View source for International student

{{short description|Foreigner temporarily re-located for the purpose of tertiary study}}

{{Use British English|date=December 2019}}
{{Use dmy dates|date=March 2022}}
'''International students''' or '''exchange students''', also known as '''foreign students''', are students who undertake all or part of their [[Secondary education|secondary]] or [[tertiary education]] in a country other than their own.

In 2022, there were over 6.9 million international students, up from 5.12 million in 2016. The most popular destinations were in the Anglosphere. Three countries in particular received 39% of international students:<ref name="UIS2019"/> the [[United States]] (with 1,126,690 international students), [[Canada]] (842,760 students), and the [[International students in the United Kingdom|United Kingdom]] (758,855 students).

==National definitions==

Definitions of "foreign student" and "international student" vary from country to country.<ref>{{cite web|url=https://www.iie.org/Research-and-Insights/Project-Atlas/Glossary|title=Glossary|publisher=Institute of International Education|access-date=16 November 2018|date=2018|archive-date=17 August 2018|archive-url=https://web.archive.org/web/20180817023409/https://www.iie.org/Research-and-Insights/Project-Atlas/Glossary}}</ref>

In the US, international students are "[i]ndividuals studying in the United States on a non-immigrant, temporary visa that allows for academic study at the post-secondary level."<ref>{{Cite web |title=United States |url=https://www.iie.org:443/en/Research-and-Insights/Project-Atlas/Explore-Data/United-States |access-date=2022-03-10 |website=www.iie.org}}</ref> Most international students in the US hold an F1 Visa.<ref>{{Cite web |date=2023-03-31 |title=Students and Employment {{!}} USCIS |url=https://www.uscis.gov/working-in-the-united-states/students-and-exchange-visitors/students-and-employment |access-date=2023-10-21 |website=www.uscis.gov |language=en}}</ref>

In Europe, students from countries who are a part of the European Union can take part in a student exchange program called the [[Erasmus Programme]].<ref>{{Cite web |title=Eligible countries {{!}} Erasmus+ |url=https://erasmus-plus.ec.europa.eu/programme-guide/part-a/eligible-countries |access-date=2023-10-22 |website=erasmus-plus.ec.europa.eu |language=en}}</ref> The program allows for students from the EU to study in other countries under a government agreement.

Canada defines international students as "non-Canadian students who do not have 'permanent resident' status and have had to obtain the authorization of the Canadian government to enter Canada with the intention of pursuing an education."<ref>{{Cite web|title=Definition of "International students"|url=https://www150.statcan.gc.ca/n1/en/catalogue/81-004-X|access-date=2022-03-10|website=www150.statcan.gc.ca|language=en}}</ref> The study permit identifies the level of study and the length of time the individual may study in Canada. Unless it takes more than six months, international students do not need a study permit if they will finish the course within the period of stay authorized upon entry.<ref>{{Cite web|date=7 November 2012 |title=I want to study in Canada for less than 6 months. Do I need a study permit?|url=https://www.cic.gc.ca/english/helpcentre/answer.asp?qnum=484&top=15 |access-date=10 March 2022 |website=www.cic.gc.ca}}</ref> Canada's first International House (I-House), planned to help international students find housing and community, opened in 1959 at the University of British Columbia.<ref>{{cite journal |last1=McCartney |display-authors=etal |first1=Dale M. |title=To Learn but Not Live Together? The Early History of the University of British Columbia's International House |journal=History of Education Quarterly |date=August 2024 |volume=64 |issue=3 |pages=270–292 |doi=10.1017/heq.2024.10|doi-access=free }}</ref>

In Australia, an international student "is not an [[Australian citizen]], [[Australian permanent resident]], [[New Zealander|New Zealand citizen]], or a holder of an Australian permanent resident [[humanitarian visa]]."<ref>{{Cite web |title=Dictionary |url=https://www.studyaustralia.gov.au/Dictionary.aspx?FirstLetter=o |access-date=2022-03-10 |website=www.studyaustralia.gov.au |archive-date=2 July 2022 |archive-url=https://web.archive.org/web/20220702045905/https://www.studyaustralia.gov.au/Dictionary.aspx?FirstLetter=o }}</ref>

According to the [[Institute of International Education]], an international student in Japan is "[a] student from a foreign economy who is receiving an education at any Japanese university, graduate school, junior college, college of technology, professional training college or university preparatory course and who resides in Japan with a 'college student' visa status."<ref>{{Cite web |title=Japan |url=https://www.iie.org:443/en/Research-and-Insights/Project-Atlas/Explore-Data/Japan |access-date=2022-03-10 |website=www.iie.org}}</ref>

==Destinations of foreign students==
[[File:High school students, SAS Pudong.jpg|thumb|Students of different nationalities at an international school in [[Shanghai]], China, 2017. The school does not have a [[school uniform]].]]

