international student surveyinfo.qs.com/rs/335-vin-535/images/qs_iss19_global.pdf · 2020-02-21 ·...

INTERNATIONALSTUDENT SURVEYGrowing Global EducationRising to the international recruitment challenge

2019ISS•GLOBAL•

2 Growing Global Education | Rising to the international recruitment challenge

International Student Survey 2019 | Global

About the International Student Survey

The International Student Survey is the world’s largest survey of pre-enrollment for international students.

The 2019 survey was conducted by QS and ran from November 2018 to March 2019 with the participation of over

75,000 students and 71 universities globally.

For more information please visit www.internationalstudentsurvey.com

Key facts

Respondent demographics:

Gender

55% Male

44% Female

1% Other

75,000 globally

Respondents

191 represented

Nationalities

Universities71 participatedglobally

http://www.internationalstudentsurvey.com

www.internationalstudentsurvey.com

Growing Global Education | Rising to the international recruitment challenge 3

Respondent demographics:

Planned study level

35% Undergraduate

60% Postgraduate

5% Other ( incl.foundation and vocational)

Top subject areas

22% Business and Administration

15% Engineering

8% Mathematical and Computer Science

Get a free place for your university in the next International Student Survey

Participation in the International Student Survey is free for universities, and all participating institutions receive a free benchmarking report with useful insights for student recruitment.

For more information visit www.internationalstudentsurvey.com/take-part

Age

31% 30% 20%

17-21 22-25 26-30

Percentage

Income

Percentage 53% 17% 4%

Under $25K $25-100K Over $100K



Contents1. About the International Student Survey 2

2. Introduction from Paul Raybould, Director of Marketing and Marketing Intelligence 5

3. Executive Summary 6

4. Section 1 – Understanding international student decision making to grow global education 7

What is the order of decision making for prospective international students when applying to universities? 7

What factors are most important when choosing a course, country, and university? 8

How important is a university’s ranking in a student’s decision-making process? 10

How are prospective students influenced by the opinions of their family and friends when making study decisions? 11

5. Section 2 – The importance of information sources and communication channels 14

How do prospective students find the information they need? 14

How do prospective international students use prospectuses? 15

What information do prospective students want to see? 17

How is the use of social media changing with regards to prospective international students? 17

6. Section 3 – Assessing graduate employability 19

What are the most important career considerations for prospective international students? 19

What do prospective students value most when it comes to graduate outcomes? 21

What are prospective students’ plans once they graduate? 21

What can universities do to help graduates plan for the future? 22

7. Section 4 – Prospective international students’ understanding of university funding 23

How do students think their tuition fees are spent? 23

How do they intend to fund their studies? 24

8. About QS 26



Introduction from Paul Raybould, Director of Marketing and Marketing Intelligence

How do we rise to the recruitment challenge and grow global education? As competition in the higher education sector increases,

this is a particularly pertinent question.

Through our annual QS International Student Survey, and our work to support international student recruitment, we have built

up a significant amount of insight into the interests and behaviors of international students. As part of the seventh International

Student Survey, we surveyed more than 75,000 prospective students from 191 different countries.

This report details the overall findings from our survey, which aim to help international student recruiters and strategists from

across the world adapt to the changing expectations of international students. In an increasingly competitive market and with many

countries setting international student recruitment targets, it is now more important than ever that students’ decision-making

processes and preferences are listened to and recruitment strategies are agile enough to adapt to the changes that we expect.

We have been tracking the communications preferences of students for the last seven years. Social media plays an ongoing and

essential role in the international student recruitment process with many students communicating with universities through

these channels. What is interesting is the wide range of social media sites that students turn to, using everything from Facebook to

YouTube, Instagram, internet forums, LinkedIn, and Twitter, just to name a few. Facebook, however, has plateaued in comparison

to Instagram, YouTube, and internet forums. Universities that aren’t active on social media may be at a disadvantage when it comes

to attracting top student talent.

