Each economic factor will be presented and discussed briefly in the following section
Studying abroad offers international students the opportunity to immerse themselves in the host country's culture, making it an appealing experience Vietnam, with its rich cultural heritage and beautiful traditions, stands out as an attractive destination for those seeking to explore diverse cultural experiences.
“culture attractiveness” as the second influencing factor In the qualitative interview, many Asian and European students responded that Vietnam culture was attractive to them Asian students stated as follows:
IR-3: I think culture is a huge trend It attracts me, and I have come to
IR-4: Yes, for me, it is exciting I study in Vietnam because there are many cultural differences and similarities between Vietnamese and
One student from Japan explained why he wanted to study in Vietnam as follows:
IR-10: The biggest reason is to study Vietnamese culture and do research It is exciting, and I want to learn more
One Myanmar student said that culture attracted her to study in Vietnam as follows:
IR-19: Vietnamese culture is not strange to me compared to European culture, which is also one thing I feel It also attracts me to study in
Luckily, in this study, international students from Europe could be interviewed, and they reported how culture attracted them in their interviews One student from Russia confessed that as follows:
IR-24: I think it is exciting I was always very interested in learning about Asian culture, and Vietnamese culture is fascinating, the mix of
Chinese and Southeast Asian culture in terms of architecture, literature, h
59 food, language, fashion, music, and so on So, I would say Vietnam is the sum of east Asian culture
Another student from Serbia elaborated
IR-26: Of course, before I applied for this university, I spent one year in
Having spent a year in Malaysia and traveled to 15 different countries while living in five others across Europe, the USA, and Central America, I have gained invaluable insights into diverse cultures and communities My experiences have sparked a deep interest in Vietnam, a country that captivates many with its rich culture and vibrant people Eager to explore and understand the educational system and cultural nuances here, I am committed to discovering all that Vietnam has to offer.
The openness of Vietnamese people also attracted international students to study in Vietnam That was reported by a Serbian student as follows:
I appreciate the Vietnamese culture primarily due to the warmth and kindness of its people My desire to learn more about this rich culture is fueled by my interactions with them, which provide me with valuable insights and a deeper understanding of their traditions and way of life.
Moreover, one Ukrainian student also expressed that Vietnamese culture influenced her to study in Vietnam
In addition, Vietnamese food is becoming popular among people An international student from Japan responded how the food influenced her to choose Vietnam to study abroad
IR-9: I like Vietnamese food I think Japanese cuisine and Vietnamese cuisine are the best for me That is why I want to live here If
Vietnamese food were not delicious for me, maybe I would not be here, and I did not choose and study here
Vietnam's welcoming attitude towards foreigners has made it an attractive destination for international students Those who have visited the country often highlight the warmth and friendliness of the Vietnamese people, describing them as "kind," "helpful," and "open-minded." Many students express a desire to return to Vietnam after their initial visit, drawn by the hospitable environment and the positive experiences they encountered One European student noted their intention to revisit, underscoring the lasting impression of Vietnam's openness and tolerance.
IR-26: The most influential thing is the mindset of people and the energy
I can feel through their smiles The language I started studying
Vietnamese two years ago, I had a chance to visit Vietnam, and when I h
60 came here, I fell in love with the country of the people, and I believe it is the main reason for studying in Vietnam right now
Regarding the social culture of Vietnamese, he stated:
IR-26: I am amazed by it That is why I said that is the main reason why
I am here now The first time I encountered Vietnamese social culture in
In 2018, I had the opportunity to explore the countryside near Hanoi, where I experienced the warmth and hospitality of the Vietnamese people Their eagerness to learn about my country and share their rich culture and knowledge was truly inspiring I was impressed by their strong social skills, as many would approach me to offer help, often sensing my needs without me having to express them This enriching exchange motivated me to learn as much as possible from them.
In short, “culture attractiveness” may be the most influencing factor for European and Asian students in their responses
2 Interest in learning the Vietnamese language
Mastering a language requires time and perseverance, leading many international students to study in English-speaking countries to improve their English skills Conversely, some students opt to study in Vietnam to enhance their Vietnamese language abilities However, a quantitative survey indicates that the desire to learn Vietnamese is the least influential factor for international students choosing Vietnam, with only a few students prioritizing Vietnamese language acquisition as their main academic goal.
In the qualitative research, different international students wanted to learn the Vietnamese language for other purposes One student from mainland China stressed his interest in learning Vietnamese as follows:
The relationship between China and Vietnam is intricate, shaped by a rich historical context Understanding the history of Vietnam is essential for grasping its present dynamics By choosing to learn Vietnamese, I aim to deepen my comprehension of both the country's past and its current situation.
International students from Japan also confessed why they wanted to learn the Vietnamese language in Vietnam
IR-9: I need to develop my Vietnamese language skills Of course, in
Studying in Japan presents challenges for improving Vietnamese language skills, prompting my decision to choose Vietnam instead Factors such as lower living costs, a more conducive language environment, and greater accessibility to Vietnamese resources influenced my choice for language study.
IR-10: I want to learn more about Vietnamese history or culture and language, so my concern is that I need to look there, just the reason I h
61 want to study the Vietnamese language environment better in Vietnam than in Japan
Academic factors
Academic factors in Vietnam's higher education (HE) are assessed through four key indicators: the quality of HE, the reputation of institutions, the availability of advanced research facilities, and the presence of highly qualified teaching staff A survey revealed that 35.5% of respondents prioritized the "Quality of Vietnam HE" as the most important factor, with an overall score of 184 and an average of 2.97 Additionally, the "Reputation of institutions" was deemed the most important by 33.9% of respondents, highlighting the significance of institutional prestige in academic evaluation.
64 respondents (9.7%) as the fourth important factor The total score is 182, and the average score is 2.94
In a recent survey regarding educational priorities, "Qualified teaching staff" emerged as the most critical factor for 27.4% of respondents, with an overall score of 151 and an average rating of 2.44 Additionally, 12.9% considered it the second most important factor, while 35.5% and 24.2% ranked it as the third and fourth important factors, respectively In contrast, "Advanced research facilities" was deemed essential by only 3.2% of participants, with 16.1% ranking it as the second most important factor.