Student mobility in the first decade of the 21st century has been transformed by three major external events: the [[September 11 attacks]], the [[2008 financial crisis]], and an increasingly isolationist political order characterized by [[Brexit]] in the U.K. and the [[first presidency of Donald Trump]] in the U.S.<ref name=":0">{{Cite journal |last=Choudaha |first=Rahul |date=March 2017|title=Three waves of international student mobility (1999-2020)|url=https://www.researchgate.net/publication/314207037|journal=Studies in Higher Education|volume=42|issue=5|pages=825–832|doi=10.1080/03075079.2017.1293872|s2cid=151764990}}</ref> Changes to the visa and immigration policies of destination countries impact the availability of employment during and after education.<ref name=":0"/><ref>{{cite web|date=2 May 2018|title=Nationalist Style Politics will Trigger A New Wave of International Mobility|url=https://www.timeshighereducation.com/blog/nationalist-style-politics-will-trigger-new-wave-international-mobility|website=Times Higher Education|last=Choudaha|first=Rahul}}</ref> Political developments are often a major consideration; for example, a survey conducted before the [[2020 United States presidential election|2020 presidential election in the U.S.]] indicated that a quarter of prospective international students were more likely to study in the country if [[Joe Biden|Joseph R. Biden]] was elected president.<ref>{{Cite news|date=17 November 2020|title=Biden's Election Will Lure MBA Students Back to the U.S., But Not Overnight|work=Bloomberg|url=https://www.bloomberg.com/news/articles/2020-11-17/biden-election-victory-will-lure-foreign-students-back-to-u-s-business-schools|last=Lorin|first=Janet}}</ref>

Traditionally the US and UK have been the most prestigious choices. There is increasing competition from several destinations in East Asia such as China, South Korea, Japan, Taiwan, and Singapore, and other destinations such as Canada, Australia, New Zealand, the UAE, Germany, Norway, Argentina, and Brazil, which are keen to attract foreign students for reputation and demographic reasons.<ref>{{Cite web|url=http://www.dreducation.com/2017/03/Three-Waves-International-Student-Mobility-Choudaha.html|title=Three waves of international student mobility explain the past, present and future trends|access-date=4 June 2017|date=12 March 2017|publisher=DrEducation|last=Choudaha|first=Rahul}}</ref>

According to OECD, almost one out of five foreign students is regionally mobile. This segment of regionally mobile students who seek global education at local cost is defined as "glocal" students]. Many "glocal" students consider pursuing transnational or cross-border education which allows them to earn a foreign credential while staying in their home countries.<ref>{{Cite web | url=http://www.dreducation.com/2016/05/Transnational-Education-Quality-Growth-Webinar-Recording.html|title=Webinar on Transnational Education: Recording of the Online Discussion with Global Experts ~ DrEducation: Global Higher Education Research and Consulting|last=Choudaha|first=Rahul|website=dreducation.com|access-date=28 June 2016|date=26 May 2016}}</ref> With the increase in tuition cost in leading destinations like the US and the UK along with the higher immigration barriers, many international students are exploring alternative destinations and demanding more "value for money." Recalibrating value for money for international students It is projected that the number of internationally mobile students will reach 6.9 million by 2030, an increase of 51%, or 2.3 million students, from 2015.<ref>{{Cite web|url=http://www.universityworldnews.com/article.php?story=20180126131034717|title=Global universities unprepared for sea change ahead|date=26 January 2018|last=Mitchell|first=Nic|publisher=University World News}}</ref> The affordability of international education is an area of concern not only for international students but also universities and nations interested in attracting them.<ref>{{Cite journal|last=Choudaha|first=Rahul|date=2020|title=Addressing the Affordability Crisis for International Students|url=https://www.ojed.org/index.php/jis/article/view/1969/1062|journal=Journal of International Students|volume=10|issue=2|pages=iii-v|doi=10.32674/jis.v10i2.1969|doi-access=free}}</ref>

{{As of|2024|}}, the top 10 countries for foreign student enrollment according to [[Institute of International Education]]:<ref>[https://www.iie.org/wp-content/uploads/2024/11/Project-Atlas_Infographic_2024.pdf]</ref>
{| class="wikitable"
|-
!rowspan=2|Rank
!rowspan=2|Destination country
!colspan=3|Numbers of foreign students
!rowspan=2|Top sending countries
|-
!2024
!2023
!% change 
|-
|align=center|{{nts|1}}
|align="left"| {{flag|United States}}
| {{change|invert=on|1,126,690|1,057,188}}
|align="center"|China, India, South Korea
|-
|align=center|{{nts|2}}
|align="left"| {{flag|Canada}}
| {{change|invert=on|842,760|660,230}}
|align="center"|India, China, France
|-
|align=center|{{nts|3}}
|align="left"| {{flag|United Kingdom}}
| {{change|invert=on|758,855|718,085}}
|align="center"|China, India, Nigeria
|-
|align=center|{{nts|4}}
|align="left"| {{flag|France}}
| {{change|invert=on|505,617|392,630}}
|align="center"|Morocco, Algeria, China
|-
|align=center|{{nts|5}}
|align="left"| {{flag|Australia}}
| {{change|invert=on|437,485|361,247}}
|align="center"|China, India, Nepal
|-
|align=center|{{nts|6}}
|align="left"| {{flag|Germany}}
| {{change|invert=on|367,578|349,438}}
|align="center"|China, India, Syria
|-
|align=center|{{nts|7}}
|align="left"| {{flag|Russia}}
| {{change|invert=on|321,845|282,922}}
|align="center"|Kazakhstan, China, Uzbekistan
|-
|align=center|{{nts|8}}
|align="left"| {{flag|South Korea}}
|align="right" |208,962||  || {{N/A}} 
|align="center"|South Korea, Thailand, Pakistan
|-
|align=center|{{nts|9}}
|align="left"| {{flag|China}}
| {{change|invert=on|200,892|210,903}}
|align="center"|South Korea, Thailand, Pakistan
|-
|align=center|{{nts|10}}
|align="left"| {{flag|Spain}}
| {{change|invert=on|149,279|135,478}}
|align="center"|China, Vietnam, Nepal
|}

