Navigating the Currents: The Future of International Student Mobility Amidst Global Turbulence in Asia-Pacific Regions and Singapore

Associate Prof. Alan Go, Researcher, EV Academy

Introduction

In light of the prevailing conditions, there is a prevalent tendency to make exaggerated claims regarding the significant changes and ongoing developments in the dynamic nature of international student mobility (ISM) globally. These assertions pertain to both the university setting and the professional requirements associated with ISM. The experiences of the group of international students who have faced the difficulties of the past few years have been characterised by significant instability. This instability is a result of various pressures, such as racism, shortages in the job market, a lack of workplace opportunities, and psychosocial costs associated with studying and working in different aspects of International Student Mobility (ISM).

The global community continues to grapple with the lingering effects of COVID-19, armed conflict, inflation, and economic deceleration, all within the broader framework of deglobalization. In the future, the narrative surrounding international student mobility is likely to be characterised by resilience, reconfiguration, and renewal (Yang & Tian, 2023).

An examination of the patterns of international student mobility prior to periods of chaos and deglobalization.

According to a study conducted in 2021 by the Institute of South Asian Studies (ISAS) at the National University of Singapore, it was found that the annual number of outbound students from Asia-Pacific regions is approximately 2,080,494 million (Palit, et al., 2021), as depicted in Figure 1. When examining the phenomenon of International Student Mobility, it is imperative for scholars and researchers to acknowledge China's significant role in the global student mobility landscape. China has emerged as the primary source of international students worldwide and has become a prominent global centre for this demographic (Yang, et al., 2021). It is worth noting that approximately 1.6 million Chinese students are currently pursuing their education abroad (Yanga & Shen, 2022).?

An intriguing observation from the 2021 ISAS study is that Singapore, Malaysia, Japan, Korea, Australia, New Zealand, and Oceania countries have a higher number of inbound students compared to outbound students. Australia stands out as the country with the highest number of international students, followed by Oceania countries.? Remarkably, Singapore has a higher proportion of international students in comparison to Korea and Malaysia.

Changing global international student mobility landscape: political deglobalisation, economic uncertainties, and Post-COVID-19 pandemic

The present state of the global environment is experiencing a significant shift that bears minimal resemblance to the pre-COVID-19 era. Keller & Marold (2023) stated in a report from the 2023 World Economic Forum Annual Meeting that countries have enacted border closures, resulting in a transition from globalisation to 'Slowbalisation' after the 2008 financial crisis. This shift may potentially lead to deglobalization, creating an unpredictable economic environment for the international community. From an International Student Mobility (ISM) perspective, the aforementioned changes have had a substantial and enduring influence on the movement of international students, thereby requiring educational institutions to effectively tackle this challenge. Within the framework of deglobalization, a study by Eftimie (2017) mentioned that education need to prioritise localised learning while incorporating global perspectives, emphasising student-centered results, customised teaching methods, and promoting community involvement rather than solely focusing on academic accomplishments.

Institutions are expeditiously urged to recognise the impact on the mobility of international students when political and economic events occur, leading to disruptions in the global landscape. The decline of global educational quality has been exacerbated by deglobalisation and crises, particularly the COVID-19 pandemic. In order to address this situation, numerous educational institutions have transitioned a significant number of their classes, particularly those that involve international students, to an online format. This has resulted in a decrease in international collaboration, a negative impact on economic assistance, and a reliance on insufficient distance learning methods (Nalyvaiko, 2022). Behera (2021) argues that deglobalisation challenges the dominance of Western perspectives in the field of international relations. It encourages the inclusion of diverse and decolonised viewpoints, as well as localised insights. This is achieved through national actions and global academic endeavours that aim to accurately represent the realities of a multipolar world.

Asia-Pacific Higher Education International Students Mobility Opportunities

Political transformations, exemplified by the escalating global prevalence of nationalism, can engender a more challenging milieu for students aspiring to pursue education in diverse nations. The study conducted by Hou (2024) demonstrated that political tensions among nations, specifically in the context of the US-China relationship, exert influence on the experiences and decision-making processes of students. The research findings indicate that these tensions give rise to a greater range of choices, yet concurrently foster stereotypes and xenophobia, thereby impacting individuals' mobility.?

According to a study by ApplyBoard, Basiri (2024) stated that in 2023, 6.4 million postsecondary students studied abroad, the same total as in 2022. The study indicated that institutions in the “big four” countries, USA, the United Kingdom, and Canada—will welcome 44% of the global international student population in 2023. By comparison, those same institutions will account for 40% of globally mobile students in 2022, just 4% growth. When comparing 2020 and 2023, countries such as USA, Australia, and Germany experienced lower enrolments in 2023, while others experienced just 1% growth, as shown in Fig 2.