Our report also responds to the emphasis on graduate employability and outcomes, which is high on the global higher education

agenda. Prospective students expect universities to have a high graduate employment rate, and they want to be able to enter

a career in their preferred industry in a timely manner with the skills they will need. Universities that highlight their offer on

employability and problem solving, communication, and leadership skills could benefit from growth in international student

recruitment.

Funding and value for money remain a key consideration for all students. Across the global market, universities are facing greater

scrutiny over tuition fees and how they allocate funds. It is important that we listen to students and understand where they think

their tuition fees should be allocated. Interestingly, prospective students believe that over a quarter of their tuition fees are being

spent on wages for teaching staff and academic research funding. Universities and governments will benefit from continuing to

work hand in hand to ensure value for money for all prospective students.

Higher education plays an important role economically and socially across the world, helping to nurture generations to come.

We believe that it is crucial that this continues and that international students remain drawn to world-class learning and research

opportunities. At QS, we stand ready to continue to support higher education institutions across the globe to listen, adapt, and

differentiate their offerings.



Executive Summary

The QS International Student Survey connected with more international students than ever before in 2019 with

over 75,000 respondents providing insights across the globe. As the broadest and most comprehensive survey

of prospective international students, we are dedicated to taking the temperature of this influential group and

understanding their thoughts, goals, and decisions.

This 2019 report provides a global overview of survey responses, examining the key factors that underpin an

international student’s choice of course, country, and university and sharing some interesting new insights on

graduate employability.

Key Findings � Course choice continues to dominate the decision-making funnel, consistently coming before choice of country

and university.

� Many prospective international students value a welcoming location, high quality teaching, and affordable study

options when deciding where to study.

� Prospective students are relying primarily on online sources of information when researching their study

options.

� When researching, prospective students are seeking information on teaching staff’s experience and

qualifications, practical tips for their application, and accommodation information.

� Social media plays an ongoing and essential role in the international student recruitment process with many

students communicating with universities through these social channels. This suggests that universities that

aren’t active on social media may be at a disadvantage when it comes to attracting top student talent.

� A third of prospective students are relying on a university scholarship to fund their studies.

� International students want to gain specific skills throughout their studies that will improve their graduate

employability, such as problem solving, communication skills, and leadership skills.

� International students expect their chosen university to have a high graduate employment rate, and they want

to be able to enter a career in their preferred industry in a timely manner after the completion of their studies.



Section 1 – Understanding international student decision making to grow global education

Universities are operating in an increasingly competitive global higher education market, amidst ongoing debates

regarding student mobility, graduate employability, and a rising tide of nationalism that threatens the openness

and inclusivity of nations and universities. In this challenging climate, universities must listen to and understand the

needs and priorities of its students.

During this fluctuating time in higher education, it’s crucial that we understand the order in which prospective

international students make decisions, and what their priorities are at each stage of the decision-making funnel.

In this first section, we examine how close prospective students are to making a final decision, how they make these

decisions, and the individuals that influence them along the way. This understanding can help to inform international

student recruitment strategies for universities across the globe.

Key findings: � When making decisions about where to study, prospective students valued a welcoming location, high quality

teaching, and affordable studying options.

� There’s a common misunderstanding of how rankings are calculated, and prospective students say it’s only one

factor amongst a myriad of priorities for them.

� Family members and student advisors are most likely to influence prospective students when they’re making

these big study decisions.

What is the order of decision making for prospective international students when applying to universities?

In the International Student Survey, one of the first things we ask respondents is how close they are to making a

final decision at key points of the application process. The results from this question provide crucial insights into the

order that most prospective international students make decisions. For the average student, they begin by deciding

which subject and course they want to study. After that, they determine what country they want to study in and

which university is preferred.