15 respondents (24.2%) as the third important factor and 35 respondents (56.5%) as the fourth important factor The total score is 103, and the average score is 1.66
Table 4.4 Average score and rank order of academic factors ranked by international students studying at VNU, Hanoi
Academic factors Average Score Rank order
Quality of Vietnam Higher Education 2.97 1
Table 4.4 shows the average score and rank order for responses in each question item in the quantitative survey It indicates that survey respondents were pulled by
The quality of higher education in Vietnam emerged as the most significant factor, with an average score of 2.97, ranking first Following closely was the reputation of institutions, which received an average score of 2.94, ranking second The third key influencing factor identified was the presence of qualified teaching staff, with an average score of 2.44.
“Advanced research facilities (average score =1.66, rank = 4)” as the least influencing factor for studying abroad in Vietnam The results were consistent with qualitative research
In qualitative research, interviewees highlighted that the reputation of higher education institutions in Vietnam was a significant factor in their decision to study there African students reported that they researched educational standards prior to their arrival and expressed satisfaction with their findings One student from Congo emphasized this sentiment, illustrating the appeal of Vietnam's educational quality.
IR-1: We did not make progress in education in my country Vietnam is much better than Congo For the education system, Vietnam is more advanced than Congo
Asian interviewees also stated that they recognised the quality of Vietnam HE One student from Laos elaborated as follows:
IR-14: Quality HE is one reason I chose Vietnam to study because it is highly qualified I think education in Vietnam is higher than in my country
Moreover, one Russian student from Europe responded about Vietnam HE as follows:
The IR-24 program offers commendable quality, especially when compared to Russian standards, despite my lack of formal education in Russia Based on my initial observations, I can confidently affirm that the quality of the program is impressive.
Each academic factor will be presented and discussed briefly in the following section
1 Quality of Vietnam Higher Education
International students perceive the quality of higher education in Vietnam as high, attracting individuals from various regions to study in the country Both quantitative and qualitative research corroborate this view, with over one-third of survey participants identifying this aspect as a priority Additionally, qualitative interviews further clarify and validate the findings from the quantitative survey.
In the qualitative research, African interviewees responded about it in the interview One Congo student elaborated as follows:
IR-5: The French diploma is most important because of its high value in my country France is a developed country, so that people may respect you with a French degree
A significant number of African students at VNU are enrolled in double degree programs offered by IFI, which allow them to earn degrees from both Vietnam and France These students benefit from the opportunity to study in their native language, French.
Asian students responded that they came to study in Vietnam because of its high quality of education One Laotian student stated as follows:
IR-17: I think education in Vietnam is better than in Laos That is why I came to Vietnam to study h
Recently, there has been an increased number of Myanmar students studying in Vietnam, and when they responded about the quality of Vietnam’s HE, one Myanmar student confessed as follows:
IR-20: Myanmar and Vietnam seem to have similar levels, but
Vietnam's education is better than Myanmar’s, and it is ahead of
Myanmar So that I study in Vietnam
Another Myanmar student also commented on Vietnam HE:
Many Vietnamese students are currently pursuing their studies abroad, leading me to have modest expectations regarding the quality of education in Vietnam However, it appears that the educational standards may surpass those of Myanmar, as evidenced by the ranking of Vietnam National University (VNU), which falls between 800 and 1000 globally.
Another thing is Japan's education involvement When Japan and
Vietnam combine, the rank will be higher than the current level
There is a growing trend of European students studying in Vietnam, primarily as exchange students, while the number of degree-seeking international students from Europe remains limited A Russian exchange student currently pursuing a PhD in Vietnam shared his insights on this experience.
The teaching quality at DAV is impressive, characterized by well-qualified and intelligent professors who maintain high academic standards Although I cannot compare it to my experience in Russia due to my recent start in a Master's program there, I find the level of instruction at DAV to be excellent The demanding nature of the assignments and tasks further reflects the institution's commitment to high-quality education.
In short, the quality of Vietnam’s HE appeared to be the influencing factor for international students of Vietnam to some extent
The reputation of an institution is a key factor influencing international students' choices in higher education This reputation encompasses various elements such as prestige, global rankings, employer recognition, and academic partnerships, yet lacks a specific measurement In a recent study, 35% of survey respondents identified institutional reputation as a crucial factor in their decision to study abroad, ranking it as the second most significant influence.
In the qualitative research, two-thirds of the interviewees said they focused on this factor before joining the institutions African students in this study reported that h
67 they cared about the institution's reputation when considering studying abroad Cameroon students responded as follows:
The school's reputation is vital, as many alumni have secured excellent jobs and pursued PhDs Positive recommendations from former students highlight the institution's quality, making it essential for me to attend this school due to its esteemed reputation.
Finding reliable information about educational institutions online can be challenging, as social media and the internet often present mixed messages However, it's essential to confront the reality of these sources to make informed decisions My interest in a particular school was largely influenced by its positive reputation, which I discovered through my online research.
Institution links with a foreign university may attract international students to come and study One Nigerian student elaborated on it:
VNU is a prestigious university in Vietnam with international recognition, establishing connections with universities in the US and Australia Its collaborative programs with foreign institutions enhance its appeal, attracting students who seek a globally-oriented education This international focus positions VNU as a leading choice for those interested in studying at a university that values global partnerships.
Moreover, Asian students from mainland China responded as follows:
IR-4: I have been following Vietnam for a long time I know that
Vietnam boasts numerous cooperative universities that partner with countries around the world, including academically robust nations like Japan This collaboration enhances educational opportunities and fosters international relationships Furthermore, Vietnam has established partnerships with institutions from the United States and the United Kingdom, expanding the scope for academic exchange and cooperation.
Germany and France So, I chose this university Japan has a relationship with Vietnam So, I decided
As discussed in the previous section, many South Korean students are currently studying in Vietnam One Korean student explained how he came to know and joined his university
Potential/ Additional factors
This study investigates the "Pull" factors influencing international students' decisions to study in Vietnam, employing a mixed-method approach that incorporates both quantitative and qualitative data The research analyzes data through an analytical framework consisting of four dimensions: political, economic, social/cultural, and academic factors The quantitative survey, structured in three parts, collects demographic information, ranks the importance of these four dimensions, and explores additional potential factors affecting students' choices This comprehensive approach reveals new insights into the motivations behind international students' decisions to pursue their education in Vietnam.
In-depth interviews were conducted to gather qualitative data, which were then analyzed using NVivo software The analysis employed both inductive and deductive coding methods, with deductive coding highlighting categories and themes derived from existing literature The initial findings and discussion section presented these deductive codes, while the subsequent part will delve into inductive coding, emphasizing themes and variations that emerged directly from the data.
