Academic attractiveness of countries to students : explaining and measuring a countries' academic X factor

Abstract

Throughout history the epicentre of intellectual culture has always been dynamic. In modern history we see this trend continuing with the move from the scientific hegemony of Germany to the USA. In the contemporary globalised world we see these dynamics also reflected in the mobility patterns of international students around the world. A closer look shows that some countries are attracting more students to their higher education systems than other, which means that some countries are comparatively more academically attractive to students. As not much is known about what it is that makes these countries academically attractive, the aim of this thesis is to explore this topic and by doing so contribute to the understanding of the academic attractiveness of countries on a global level.

To find a theoretical explanation for what it is that makes countries academically attractive, first the concept of academic attractiveness is discussed. In this discussion the academic attractiveness of countries is connected to the overarching concept of “civilization attraction”. From this the basic characteristics of academically attractive countries are deducted. It is also argued that countries can have a political, cultural and economical approach to their academic attractiveness. To explain what it is that makes countries academically attractive, two theories that try to explain the globalising world in general, are used. The world-systems theory suggests economical and political factors that make countries academically attractive. In addition to these factors, the world-polity theory suggests sociological factors, which relate to a country’s participation in the (science) world culture, that contribute to the academic attractiveness of a country.

Based on the explanations suggested by the two theories, a model has been constructed, operationalised and measured. This model consists of five pillars (economical, political, leading role, world culture and perception) and 13 factors. For these factors, 11 (quantitative) indicators have been selected. The model has been tested on a sample of 22 high income countries (all members of the OECD) by using 10-point scales and statistical tests. For the statistical tests the inbound foreign students have been used as the outcome of academic attractiveness, and thus as dependent variable. The model suggests that the USA is the academically the most attractive country. The statistical tests show that the model as a whole has a high correlation to the number of inbound foreign students. The tests also show that the included factors (and indicators) are not equally correlating to the dependent variable. For this reason it has been concluded that the model needs additional data to be tested to its fullest extent.