7%

3%

3%

3%

18%

13%

11%

12%

40%

36%

31%

29%

35%

48%

55%

56%

Choosing the university

Choosing the country

Choosing the course

Choosing the subject

For each of the following, please choose the option that best describes your stage in the decision-making process:

Not yet considering Considering lots of options Considering a few options Decided on preferred option

What factors are most important when choosing a course, country, and university?

When making these big decisions around which course, country, and university to pick, there are several factors

that prospective international students could consider. To determine the importance of these factors, we presented

respondents with a list of potential factors and asked them to select the five factors that are most important to them.

Once they’ve done this, we ask that they rank these factors based on their order of importance. This gives us greater

granularity on the level of importance attributed to each factor.

In this year’s results, we saw that the most important factor when choosing a course is that it provides the student

with a clear path towards their chosen career. We’ve seen this time and again in a range of studies and surveys,

which demonstrates that prospective students consider their future careers and life after graduation at the very

beginning of their higher education journey. As such, universities need to emphasize their graduate employability

statistics and messaging when communicating with prospective international students.

What five things are most important to you when choosing a course?

9%It was recommended to me

12%It has flexible hours and delivery

16%It offers the opportunity to study

abroad for a semester

22%I will be studying with like-minded people

22%It has good student satisfaction ratings

27%I can easily meet the entry requirements

28%It is well ranked

29%It includes a work placement

34%The course is well structured

38%It has a high graduate employment rate

44%It has afforable tuition fee options

49%The course offers high quality teaching

49%It's at a university with a good reputation

57%I have a personal interest in the subject

61%It leads to my chosen career



With the next stage of the decision-making process, namely determining which country to study in, we asked

respondents to again choose the five factors that were most important to them and rank them.

Unsurprisingly, the most popular choice was that the country was welcoming to international students. Given the

election of Donald Trump in the US and his anti-immigration policies and Brexit in the UK, it’s a valid concern for

many prospective international students. This rising trend towards nationalism across the world may concern some

international students and deter them from studying in certain countries. Fortunately, universities can play a pivotal

role in welcoming international students and promoting inclusivity and openness.

What five things are most important to you when choosing a country to study in?

3%

6%

7%

9%

30%

32%

32%

35%

35%

35%

35%

42%

43%

43%

55%

59%

I already live there

It's near to my home country / country of residence

It was recommended to me

I have friends or family living there

I can improve my language skills

It will help me build a network of connections

I can get a visa to study there

The culture / lifestyle appeals to me

It has good graduate employment options

I can get a visa to work after graduating

It has well-ranked universities

It has an affordable cost of living

It has a good reputation as a place to study

It has an affordable cost of studying

It has universities with high quality teaching

It is welcoming to international students

The final stage of the decision-making funnel focuses on choosing a university. The most important factor chosen

was that the university offers scholarships. This reinforces the view that universities should continually examine their

scholarships policies, as this is a high priority and differentiator for international students.

The second most important consideration was teaching quality. We’ve seen this emerge as a priority at multiple

stages of the funnel, suggesting it’s something that international students think about continually throughout the

application process. When asked what high quality teaching means to them, respondents said up-to-date technology

and teaching staff. As such, universities should actively promote lecturers and technological teaching advancements

to attract prospective international students.



What five things are most important to you when choosing a university?

5%

7%

7%

18%

22%

24%

31%

32%

32%

32%

32%

42%

48%

54%

55%

57%

I have friends or family who have been to that university

It was recommended to me

It has well known or famous alumni

It is in my preferred town / city / country

I will be able to make friends with people from different countries

It has affordable university-owned accommodation

It offers a more affordable course in my chosen subject area

The overall reputation of the institution

It is well ranked

It has a high graduate employment rate

It has a good careers service and links with employers

It has a good reputation for my chosen subject area

It offers a specific course I am interested in

It is welcoming to international students

It offers scholarships

It offers high quality teaching

How important is a university’s ranking in a student’s decision-making process?