The political similarity of the home country of international student
Survey data and interviews reveal that the political landscape of an international student's home country significantly influences their decision to study abroad For instance, two Congolese students, whose native language is French due to their country's colonial history, chose Vietnam for its communist regime, reflecting their connection to a country formerly occupied by France One student explicitly stated that he was drawn to Vietnam because of its political similarities.
My country transitioned from a communist system to a capitalist one in 2002, leading to a significant Vietnamese presence here While the government still uses the communist flag, we now identify with a distinct red flag that symbolizes our current political landscape.
A student from Haiti chose Vietnam for her studies due to its shared history of French colonization, similar to her own country Believing that a familiar political background would enhance her learning experience, she applied for a scholarship from AUF and successfully moved to Vietnam for her education.
Vietnam, once a French colony, shares a historical connection with other nations similarly colonized by France The Agence Universitaire de la Francophonie (AUF) aims to unify francophone countries, providing valuable opportunities for collaboration and growth This non-governmental organization plays a pivotal role in fostering connections among nations with a shared colonial past.
Laos and Vietnam share a close geographical and political relationship, with the Vietnamese government providing substantial support to Laotian students through various scholarships and financial aid Interviewees expressed comfort in studying in Vietnam due to the similarities in their political systems, highlighting the ease of transition for Laotian students One student shared their positive experience, emphasizing the supportive environment in Vietnam.
Laos and Vietnam share a similar political system, fostering strong communication between the two nations As a result, many Laotians are familiar with the Vietnamese language The close political ties between various regions, including countries, cities, and provinces, further enhance the interest in studying in this dynamic relationship.
In sum, the factor “Political similarity of the home country of international student” influences the international students, particularly from Congo, Haiti and Laos, to study in Vietnam
Vietnam, a developing nation situated at the eastern edge of mainland Southeast Asia and a member of ASEAN, has transitioned towards a market-oriented economy despite being a communist country This shift began with significant reforms in its economic and political landscape.
Since its reforms in 1986, Vietnam has emerged as one of the world's fastest-growing economies, attracting international students Many respondents in surveys identified Vietnam's burgeoning economy as a key factor influencing their decision to study there Qualitative interviews further revealed that this economic growth played a significant role in motivating students, including one from South Korea, to choose Vietnam for their education.
IR-13: At first, I didn’t think about studying in Vietnam But when I came here, I met a Vietnamese guy who is a lawyer and also patents of
Tony I traded with him, and he was my companion with my uncle, and h
The conversation I had about Vietnam's future and its opportunities was eye-opening I realized that Vietnam has more options than Korea, prompting me to reflect on my own future I concluded that I aspire to work in international affairs, as Vietnam stands out as a powerful nation within ASEAN and actively engages in global cooperation.
Korea a lot So, I felt that if I want to work and stay here for a long time,
I think I need to study here to understand how Vietnamese people believe and how Vietnamese people lead So, I attended this university
A European student shared his decision to study in Vietnam, emphasizing that he never perceived it as a developing country He elaborated on his reasons for choosing Vietnam as his study abroad destination.
IR-26: Though Vietnam is considered a developing country, it overgrew
More and more foreign investors and more and more people speak
Another student from Germany expressed why he chose Vietnam to study as follows:
Vietnam is notably more dynamic than Germany, with rapid changes observed in the last six years, particularly in Hanoi The emotional landscape here is vibrant, offering a mix of relaxation and excitement that I find appealing In contrast, Germany, while highly developed, maintains a more stable environment that lacks the same level of intrigue These factors contribute to my preference for the lively atmosphere in Vietnam.
In short, the “emerging economy of Vietnam” appeared attractive to international students from developed countries like South Korea and Germany for study abroad
The geographic proximity of the destination country plays a crucial role in influencing students' decisions to study abroad, particularly in Vietnam Research findings indicate that the distance between home and host countries significantly impacts international students' choices, with many respondents highlighting this factor as a key attraction Notably, a quarter of interviewees and several survey participants acknowledged that geographic closeness was a decisive element in their decision-making process.
IR-11: Vietnam is cheaper and near, kind of nearly to my country
Laos' close proximity to Vietnam allows students to frequently return home, making travel convenient One student highlighted the ease of access, stating, "I can go back quickly because there are many buses available."
Proximity not only saves time but also travel costs Another Laotian student stated:
IR-16: It’s a neighbour country, and it is easy to go back home and save for the travelling cost if I go back to my homeland monthly or yearly
IR-17: Vietnam is the nearest country to my home country Laos, and I can return home very quickly
Myanmar students also responded that geographic proximity is one factor to consider in choosing Vietnam for study
IR-18: It is easy for Asian countries not far from my country to return home when I wish
IR-20: I feel safe, and it is not very far from my home country
In sum, the factor “geographic proximity” may influence Asian students such as South Korea, Laos and Myanmar to study abroad in Vietnam
How influencing factors vary among the regions of Asia, Africa and Europe
A recent study reveals that the factors influencing international students' choice of study destinations differ by region, particularly regarding Vietnam European students are primarily drawn to Vietnam by social and cultural aspects, while African students prioritize academic and economic motivations In contrast, Asian students are influenced by a combination of political, economic, and academic factors when considering Vietnam as their study destination.
Beyond these differences, it is likely to interpret the findings from the analysis as keeping proof for three regions studying in Vietnam These influencing factors h
The study's sample of 80 students may not fully represent all international students from Europe, Africa, and Asia in Vietnam It is important to note that the findings reflect only the perspectives of this limited group and do not generalize to all international students in the country The subsequent sections will explore the various factors influencing international students from these regions and offer interpretations based on the collected data.
European students, often viewed as beneficiaries of the continent's political, economic, and social advantages, frequently study abroad to immerse themselves in new cultures According to the European Commission (2014), key motivations for participating in the EU-ERASMUS program include the desire to live abroad, learn a foreign language, and forge new friendships This social and cultural engagement influences many European students to extend their stay in Vietnam, where they perceive a safe living environment and appealing lifestyle, leading them to forgo returning to their home countries This contrasts with international students in traditional academic hubs, who typically seek to improve their academic and economic prospects.