According to a report by ICEF Monitor, Asia-Pacific international student mobility is experiencing a notable increase, with an expanding array of nations, namely, Bangladesh, Nepal, Pakistan, China, and Thailand, making significant contributions to the overall magnitude observed in the year 2023 (ICEF Mointor, 2023). But, economic occurrences, such as the swift fluctuation of exchange rates and the volatility of the labour market, can render the pursuit of studying abroad a more tenuous endeavour from both an academic and financial standpoint. From the largest market for international mobility, PIE News reported that the Beijing Overseas Study Service Association mentioned that the ongoing devaluation of the renminbi has the potential to marginally elevate the expenses associated with pursuing education overseas for numerous international students, given that a significant portion of them may not have made prior arrangements for foreign currency (Martin, 2023).?

Furthermore, the study conducted by Gutema et al. (2023) identifies several significant themes that impact international students. These themes include life improvement, host policies, institutional roles, repatriation, and various multifaceted factors. The study emphasises the importance of education quality, visa norms, and social integration as significant influences and barriers for international students.

Based on The Global Student Experience 2023 report insights from a 2022 survey with responses from 120,622 students studying in 17 countries, the findings indicated that Asia-Pacific institutions attracting international students need to consider the following (Pidgeon, 2023):

1. Career Impact: Career prospects remain the top priority for students in the Asia Pacific, with universities advised to emphasise employability and career preparation in their offerings.
2. Online Learning: The pandemic accelerated online education, with high satisfaction in Asia but mixed feelings in Australia, highlighting the need for quality virtual learning experiences.
3. Campus Return Challenges: Post-pandemic, attracting students back to campus requires enhancing social opportunities, facilities, and blending online-offline learning environments.
4. Wellbeing and Support: High satisfaction correlates with effective student support, urging universities to focus on mental health and comprehensive wellbeing services.
5. International Student Focus: International students, particularly affected by the pandemic, require targeted support to improve their satisfaction and overall experience.

How do Students in Singapore Private Education Sector View Singapore as a Destination of Choice?

The Global Student Experience 2023 report showed a case study with 4 private education institutions in Singapore and highlighted some interesting views of international students when compared to global feedback (Perring, 2023):

1. High Overall Satisfaction: Singapore exhibits a remarkable level of student satisfaction, with an overall score of 82%, which exceeds the global average by 2%. This satisfaction is particularly high in the areas of learning (93%), living (89%), support (90%), and arrival (87%).
2. Value for Money: The perception of students regarding the value for money of their programmes is positive, as evidenced by Singapore's performance surpassing the global benchmark by a margin of 2%.
3. Emphasis on Employability: Key considerations for selecting institutions include the reputation of qualifications, the potential impact on future careers, and the earning potential, underscoring a significant focus on employability. Singapore demonstrates exceptional proficiency in providing career guidance, work experience prospects, and employability education, surpassing the global average by a significant margin.
4. Recommendation Rates: The recommendation rates for Singaporean institutions indicate that 70% of students would recommend them, which is marginally lower than the global average of 72%. Efforts are required to transform impartial students into enthusiastic proponents.
5. Living Costs and Accommodation: In spite of worldwide apprehensions, the level of contentment regarding living expenses (75%), accommodation expenses (72%), and financial assistance (71%) in Singapore is comparatively elevated, indicating proficient handling of expectations and provision of information.

Comparing Singapore and UK International students experiences:

When comparing Singapore and UK, international students studying in both countries offered different experiences with some similarities, Figs. 3 and 4 showed the overall feedback ratings of each country (Perring, 2023; Hallows, 2023):

Overall Satisfaction and Value for Money:

• Singapore's overall satisfaction rate stands at 82%, which is slightly lower than the UK's rate of 89%. Both regions exhibit superior performance compared to global benchmarks in terms of perceiving their programmes as cost-effective, with the United Kingdom demonstrating a slightly higher level of appreciation.

Propensity to Recommend:

• UK universities exhibit a greater inclination to endorse, as evidenced by 82% of students expressing their willingness to recommend their institution, in contrast to Singapore's 70%. The Net Promoter Score of 18 in the United Kingdom serves as additional evidence of a heightened propensity among UK students to support their educational institutions in comparison to Singapore.