While 32% of respondents stated that a well-ranked university was an important deciding factor for them when

choosing a university, this can vary widely across the world. If you compare different markets, it’s clear that a

university’s ranking holds more sway in some markets over others.

'It is well-ranked' is in the top five list of priorities when choosing a university

Lebanon46%Jordan

45%

Argentina18%

Chile47%

Ghana18%

Romania20%

Cameroon19%

China47%

Hong Kong47% Philippines

19%



Interestingly, we also see some diversity in answers when it comes to what a ‘good’ university ranking means to

prospective international students. Many answered that it indicates that the university has high quality teaching staff

and a good reputation, further reinforcing the importance students place on teaching quality. It also suggests that

students often closely align a university’s ranking with its reputation.

However, our results also indicate that there are some common misconceptions regarding rankings that need to be

addressed. Namely, the lack of importance placed on several measures that feed into a university’s ranking, such as

being held in high regard by employers, the number of citations in academic journals, and the staff to student ratio.

It’s essential that prospective students are better educated about the rankings and how they’re determined so they

can use them in a more informed way.

And if a university performs well in independent rankings, what do you think that indicates?

24%High number of postgraduate students

24%Been in existence for a long time

28%Won industry awards

29%High staff to student ratio

33%High number of international students

39%Held in high regard by other universities

39%Highly cited in academic journals

43%Renowned for the success of its alumni

44%Well regarded by employers

51%Performs well on student satisfaction surveys

53%High graduate employment rate

55%World-class facilities

57%Well known for its research

59%World-leading academics

69%A good reputation

74%High quality teaching staff

How are prospective students influenced by the opinions of their family and friends when making study decisions?

In this section, we examined how prospective international students turn to family and friends to help them make

decisions around their studies. As seen below, over two-thirds of these students have a family member or friend who

is currently or has previously been an international student so their influence cannot be ignored. In previous surveys,

we’ve seen that recommendations from word-of-mouth sources and peer-to-peer relationships have far outweighed

anything which is communicated via more official channels or from universities themselves.



Do you have any friends or family that have previously or are currently studying as aninternational student?

31%No

69%Yes

Of those respondents who did know somebody studying internationally, around two-thirds claim to have been

influenced at some point in the decision-making process. This reinforces the fact that alumni networks are a vital

resource for universities when it comes to international student recruitment. One possible recruitment avenue that

universities could consider is offering incentivization schemes for friends and family, as a way to encourage word-of-

mouth recommendations.

Has the experience of your friend(s) and/or family influenced your choice?

51%

Yes - Choice of country

19%

Yes - Choice of city

27%

Yes - Choice ofuniversity

31%

No

We also asked respondents who they speak to when making decisions about what and where to study. The answers

ranged from family to agents, advisors, and student ambassadors so it’s clear that prospective students are using

a range of sources and trusted individuals to gather information. Universities can capitalize on this opportunity

by expanding their influence across several potential avenues, bolstering their front-of-mind awareness with

international students.



Have you or will you discuss your study options with any of the following:

64%

Parents

31%

Student ambassadorsfrom university

37%

Advisors at school /college

37%

Siblings

8%

None of theabove

27%

Other family

7%

Other



Section 2 – The importance of information sources and communication channels

Besides examining how students move through the decision-making funnel, it’s also important to understand how

prospective students get access to the information they need throughout this process. The way we seek information

and communicate is constantly changing and evolving alongside technology. When considering how universities can

continue to improve their international recruitment strategies, we need to look at how international students are

researching and communicating and adjust accordingly. In this section, we analyse how international students use a

range of information sources, what information they’re looking for, and how social media use is changing.

Key findings: � Online sources tend to be the primary port of call for prospective students when searching for information.

� Prospective international students are seeking information about teaching staff’s experience and qualifications,

practical tips for their application, and accommodation information.

� Social media is utilized throughout the enquiry and application process, across a wide number of platforms.

How do prospective students find the information they need?