European students in this study, unlike their counterparts from Asia and Africa, have strong social and cultural ties that motivate them to study in Vietnam, aligning with previous research indicating that European students seek intercultural skills and international work opportunities (Cantwell et al., 2009) A significant majority express a keen interest in mastering the Vietnamese language, highlighting that language competency is a crucial factor for international students (Nghia, 2019, 2015; Zhou & Zhang, 2018; Chen, 2017) Additionally, the allure of Vietnamese culture plays a pivotal role in their decision to study in Vietnam, suggesting that cultural attraction is a primary influence in their choice of study destination This finding echoes earlier studies that noted European students in the UK aimed to broaden their horizons and experience diverse cultures.
Studying abroad enhances job prospects and English proficiency (West, 2000), a finding supported by recent literature emphasizing the value of experiencing foreign cultures (Nghia, 2019; Zhuo & Zhang, 2018; Li & Bray, 2007) Vietnam's rich culture, particularly its diverse and appealing cuisine, draws many foreigners Notably, the study revealed that social connections in Vietnam significantly attract European students, likely due to the welcoming and friendly nature of the Vietnamese people, which influences their decision to pursue studies in the country.
The relationship between the Vietnamese government and European countries has strengthened, leading to an increase in international students studying in Vietnam, particularly from Eastern Europe Following economic reforms in 1986, Vietnam expanded its international relations beyond communist countries, becoming a more welcoming destination for students European students prioritize academic factors such as the reputation of institutions and the quality of teaching, aligning with global trends in international education Despite Vietnam's ongoing efforts for international recognition in higher education, the number of inbound European students remains low This study highlights that European students are drawn to Vietnam not only for its educational opportunities in humanities and social sciences but also for the chance to immerse themselves in Asian culture and language.
African students in this study demonstrate a strong academic and economic focus, with over 80% participating in double degree programs offered by IFI These programs provide two qualifications at equivalent levels upon meeting the criteria set by partner universities, as highlighted by Knight (2011) Kuroda et al (2018) further emphasize that Joint Diploma Programs offer advanced learning opportunities, foster academic careers not achievable at a single institution, and allow students to earn degrees from multiple universities in a shorter time and potentially at a lower cost African students often obtain degrees from both Vietnam and France within two years, reflecting their high academic aspirations and a desire to contribute their skills to their home countries post-graduation However, some students also consider migrating to developed nations for enhanced professional opportunities.
Many African international students prioritize the reputation of academic institutions in Vietnam before enrolling, mirroring findings by Maringe and Carter (2007), which indicate that African students select the UK for its high-quality, internationally recognized qualifications This emphasis on quality education remains significant regardless of whether the study destination is a developed or developing country Additionally, recommendations from friends play a crucial role in their decision-making process, as supported by Mazzarol & Soutar (2002), who highlight the influence of advice from relatives, friends, and teachers on international students' choice of study destinations.
It is valid for African students in this study who were informed about the institutions by friends
Financial assistance and scholarships significantly entice African students from Francophone countries to pursue their studies in Vietnam In this study, the scholarships provided by AUF played a crucial role in attracting these students This finding aligns with the research conducted by Oliveira and Soares (2016), which highlighted that the availability of scholarships from international higher education institutions is vital in influencing the decision-making process of prospective international students.
A significant number of African students in this study enrolled at the French Institute in Vietnam, primarily due to the French-language instruction offered, which aligns with their preference for studying in their native language This choice contrasts with the Vietnamese universities' internationalization strategy that promotes English Medium Instruction (EMI) Originating from French-speaking countries, these students sought study abroad opportunities linked to their historical colonial ties All participants are pursuing Master's degrees, with some aspiring to continue to PhD programs in developed nations like France and the UK, focusing on disciplines such as Social Science, Natural Science, ICT, and Law Notably, 80% of the students are engaged in ICT studies, including fields like artificial intelligence and digital marketing, which are increasingly relevant in today's job market.
International students, particularly from African nations like Nigeria, often choose institutions in Cyprus and Vietnam due to the low cost of living and affordable tuition fees, as highlighted by Americanos (2011) and supported by Mazzarol and Soutar (2002) The lack of scholarships for these students emphasizes the importance of cost factors in their study abroad decisions In Vietnam, the relatively low expenses compared to developed countries, combined with the availability of part-time jobs, significantly influences their choice, as many students rely on these jobs for financial support Vietnamese institutions facilitate this by allowing international students to work part-time while studying, alleviating financial concerns and making higher education more accessible.
Less than half of African students selected Vietnam for their studies due to its status as an ASEAN country One African interviewee noted that he chose Vietnam because it is an Asian nation with more advanced technology compared to his home country Additionally, Vietnam's lack of a historical relationship with African nations meant that students had limited knowledge about the country prior to their arrival, primarily relying on information from friends and the Internet.
Traveling to Vietnam often requires 2 to 3 layovers, significantly increasing travel costs African nations maintain historical ties with their former colonizers, like the UK and France, providing opportunities for students to study abroad in these countries.
Vietnam, once a French colony like the Democratic Republic of Congo, shares a similar political framework that attracts international students from Africa Many African students choose Vietnam for its affordable education, scholarship opportunities, and historical ties Since 2005, the number of African students in Vietnam has gradually increased, peaking in 2019, likely due to the popularity of AUF scholarships and positive alumni recommendations, establishing Vietnam as an appealing study destination.
A significant number of international students in Vietnam come from Asian countries, driven by academic and economic factors similar to those influencing African students Social and cultural considerations also play a crucial role in their choice of Vietnam as a study destination This study supports Marginson's (2002) findings, highlighting that the increase in Asian international students is linked to geographical proximity, affordability, and cultural familiarity Vietnam's closeness and cultural similarities make it a more attractive option for Asian students, particularly for those from Laos, compared to European countries.
CONCLUSIONS AND RECOMMENDATIONS
Summary of key findings
Overall, the study found the factors influencing international students' choice to study abroad in Vietnam in line with four dimensions: political, economic, social/ cultural and academic
In a recent survey, the political stability of Vietnam emerged as the most critical factor, with 37.1% of respondents highlighting its importance Additionally, 30.6% of participants emphasized the significance of diplomatic relations between Vietnam and the home countries of international students.