Employability and Career Support:

• Both Singapore and the United Kingdom place a strong emphasis on employability. Notably, the United Kingdom demonstrates a remarkably high level of satisfaction (83%) with the advice and guidance provided by academic staff regarding long-term job prospects. This satisfaction rate surpasses both the global average and Singapore's performance in this regard. The proactive career support measures implemented in the United Kingdom have a positive impact on students' perceptions of their career preparedness.

Cost of Living:

• Given the significant impact of the cost of living on students in both regions, particularly in the UK, it is imperative for institutions to offer explicit guidance and assistance to enable students to effectively handle their finances.

Learning Experience:

• Both regions demonstrate a level of educational quality and student engagement that surpasses global benchmarks in terms of learning satisfaction.

Both Singapore and the UK exhibit proficiency in particular domains but also encounter distinct obstacles. To attract and retain international students, institutions in both regions can enhance employability services, address concerns regarding accommodation and living costs, and improve aspects that directly impact the likelihood of recommending. The customisation of support services to effectively address the changing requirements of international students is of utmost importance in order to sustain competitiveness within the global education market.

Conclusion: Future Directions for Singapore Higher Learning Sector

Singapore Higher Learning Institutions ought to persist in bolstering employability services by integrating career guidance and work experience opportunities into the curriculum, while also ensuring that students are guided by academics who possess industry experience.? In order to enhance recommendation rates, Singaporean institutions may consider directing their efforts towards converting neutral students into positive advocates by improving student experiences and satisfaction. In light of the exorbitant cost of living in Singapore, it is imperative for educational institutions to adopt a proactive approach in managing student expectations by providing transparent information regarding living expenses and offering guidance on budgeting.

In order to effectively cater to the needs of international students, Singaporean educational institutions should prioritise the elements of the student experience that exhibit the highest correlation with recommendations. These elements include establishing strong professional connections for future endeavours and actively engaging in organised social events. By doing so, institutions can customise their offerings and support systems to align with these specific needs.

References

Basiri, M., 2024. What Were the Top Destinations for International Students in 2023?, s.l.: ApplyBoard.

Behera, N. C., 2021. Globalization, deglobalization and knowledge production. International Affairs, 97(5), p. 1579–1597.

Eftimie, S., 2017. CHALLENGES FOR EDUCATION - FROM GLOBALIZATION TO DEGLOBALIZATION. A Journal of Social and Legal Studies, LXXIV(1), pp. 21-28.

Gutema, D. M., Pant, S. & Nikou, S., 2023. Exploring key themes and trends in international student mobility research -A systematic literature review. Journal of Applied Research in Higher Education.

Hallows, R., 2023. REGIONAL FOCUS UK. THE GLOBAL STUDENT EXPERIENCE:2023 insights and analysis from the world’s largest student survey.

Hou, M., 2024. Navigating Chinese international graduate students’ experiences and mobility during US-China geopolitical tensions. International Journal of Chinese Education, 13(1).

ICEF Mointor, 2023. Outbound mobility trends for five key sending markets in Asia, s.l.: ICEF.

Keller, C. & Marold, R., 2023. Deglobalisation: what you need to know, s.l.: World Economic Forum.

Martin, K., 2023. China: students warned of “invisible” exchange rate costs, s.l.: PIE News.

Nalyvaiko, O., 2022. Globalization or deglobalization of education? Lessons of the COVID times. Scientific Notes of the Pedagogical Department, Volume 50, pp. 88-94 .

Palit, A., Murali, D. & Jha, M., 2021. Student Mobility in the Asia-Pacific and South Asia: Trends and Impact of COVID-19, Singapore: INSTITUTE OF SOUTH ASIAN STUDIES (ISAS).

Perring, G., 2023. REGIONAL FOCUS: Singapore. THE GLOBAL STUDENT EXPERIENCE: 2023 insights and analysis from the world’s largest student survey.

Pidgeon, N., 2023. THE GLOBAL STUDENT EXPERIENCE-2023 insights and analysis from the world’s largest student survey, s.l.: Tribal i-graduate.

Yanga, Q. & Shen, J., 2022. The Impact of COVID-19 Outbreak on International Student Mobility: Analysis, Response Strategies and Experience from China. Journal of Comparative & International Higher Education, 14(1), pp. 132-149.

Yang, P. & Tian, Y., 2023. International Student Mobility in a Deglobalizing and Post-PandemicWorld: Resilience, Reconfiguration, Renewal. Journal of International Students, 13(1), pp. 1-5.

Yang, Q., Shen, J. & Xu, Y., 2021. Changes in International Student Mobility amid the COVID-19 Pandemic and Response in the China Context. Fudan Journal of the Humanities and Social Sciences, Volume 15, pp. 23-40.

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