After examining who influences international students during the decision-making process, we also wanted to look

at how they source their information. We asked respondents which information sources they found most useful, and

unsurprisingly online sources led the pack. It’s clear that universities need to update their websites regularly and ensure

the information listed is up to date and relevant for prospective students.

Another interesting point to note is that nearly half of respondents found university rankings a useful information

source, despite the fact that only a third said rankings were important to them when choosing a university. This

suggests that students research rankings but temper this knowledge with other factors like high quality teaching, the

university’s reputation, and whether it’s welcoming to international students.



Which five sources of information have you found most useful when researching a university?

13%

16%

16%

17%

21%

21%

22%

26%

27%

28%

33%

35%

39%

47%

62%

77%

Phone calls with institutions

Independent agency / consultants or education agents

Discussions with alumni

Non-institution websites about higher education

Advertisements

Online forums / chat rooms

Other websites

Printed university prospectus / brochure

Family and friends

Discussions with admissions staff

Institution information sessions / events

Social media channels

Course-finder websites

Rankings

General online search

Official university website

How do prospective international students use prospectuses?

Whilst prospectuses weren’t top of the list when it comes to information sources for international students, they still

play an important part in the decision-making process. As seen below, the majority still use prospectuses and there

are numerous elements to consider.

One interesting point to note is the overwhelming majority who want English-language prospectuses with 88% saying

they prefer English while 8% have no preference and only 5% prefer their native language.

Another element to consider is who reads these prospectuses. Whilst many respondents claim they read them

alone, 22% say they share them with parents. As we learned earlier, two-thirds of prospective students are

influenced by their parents so universities must take this into consideration when creating prospectuses.

Finally, many students prefer to peruse prospectuses online, rather than in a printed format. The option to provide

digital-only prospectuses may be an avenue that universities could explore in the future, both for financial and

environmental reasons.

Many students preferred online prospectuses due to environmental concerns related to the environmental impact

of ordering a physical copy of a prospectus. They pointed to both the resources needed to print a prospectus and

the carbon footprint from delivering a prospectus overseas. They also highlighted the greater accessibility and

flexibility that online prospectuses offer, as they can be accessed from multiple devices and at any time.



Do you prefer to read through university prospectuses in your native language or in English?

Nopreference

8% 88%5%

Native

English

And who tends to read through the prospectuses, is it yourself or is it parents / other family members?

Do you prefer to use a printed prospectus or an online prospectus?

Online

51%

No preference

29%

Printed

20%

Parents

23%

Other family

9%

None of the above

1%

Myself

95%

Have you ever, or do you intend to use university prospectuses tohelp you decide where to study?

Don’t know

21% 59%21%

No

Yes



What information do prospective students want to see?

When looking at the information that prospective students want to access in these sources, the communications

around teaching staff’s expertise, existing international student experiences, and accommodation information

proved to be the most influential.

This reinforces the importance of high quality teaching as a key consideration for prospective international students

and demonstrates why universities need to be vigilant in updating and promoting their lecturer profiles online. It also

showcases how much prospective students value the opinions and experiences of existing international students.

Universities should facilitate this by offering several communication channels between prospective students and

current students.

Which of the following marketing communications are influential in helping you choose auniversity?

27%

28%

38%

38%

39%

48%

53%

55%

58%

59%

60%

61%

62%

Live videos (e.g. Facebook Live, Instagram Live etc.)

Photo / video stories (e.g. Snapchat stories, Instgram stories etc.)

Imagery / photographs of the university

Live online chats with university staff

Virtual tours of the university

Meetings with admissions staff at fairs or information sessions

Stories about current and former international students

Visa guidance

Information on work placements and links to industry

Practical tips to help with your application

Accommodation information

Connecting with existing international students to ask questions

Information about teaching staff's experience and qualifications

How is the use of social media changing with regards to prospective international students?