In a recent survey, 89 respondents identified "a member country of ASEAN" as the most influential factor in their decision to study in Vietnam, with 11 (17.7%) specifically mentioning it Additionally, 10 (35.71%) participants noted that ASEAN membership played a crucial role in their choice of Vietnam for education Five students cited "diplomatic relations with their home country" as a significant influence, while three highlighted Vietnam's "political stability." Lastly, the "ease of visa processing" was mentioned by nine survey respondents and one interviewee, marking it as the least influential factor in their decision-making process.
A significant portion of survey respondents, 35.5%, identified "scholarships or financial assistance" as the primary factor influencing their decision to study in Vietnam Meanwhile, 32.3% prioritized "better employment opportunities after graduation," and 25.8% highlighted "low costs of tuition fees and living." In contrast, a majority of qualitative interviewees, comprising two-thirds, expressed expectations related to these factors.
"better employment opportunities after graduation" Half (14) confessed that they chose Vietnam to study because of the "low tuition fees and living costs"
"scholarships" attracted less than half of the interviewees to study in Vietnam Four survey respondents and two interviewees considered “getting part-time employment" while studying in Vietnam
A recent quantitative survey indicates that 48.4% of respondents identified the "opportunity to gain international experience" as the primary reason for choosing Vietnam as their study abroad destination Additionally, 17.7% highlighted "cultural attractiveness," while 21% pointed to the "safe environment" in Vietnam as a key factor Furthermore, 12.9% expressed a strong interest in learning the Vietnamese language Complementing these findings, qualitative interviews revealed that 61% of participants were drawn to Vietnam primarily due to its rich "Vietnamese culture."
"interested in learning the Vietnamese language" Less than 40% (11) confessed that they expected to "get international life experience" while studying Nearly one-third h
(10) of interviewees responded that a "safe environment in Vietnam" influenced their choice
Academic factors play a crucial role in higher education perceptions, with 35.5% of survey respondents identifying the "quality of Vietnam's higher education" as the most significant influence Additionally, 33.9% of participants highlighted the "reputation of institutions" as a key factor, while 27.4% emphasized other academic considerations.
A significant 75% of interviewees indicated that the "reputation of institutions" was a key factor in their decision to study in Vietnam, while 53.57% were drawn by the "high-quality teaching staff." However, less than half of the respondents (12) felt that the "quality of Vietnam's higher education" played a significant role in their choice, and "advanced research facilities" had minimal influence on the survey participants.
Quantitative and qualitative findings indicate that social and cultural factors significantly impact international students' decision to study in Vietnam, followed by economic factors as the second most influential Academic considerations rank third, while political factors play a minor role in their choice of Vietnam as a study destination.
The study identified several key factors that align quantitative and qualitative results, including academic opportunities like internships and available courses, the economic growth of Vietnam, geographic proximity, social relationships and recommendations from friends, teachers, and family, as well as the political similarities between the home countries of international students.
Asian and African students are drawn to Vietnam for their studies due to favorable economic and academic factors, including low tuition fees, affordable living costs, and better employment opportunities, along with scholarships and the institutions' strong reputations In contrast, European students are primarily influenced by social and cultural factors, as they are attracted to Vietnamese culture and have a keen interest in learning the Vietnamese language.
Conclusions
This research aims to identify factors influencing international students' choice to study in a developing country, particularly Vietnam While only 2053 international h
In 2006, only 91 students were studying in Vietnam (Knight, 2012), but the Ministry of Education and Training (MOET) aimed to increase international enrolments in higher education to 15,000 by 2020 (MOET, 2008) This study is particularly relevant as Vietnam seeks to position itself as a regional education hub by attracting more international students.
Vietnam has actively welcomed international students through various agreements, particularly with communist countries like China, Russia, Laos, and North Korea Notably, Laos contributes the largest number of international students in Vietnam, benefiting from a close geographical and diplomatic relationship The historical agreement signed in July 1977 solidified the friendship and cooperation between Vietnam and Laos, emphasizing solidarity and mutual support This traditional bond has led to significant educational opportunities, with Vietnam providing numerous scholarships to Laotian students each year, reflecting the strong ties and friendly relations between the two nations.
According to UIS data, Cambodia ranks as the second-largest source of international students in Vietnam; however, this study did not collect data from Cambodian students, leaving the factors influencing their decision to study in Vietnam unconfirmed As neighboring countries, Vietnam and Cambodia share a complex relationship, highlighted by their historical ties, such as the friendship and cooperation agreement signed in January 1979 after the fall of Pol Pot's regime (Minh, 2015, p.51).
Vietnam has historically prioritized its relationships with socialist countries, particularly the Soviet Union and Eastern European nations (Minh, 2015) This longstanding connection facilitates the acceptance of international students from these regions, making it common for students from Ukraine, Belarus, and Serbia to pursue their studies in Vietnam Notably, a bilateral agreement between Vietnam and Ukraine enables Ukrainian students to study in Vietnam through government scholarships, contributing to a growing number of international students from Ukraine.
Historical and colonial ties, particularly with countries like France and Russia, significantly influence international students' decisions to study in Vietnam A Russian interviewee highlighted the strong diplomatic relationship between Russia and Vietnam, noting Russia's support during the Vietnam-American War and expressing his enjoyment of life in Vietnam While Vietnam's status as a developing country attracts some European students, most come for social and cultural experiences rather than academic pursuits, resulting in a limited number of degree-seeking international students from these regions.
Colonial partnerships have encouraged African international students to study in Vietnam, despite the lack of historical ties between Vietnam and African nations Vietnam's status as a Francophone country and the establishment of the Francophone Institute in Hanoi have drawn many African students, particularly those from former French colonies, due to scholarship opportunities offered by AUF Recently, students from Haiti have also benefited from this scholarship scheme Additionally, English-speaking African students, such as those from Nigeria, are studying in Vietnam, even without scholarship options, as they can easily find job opportunities, particularly in English teaching, due to high local demand This enables them to support themselves while studying in Vietnam.
93 students In this study, most African students come from African French-speaking countries, and only a few can speak English
Vietnam's government has implemented various scholarship programs to attract international students, particularly from Asian countries like Mongolia, Sri Lanka, and Myanmar Additionally, significant South Korean investment in Vietnam has led to an influx of South Korean students, as many family members accompany their working parents, further motivating these students to pursue higher education in the country.
