AuthorMarei, Mahmoud Sayed Mahmoud
higher education in Egypt
international student mobility
international students’ orientations
regional educational hubs
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PublisherThe University of Arizona.
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AbstractInternational educational migration continues to increase (OECD, 2016). After the Second World War, student migration was predominantly unidirectional, from developing countries, to the core nations (Altbach, 2004). Recent studies, however, show that there is a shift in this migration patter due to the emergence of regional educational hubs (Jon, Lee, & Byun, 2013; Lee, 2014). Previous research has examined some educational hubs around the globe (Cantwell & Lee, 2009; Jon et al., 2013; Kondakci, 2011; Lee & Sehoole, 2015) but there is dearth of information on this significant trend in North Africa and the Middle East. Egypt was chosen for this study because it attracts the highest number of international students in the region (Huisman, Adelman, Hsieh, Shams, and Wilkins, 2012). Our study explores international student “orientations”—dispositions, experiences and expectations—toward studying in Egypt (Cantwell, Luca, & Lee, 2009). Data collection included twenty-three semi-structured interviews with international students from sixteen different countries attending three Egyptian universities, and examination of pertinent books and documents. The decision-making process of international students to study abroad varied by students’ degree choice. All regional and non-regional international undergraduate students chose the host country, Egypt, before the institution. Non-regional international graduate students gave selection of institution, host country, and the critical time in Egypt’s history as responsible for their choice. Reasons for selecting Egypt as a host nation included its historical, social, cultural, and educational significance and the perception that Egypt is a safe country in which to live, study, and travel, safer than other countries in the region. The study also provides evidence that students’ region of origin, degree program, and institution attended mattered in their international educational experience. For instance, regional international students sensed neo-national sentiments within their institutions. It was also evident that degree-seeking, regional and non-regional international graduate students considered attaining a degree from Egypt superior to earning the same degree from their home countries. Finally, the study also offers recommendations for policy practices for the betterment of international student experiences in Egypt.
Degree ProgramGraduate College
Educational Leadership & Policy