It’s no surprise that social media is playing a growing role in the international student decision-making process, given

its ubiquity in everyday life. What is surprising is the wide range of social media sites that students turn to, using

everything from Facebook to YouTube, Instagram, internet forums, LinkedIn, and Twitter, just to name a few.

This begs the question; how many universities are on this array of social media platforms? In today’s digital world, it’s

more important than ever that universities meet students on the channels and platforms they frequent.

In last years’ International Student Survey, we highlighted the fact that universities are rated on their social

media presence, and how this is closely linked to their ability to recruit international students. When researching

universities, 85% said they used social media, which is largely consistent with previous years following a significant

boost from 2016 to 2017. However, what’s also interesting to note is that they are also going to a wider array of

social media sites, with use of YouTube, Instagram, Twitter, and LinkedIn all increasing significantly over the last 12

months.



Do you use social media as part of the research process when deciding where to study?

70%

21%25% 23%

15%

Yes - When findinginformation before I

make an enquiry

Yes - After I've madean enquiry

Yes - When decidingwhether to accept an

offer

Yes - After I'veaccepted an offer, to

help me plan mymove

No - I don't use socialmedia during any of

these stages

Which of the following types of social media do you use for research when making decisions aboutstudying overseas?

58% 57%

40%

51%

30%

37%

19%

35%

24%

29%

17%

22%

7%11%

18%

10%7%

5%7%

5%3% 4%

YoutubeFacebook Instagram LinkedIn Twitter Pinterest Snapchat RedditWeibo(Weixin)

Internetforums

Other None ofthe above

Legend

2018

2019

xL



Section 3 – Assessing graduate employability

We’ve already seen that when choosing a course, one of the most important considerations for prospective students

is that the course leads towards a chosen career path. Even at the beginning of the decision-making funnel, students

are already thinking about their long-term career prospects and what employment options their chosen course will

afford them.

Graduate employability and outcomes remain high on the global higher education agenda, with debates around

the skills gap and the disconnect between graduate skills and employer expectations still ongoing. In this section,

we assess the skills that international students want to gain to take into the world of work, and how this can inform

international recruitment strategies.

Key findings: � When it comes to career considerations, prospective students value international experience and learning new

skills.

� Problem solving, communication, and leadership skills are the most important attributes they’d like to gain from

their studies.

� Prospective students expect universities to have a high graduate employment rate, and they want to be able to

enter a career in their preferred industry in a timely manner.

What are the most important career considerations for prospective international students?

In our 2019 survey, we asked respondents what considerations they had with regards to their future career and

how these related to their eventual course selection. Interestingly, the most important consideration was that it

gives them international experience. This suggests that they’re already thinking about how they can enhance their

attractiveness to potential employers and being able to list ‘international study experience’ on their resume will

afford them a significant advantage. The second and third most important considerations were learning new skills

and progressing to a higher level of education, suggesting that students want to use their time studying abroad to

enhance their credibility when talking to employers.



And thinking specifically about your future career, what five considerations are most importantto you when choosing a course at university?

17%

25%

25%

27%

36%

41%

43%

45%

52%

57%

64%

65%

It will help me to change my career

It will help to boost my salary

It allows me to pursue a career in academia

It will help me start / further my own business

It allows me to take up a leadership / general management position

It improves my employment prospects

It is necessary for me to work in the field / job I want

It allows me to progress in my current career path

It will help me to build a professional network

It allows me to progress to a higher level qualification

It allows me to learn new skills

It will give me international experience

The majority of prospective international students view their time studying overseas as the best period in which to

upskill themselves and improve their employability. When asked what skills they’d like to leave university with, the

three most popular responses were problem solving, communication, and leadership. This emphasis on career and

graduate employability should be reflected in the communications and marketing messaging between universities

and prospective students.

Over half of respondents plan to enter the workforce after graduation. Universities can differentiate themselves from

their competition by clearly communicating how they help students with links to industry, job placements, interview

skills, and career planning.