A recent study highlighted that international students appreciate the high-quality education and qualified teaching staff in Vietnam However, some students expressed concerns about outdated teaching methods, advocating for a more student-centered approach to enhance learning Additionally, the use of English as a Medium of Instruction (EMI) has been beneficial for international students, although they occasionally felt confused when instructions were delivered in Vietnamese.
Vietnamese people's welcoming attitude towards foreigners significantly influences international students' decision to study in the country African interviewees noted a strong sense of security while studying in Vietnam, citing low levels of discrimination and an overall foreigner-friendly environment.
Vietnam's foreign policy significantly influences the influx of international students, particularly from Laos, who represent the largest group of inbound students Additionally, historical colonial ties play a crucial role in shaping these student flows Furthermore, a majority of international students benefit from financial assistance through bilateral agreements and scholarship programs, rather than being self-funded.
In 2008, the Ministry of Education and Training (MOET) set a target of 15,000 international student enrollments in Vietnam's higher education sector by 2020, a goal that has not been met, partly due to the impact of the COVID-19 pandemic To enhance both inbound and outbound student mobility, Vietnam must address existing challenges Research indicates that factors such as the country's developmental level, educational quality, and policy framework contribute to the uneven flow of students.
Vietnam is transitioning from being an education importer to an exporter; however, it faces challenges due to the absence of a robust framework for quality assurance and accreditation necessary to support transnational programs (Tran & Marginson, 2018a).
To effectively recruit more international students, Vietnam's educational institutions must leverage the identified "pull" factors Analysis reveals that these factors vary by region; for instance, European students are influenced by social and cultural aspects such as Vietnamese culture and language, while Asian and African students are drawn by scholarship availability, low living costs, and promising employment prospects post-graduation Additionally, the reputation of academic institutions plays a significant role in attracting international students Recommendations from friends, teachers, and family also impact their decision to study in Vietnam, alongside the diverse academic opportunities offered by Vietnamese universities.
Vietnam aims to become a preferred destination for international students, yet it must enhance its internationalization efforts compared to countries like South Korea, Thailand, and China The findings suggest that Vietnam has significant potential to attract more full-fee-paying international students To achieve this, both the government and educational institutions should prioritize these insights This study highlights the key factors that influence international students' decisions to study in developing countries like Vietnam.
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Future research should build on this study's findings to identify more specific and significant influencing factors Additionally, the post-pandemic landscape may see an increase in on-site international students, which could enhance the study's validity by involving a larger and more diverse participant pool.
The study highlights a 95% reliability of the results, although it utilized nonprobability samples and is classified as exploratory research Consequently, the findings are specific to the international students involved in this study and may not be representative of all international students Future research should consider employing probability sampling techniques to gather data from a larger and more diverse sample size.
Future researchers should explore the factors influencing international students studying in Vietnam and the challenges they face This research can enhance Vietnam's internationalization efforts, positioning the country as a leading higher education hub in the Asia-Pacific region.
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The aim of this MA research study is to examine 'Factors Influencing International Students to Study Abroad in Vietnam' This questionnaire will take you approximately 5 minutes to complete.
All information provided by you will be solely used for the purpose of this research study and will be treated as confidential and with complete anonymity.
Your information will be securely stored by the researcher, ensuring that only the researcher and her supervisors can access it for the purposes of this study Every effort will be made to protect participant identities in any published materials.
Participation in this research is entirely voluntary, allowing you to withdraw at any time without facing any negative consequences Your choice to withdraw or not participate will have no impact on you, both now and in the future.
For additional information regarding the research, please reach out to the researcher or her supervisors If you have any complaints concerning your participation in the study, you may also contact Vietnam Japan University in Hanoi.
Researcher: Khaing Khaing Kyi, 19110079@st.vju.ac.vn
If you agree to take part in this study, please kindly take your time to answer the following questions.
1 Which country are you from?
3 What is your gender? Male Female NA
4 What is your age? under 25 years old 25 - 35 years old
36 - 45 years old over 45 years old
5 Which university/ school/ institute under VNU are you currently attending?
School of Interdiciplinary Studies, VNU
Hanoi School of Business and Management
University of Science (VNU-HUS)
University of Social Sciences & Humanities (VNU-USSH)
University of Languages & International Studies (VNU-ULIS)
University of Engineering & Technology (VNU-UET)
University of Economics & Business (VNU-UEB)
University of Education (VNU-UED)
Vietnam - Japan University (VNU-VJU)
University of Medicine and Pharmacy (VNU-UMP)
6 At what level are you currently studying?
7 What is your area of study?
II Influencing Factors for Study Abroad
How do the following 'Pull' factors influence you to study abroad in Vietnam?
A Please rank the following political 'Pull' factors in order of agreement - 1 being the highest to 4 being the lowest (1= the highest to 4= the lowest) Write 1,2,3,4.
I chose Vietnam to study because political situation in Vietnam is stable.
I chose Vietnam to study because it is a member country of ASEAN.
I chose Vietnam to study because it is easy to get a visa.
I chose Vietnam to study because of good relationship with my country.
B Please rank the following economic 'Pull' factors in order of agreement - 1 being the highest to 4 being the lowest (1= the highest to 4= the lowest) Write 1,2,3,4.
I chose Vietnam to study because I got scholarships or financial assistance.
I chose Vietnam to study because tuition fees and living costs are low.
I chose Vietnam to study because I hope to get better employment opportunities after graduation.
I chose Vietnam to study because it is available for part-time job.
C Please rank the following social/ cultural 'Pull' factors in order of agreement - 1 being the highest to
4 being the lowest (1= the highest to 4= the lowest) Write 1,2,3,4.
I chose Vietnam to study because Vietnamese culture is attractive to me.
I chose Vietnam to study because I am interested in learning Vietnamese language.
I chose Vietnam to study because of safe learning environment.
I chose Vietnam to study because of the opportunity to gain international life experience.
D Please rank the following academic 'Pull' factors in order of agreement - 1 being the highest to 4 being the lowest (1= the highest to 4= the lowest) Write 1,2,3,4.
I chose Vietnam to study because the quality of education is good.
I chose Vietnam to study because Vietnam's universities have good reputation.
I chose Vietnam to study because of its advanced research facilities (library, laboratory, e- resources).
I chose Vietnam to study because of the qualified teaching staff.