Commercial

awareness

41%

Data

47%

Flexibility

56%

Organisational60%

Creativity

63%

Work in a team

65%

Technical

68%

Leadership

71%

Communication

71%

Problem solving

74%

Which of these skills would you expect a university to provide you with to help you become employable?



What do prospective students value most when it comes to graduate outcomes?

As we know, prospective students are already thinking about their career path and life after study before they even

step foot on campus. Unsurprisingly, when we asked respondents what graduate outcomes were most important to

them, they picked a high graduate employment rate as the top priority. Following closely behind, respondents also

prioritized a high rate of students going into their preferred industry and how soon students find employment after

graduating. This emphasis on career is something that universities can tap into throughout the international student

recruitment process, consistently addressing these concerns and communicating how their career office can help

place students in relevant jobs in a timely manner.

High graduate employment rate

High rate of students going into preferred industry

How soon students find work after graduation

High rate of students going to preferred employer

High rate of students going into further study

58%

56%

56%

43%

42%

None of the above 4%

Which of these are important to you when thinking about graduate outcomes?

What are prospective students’ plans once they graduate?

The issue of finding a job in a timely manner is important to all graduates, but particularly for international graduates.

After their studies end, many international students only have a set time frame to find a job before they must leave

their country of study and return home.

When we asked respondents whether they plan to stay in the country they studied in, only 16% said they would be

staying permanently, whilst 23% said they would leave immediately and 41% said they would leave at the end of their

post-study work visa. This represents a significant loss of talent, as these skilled graduates could have stayed in their

country of study and contributed back to its economy.

Do you expect to return to your home country after completing your course?

41%

23%

16%

15%

5% Yes - I expect to stay in the country I study forsix months or more (e.g. on a post-study work visaor for further study) then return home

Yes - I expect to return home immediately

No - I plan to stay in the country I study in permanently

Don't know

No - I plan to go elsewhere



What do you plan to do after graduating?

52%

14%

14%

13%

4%3%

1%

Work

Postgraduate study (research)

Postgraduate study (coursework)

Other further study

Take some time out (e.g. for travelling)

Don't know

Undergraduate degree

What can universities do to help graduates plan for the future?

Universities have an important role to play in clearly communicating the graduate outcomes prospective students

can expect to see. Career offices must highlight how they can help students find work in the right industry quickly.

This provides students with a valuable service and allows universities to collect multiple metrics that they can use in

their marketing communications to showcase their career planning credentials.

Thanks to the QS Employer Survey, we know that there’s a significant disconnect between expectations amongst

students and employers (to learn more, pre-request your copy of the Global Skills Gap report now). Our survey

has revealed that graduates often overvalue creativity and leadership skills and underestimate the importance

of flexibility and teamwork. With the focus international students place on upskilling while studying and graduate

employability, universities should identify the most valued skills by industry and career and communicate these

insights to their students.

Get your free copy of The Global Skills Gap 2019 report at www.qs.com/globalskillsgap

Using data from the QS Global Employer Survey and the International Student Survey, the report examines the difference between the skills students value versus the skills identified as important by recruiters. The insights can help your university in preparing students for the world of work.

https://www.qs.com/portfolio-items/the-global-skills-gap-report-2019/



Section 4 – Prospective international students’ understanding of university funding

Funding for the higher education sector is a source of continuous debate across the globe, and it’s often dramatically

shaped by the current parties in power and their ideology. As a result, students are sometimes caught in the

crossfire of these political shifts, particularly when it comes to funding for scholarships.

Throughout this report, it’s unsurprising that we’ve seen scholarships, an affordable cost of studying, and

an affordable cost of living consistently rank highly in the list of student priorities. This focus on the financial

responsibilities of studying clearly highlights the acute concern prospective students have when considering how to

fund their time at university.

In this climate, it’s more important than ever that universities and government work hand in hand to ensure value for

money and accessibility for prospective students. This comes with a greater transparency around how fees are spent

and a better understanding of how universities are funded. In this section, we’ll look at how students think their

tuition fees are spent and how they’ll be dealing with the cost of higher education.

Key findings: � Prospective students believe that over a quarter of their tuition fees are being spent on wages for teaching staff

and academic research funding

� A third of prospective students are relying on a university scholarship, while another third of students will rely

on parents and family to fund their studies.

How do students think their tuition fees are spent?

Across the global market, universities are facing greater scrutiny over tuition fees and how they allocate funds.

It’s important that we listen to students and understand where they think their tuition fees should be allocated.

To this end, we asked prospective students how much of their tuition fees universities spend on a range of areas.

Interestingly, the answers aligned with the priorities that students valued when choosing a course and university,

namely high quality teaching and academic research. To avoid any miscommunication, universities should make the

effort to improve their transparency when it comes to allocating funds and how they share this information with

students.

Students also revealed that they believe universities allocate a third of their tuition fees to study facilities, course

facilities, and course content. This suggests that they expect significant investments in their learning environments.

.



How much of your tuition fees do you think universities spend on the following areas?

Wages for teaching staff15%

Academic research13%

Study facilities12%

Course facilities11%

Course content10%

Student accommodation9%

Training for teachingstaff8%

Support services forstudents

7%Sports facilities

6%

On-campustransport

5%

Students union4%

How do they intend to fund their studies?

As highlighted previously, the importance placed on scholarships cannot be ignored. When asked what the main

source of funding would be for their studies, 31% of respondents said they would be relying upon a scholarship from

their university. Coming in a close second, 29% of respondents said their parents or family would fund their studies.

Interestingly, 10% stated that they would be paying for their tuition fees themselves through their savings or salary.

Universities need to keep this information in mind and develop a range of scholarship options for different budgets

and needs.



Sponsorship fromorganisation

2%

Other1%

Sponsorship fromgovernment

5%

Unsure7%

Loan7%

Scholarship from otherbody8%

Self - savings / salary10%

Self - parents / family29%

Scholarship from university31%

What will be the main source of funding for your course fees?

While scholarships are clearly vital for many prospective international students, 50% stated that they would still

consider studying without any scholarships, while 29% said they don’t know and 21% said they wouldn’t. Students

utilize a range of funding sources to pay for their tuition fees and living expenses but it’s clear that there’s a heavy

reliance on scholarships. As part of the international student recruitment process, universities need to communicate

with prospective students about the variety of scholarship options available to them, and how this will complement

or alleviate the other funding sources they will rely on.

Would you still consider studying if you received no form of scholarship?

50%

29%

21%

Yes

Don't know

No



About QS

With offices around the world, QS is a global market leader for research and understanding of international and

domestic students. Each year we deal with hundreds of thousands of students globally, giving us a unique insight

into the student recruitment market. Our research, strategy, enquiry, admissions and enrollment services mean we

have hands-on experience of the obstacles and opportunities within specific countries and regions, helping clients

mitigate risk, benefit from our existing relationships, and build sustainable recruitment strategies in an increasingly

complex marketplace.

To access other resources from QS visit www.qs.com

For more information please contact:

Paul Raybould

Director of B2B Marketing & Market Intelligence, QS

[email protected]

Acknowledgements and copyright notice

Research for this report was conducted in November 2018 – March 2019 and the report was published in June 2019.

Analysis and data visualisation by Alex Berka, Market Research and Data Manager; layout and graphic design by Izam

Buhan and Jasreen Gill. With thanks to the many other contributors, the 71 participating universities, and all who

responded to our survey.

All information contained in this report is believed to be correct and unbiased, but the publisher does not accept any

responsibility for any loss arising from decisions made upon this information.

QS © 2019

All rights reserved. No part of this publication may be reproduced without prior permission of the publisher.

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