Apart from the above mentioned factors, what other factors do you think affect you choose to study in
Thank you very much for your cooperation and participation. h
A Influencing factors international students’ choice to study abroad in a developing country, Vietnam
Scores and rank by Political factors
Average Score Rank political stability 23 37.1 14 22.6 13 21 12 19.4 172 2.77 1 a member country of
11 17.7 19 30.6 16 25.8 16 25.8 149 2.4 3 ease of getting a visa 9 14.5 19 30.6 11 17.7 23 37.1 138 2.23 4 diplomatic relationship with my country
Scores and rank by economic factors
Average Score Rank scholarships or financial assistance
22 35.5 9 14.5 7 11.3 24 38.7 153 2.47 3 low costs of tuition fees and living
20 32.3 19 30.6 18 29 5 8.1 178 2.87 2 availability of part-time job 4 6.5 5 8.1 24 38.7 29 46.8 108 1.74 4 Total 62 100 62 100 62 100 62 100
*Total number of respondents who ranked [1,2,3,4] h
Scores and rank by social/ cultural factors
Average Score Rank culture attractiveness 11 17.7 22 35.5 21 33.9 8 12.9 160 2.58 2 interest in learning
Vietnamese 8 12.9 9 14.5 15 24.2 30 48.4 119 1.92 4 safe environment 13 21 14 22.6 18 29 17 27.4 147 2.37 3 opportunity to gain international experience
Scores and rank by academic factors
B Influencing factors for international students from Europe to study abroad in Vietnam
Scores and rank by political factors
Average Score Rank political stability 1 25 2 50 1 25 12 3 1 a member country of
4 100 4 1 2 ease of getting a visa 1 25 2 50 1 25 12 3 1 diplomatic relationship with my country
Scores and rank by economic factors
Ran k scholarships or financial assistance
2 50 1 25 1 25 11 2.75 1 low costs of tuition fees and living
2 50 1 25 1 25 11 2.75 1 availability of part-time job
*Total number of respondents who ranked [1,2,3,4] h
Scores and rank by social/ cultural factors
Average Score Rank culture attractiveness 2 50 1 25 1 25 11 2.75 1 interest in learning
2 50 1 25 1 25 9 2.25 2 safe environment 1 25 1 25 2 50 9 2.25 2 opportunity to gain international experience
Scores and rank by academic factors
Average Score Rank quality of education 1 25 1 25 2 50 11 2.75 2 reputation of institutions 1 25 3 75 13 3.25 1 advanced research facilities
C Influencing factors for international students from Africa to study abroad in Vietnam
Scores and rank by political factors
Average Score Rank political stability 12 50 3 12.5 6 25 3 12.5 72 3 1 a member country of
3 12.5 9 37.5 4 16.7 8 33.3 55 2.29 4 diplomatic relationship with my country
Scores and rank by economic factors
Average Score Rank scholarships or financial assistance
5 1 4.2 12 50 55 2.29 3 low costs of tuition fees and living
7 10 41.7 66 2.75 2 availability of part-time job 1 4.2 1 4.2 10 41.7 12 50 39 1.63 4 Total 24 100 24 100 24 100 24 100
*Total number of respondents who ranked [1,2,3,4] h
Scores and rank by social/ cultural factors
Average Score Rank culture attractiveness 2 8.3 7 29.2 11 45.8 4 16.7 55 2.29 3 interest in learning
1 4.2 2 8.3 6 25 15 62.5 37 1.54 4 safe environment 8 33.3 7 29.2 7 29.2 2 8.3 69 2.88 2 opportunity to gain international experience
Scores and rank by academic factors
Average Score Rank quality of education 7 29.2 12 50 4 16.7 1 4.2 73 3.04 2 reputation of institutions 13 54.2 6 25 4 16.7 1 4.2 79 3.29 1 advanced research facilities
D Influencing factors for international students from Asia to study abroad in Vietnam
Scores and rank by Political factors
Average Score Rank political stability 10 29.4 9 26.5 6 17.6 9 26.5 88 2.58 2 a member country of
7 20.6 12 35.3 9 26.5 6 17.6 88 2.58 2 ease of getting a visa 5 14.7 8 23.5 6 17.6 15 44.1 71 2.08 4 diplomatic relationship with my country
Scores and rank by economic factors
Average Score Rank scholarships or financial assistance
12 35.3 6 17.6 5 14.7 11 32.4 87 2.59 3 low costs of tuition fees and living
14 41.2 9 26.5 7 20.6 4 11.8 101 2.97 1 availability of part-time job 3 8.8 3 8.8 12 35.3 16 47 61 1.79 4 Total 34 100 34 100 34 100 34 100
*Total number of respondents who ranked [1,2,3,4] h
Scores and rank by social/ cultural factors
Average Score Rank culture attractiveness 7 20.6 15 44.1 9 26.5 3 8.8 94 2.76 2 interest in learning
7 20.6 5 14.7 8 23.5 14 41.2 73 2.15 3 safe environment 4 11.8 6 17.6 11 32.4 13 38.2 69 2.03 4 opportunity to gain international experience
Scores and rank by academic factors
Average Score Rank quality of education 14 41.2 9 26.5 6 17.6 5 14.7 100 2.94 1 reputation of institutions 7 20.6 13 38.2 9 26.5 5 14.7 90 2.65 2 advanced research facilities
E Influencing factors for international students from South Korea to study abroad in Vietnam
Factors political stability 2 18.2 3 27.3 2 18.2 4 36.4 25.0 2.27 3 a member country of ASEAN 2 18.2 4 36.4 4 36.4 1 9.1 29.0 2.64 1 ease of getting a visa 4 36.4 2 18.2 0.0 5 45.5 27.0 2.45 2 diplomatic relationship with my country
Economi c factors scholarships or financial assistance 0 0 1 9.1 1 9.1 9 81.8 14 1.27 4 low costs of tuition fees and living 2 18.2 8 72.7 1 9.1 0 0 34 3.09 2 better employment opportunities 9 81.8 0 0 2 18.2 0 0 40 3.64 1 availability of part- time job 0 0 2 18.2 7 63.6 2 18.2 22 2 3
Social/c ultural factors culture attractiveness 1 9.1 7 63.6 2 18.2 1 9.1 30.0 2.73 2 interest in learning
Vietnamese 2 18.2 2 18.2 5 45.5 2 18.2 26.0 2.36 3 safe environment 1 9.1 1 9.1 3 27.3 6 54.5 19.0 1.73 4 opportunity to gain international experience
Academi c factors quality of education 4 36.4 5 45.5 1 9.1 1 9.1 34.0 3.09 1 reputation of institutions 4 36.4 4 36.4 2 18.2 1 9.1 33.0 3.00 2 advanced research facilities 1 9.1 2 18.2 4 36.4 4 36.4 22.0 2.00 3 qualified teaching staff 2 18.2 0 0.0 4 36.4 5 45.5 21.0 1.91 4
*Total number of respondents who ranked [1,2,3,4] h
F Influencing factors for international students from Myanmar to study abroad in Vietnam
Factor s political stability 4 36.4 2 18.2 1 9.1 3 27.3 27 2.7 2 a member country of ASEAN 4 36.4 3 27.3 1 9.1 2 18.2 29 2.9 1 ease of getting a visa 0 0 4 36.4 1 9.1 5 45.5 19 1.9 4 diplomatic relationship with my country
Econo mic factors scholarships or financial assistance
7 63.6 2 18.2 1 9.1 0 0 36 3.6 1 low costs of tuition fees and living
1 9.1 2 18.2 5 45.5 2 18.2 22 2.2 3 better employment opportunities 1 9.1 6 54.5 3 27.3 0 0 28 2.8 2 availability of part-time job 1 9.1 0 0 1 9.1 8 72.7 14 1.4 4
Social/ cultura l factors culture attractiveness 2 18.2 4 36.4 3 27.3 1 9.1 27 2.7 2 interest in learning
Vietnamese 1 9.1 0 0 0 0 9 81.8 13 1.3 3 safe environment 2 18.2 3 27.3 5 45.5 0 0 27 2.7 2 opportunity to gain international experience
Acade mic factors quality of education 5 45.5 1 9.1 2 18.2 2 18.2 29 2.9 1 reputation of institutions 1 9.1 5 45.5 3 27.3 1 9.1 26 2.6 3 advanced research facilities 0 0 2 18.2 3 27.3 5 45.5 17 1.7 4 qualified teaching staff 4 36.4 2 18.2 2 18.2 2 18.2 28 2.8 2
*Total number of respondents who ranked [1,2,3,4] h
G Influencing factors for international students from Laos to study abroad in Vietnam
Factors political stability 1 9.1 3 27.3 1 9.1 1 9.1 16 2.67 2 a member country of ASEAN
0 0 1 9.1 2 18.2 3 27.3 10 1.67 4 diplomatic relationship with my country
Econo mic factors scholarships or financial assistance
3 27.3 1 9.1 0 0 2 18.2 17 2.83 1 low costs of tuition fees and living
1 9.1 2 18.2 1 9.1 2 18.2 14 2.33 2 availability of part-time job
Social/c ultural factors culture attractiveness
2 18.2 2 18.2 1 9.1 1 9.1 17 2.83 1 safe environment 1 9.1 1 9.1 2 18.2 2 18.2 13 2.17 4 opportunity to gain international experience
Acade mic factors quality of education
*Total number of respondents who ranked [1,2,3,4] h
Pseudo nym Gender Country Academic program Discipline Source of financial support
IR-1 Male Cameroon Master IT Scholarship(half)
IR-2 Male Cameroon Master IT Scholarship(half)
IR-3 Male China Master Humanity Self-funded
IR-4 Male China Master Social Science Self-funded
Congo Master IT Scholarship(half)
Congo Master IT Scholarship(half)
IR-7 Male German Bachelor Humanity Self-funded
IR-8 Female Haiti Master IT Scholarship(half)
IR-9 Female Japan Master Humanity Self-funded
IR-10 Male Japan Master Humanity Self-funded
IR-11 Female South Korea Bachelor Law Self-funded
IR-12 Male South Korea Bachelor Law Self-funded
IR-13 Male South Korea Bachelor Humanity Self-funded
IR-14 Male Laos PDR Master IT Scholarship(half)
IR-15 Male Laos PDR Master Humanity Scholarship(half) IR-16 Female Laos PDR Master Humanity Scholarship
IR-17 Male Laos PDR Bachelor IT Self-funded
IR-18 Male Myanmar Master Engineering Scholarship
IR-19 Female Myanmar Master Engineering Scholarship
IR-20 Female Myanmar Master Natural Science Self-funded
IR-21 Male Myanmar Master Social Science Scholarship
IR-22 Male Nigeria Master Natural Science Self-funded
IR-23 Male Nigeria Master Humanity Self-funded
IR-24 Male Russia PhD Humanity Scholarship
IR-25 Male Sri Lanka Master Natural Science Scholarship
IR-26 Male Serbia Master Social Science Scholarship
IR-27 Male Ukraine Bachelor Humanity Scholarship
IR-28 Female Ukraine Bachelor Humanity Scholarship h
APPENDIX 4: CONSENT FOR PARTICIPATION IN INTERVIEW
The study "Factors Influencing International Students’ Choice to Study Abroad in a Developing Country: The Case of Vietnam National University, Hanoi" investigates the key factors that attract international students to pursue their education in Vietnam Participants will engage in interviews lasting around 40-60 minutes to provide insights into their decision-making processes.
All information gathered during this research study will be kept confidential and anonymous, ensuring that interviewees are not identified by name in any reports The researcher will securely store all data, granting access solely to herself and her supervisors for the purpose of this study.
Participation in this research is entirely voluntary, allowing interviewees to withdraw at any time without any negative consequences Such withdrawal or non-participation will not impact the interviewee's current or future standing For additional information about the research, interviewees can reach out to the researcher or her supervisors, and any complaints regarding their involvement can be directed to Vietnam Japan University.
Interviewee agree for audio record and transcripts and understand that the transcription will be made available for comment or change before the completion of the research
Name: Name of researcher: _ Signature: Signature of researcher: Date:
Master’s program in Global Leadership
Vietnam Japan University e-mail: 19110079@st.vju.ac.vn h
Research Title: Factors influencing international students' choice to study abroad in a developing country: The case of
Could you tell me about your background?
(Name, gender, age, country of origin, field of study, name of school, graduate or post-graduate study, financial support)
Why did you decide to study in a developing country, Vietnam?/ What affect your choice to study abroad in Vietnam?
Political stability of Vietnam Did you choose Vietnam for its political stability? Did it affect your choice to study in Vietnam? How?
Being an ASEAN country VN is a member country of ASEAN Did it influence you to choose VN for study abroad? Yes - How? / No - Why?