{{As of|2024|}}, the top 10 countries for foreign student enrollment according to UNESCO:<ref name="UIS2019">[https://databrowser.uis.unesco.org/view#indicatorPaths=UIS-EducationOPRI%3A0%3A26637&geoMode=countries&geoUnits=&browsePath=EDUCATION%2FUIS-EducationOPRI%2Fint-stud%2Finbound&timeMode=range&view=table&chartMode=multiple&tableIndicatorId=26637&chartIndicatorId=26637&chartHighlightSeries=&chartHighlightEnabled=true]</ref>
{| class="wikitable"
!rowspan=2|Rank
!rowspan=2|Destination country
!colspan=3|Numbers of foreign students
|-
!2024
!2023
!% change
|-
|align=center|{{nts|1}}
|align="left"| {{flag|United States}}
|align="right" |  ||956,923|| {{N/A}}
|-
|align=center|{{nts|2}}
|align="left"| {{flag|United Kingdom}}
|align="right" |  ||748,461|| {{N/A}}
|-
|align=center|{{nts|3}}
|align="left"| {{flag|Australia}}
|align="right" |  ||467,074|| {{N/A}}
|-
|align=center|{{nts|4}}
|align="left"| {{flag|Germany}}
|align="right" |  ||423,197|| {{N/A}}
|-
|align=center|{{nts|5}}
|align="left"| {{flag|Canada}}
|align="right" |  ||389,181|| {{N/A}}
|-
|align=center|{{nts|6}}
|align="left"| {{flag|Russia}}
|align="right" |  ||336,453|| {{N/A}}
|-
|align=center|{{nts|7}}
|align="left"| {{flag|France}}
|align="right" |  ||276,217|| {{N/A}}
|-
|align=center|{{nts|8}}
|align="left"| {{flag|United Arab Emirates}}
| {{change|invert=on|238,986|237,034}}
|-
|align=center|{{nts|9}}
|align="left"| {{flag|China}}
| {{change|invert=on|194,327|200,892}}
|-
|align=center|{{nts|10}}
|align="left"| {{flag|Japan}}
|align="right" |  ||181,821|| {{N/A}}
|}

=== Asia ===
==== China ====
{{Main|Higher education in China}}
In 2016, [[China]] was the third largest receiver of international students globally, with 442,773 international students.<ref name="UIS">{{Cite web |author=[[UNESCO]] Institute for Statistics |title=Inbound internationally mobile students by continent of origin |url=http://data.uis.unesco.org/index.aspx?queryid=169 |archive-url=https://web.archive.org/web/20180102002906/http://data.uis.unesco.org/index.aspx?queryid=169 |archive-date=2018-01-02 |access-date=15 October 2018}}</ref> By 2018 this number had grown to 492,185 (10.49% growth from 2017).<ref name=MOE2018>{{cite web|url=http://www.moe.edu.cn/jyb_xwfb/gzdt_gzdt/s5987/201904/t20190412_377692.html|title=2018年来华留学统计|publisher=China Ministry of Education|date=12 April 2019|access-date=15 April 2019|language=zh|archive-date=2019-04-15|archive-url=https://web.archive.org/web/20190415023723/http://www.moe.edu.cn/jyb_xwfb/gzdt_gzdt/s5987/201904/t20190412_377692.html}}</ref>

[[File:International Students in China (2003-2017).png|thumb|International Students in China (2003-2017)]]
The number of international students in China has grown steadily since 2003, with apparently no impact from the rise of terrorism or the [[Great Recession]]. China is now the leading destination globally for Anglophone African students.<ref>{{cite web|url=https://theconversation.com/china-tops-us-and-uk-as-destination-for-anglophone-african-students-78967|title=China tops US and UK as destination for anglophone African students|author=Victoria Breeze|date=27 June 2017 |publisher= The Conversation|access-date=18 February 2018}}</ref>

[[File:International Students in China by Continent (2016).png|thumb|Number of international students in China (2016) by sending continent.]]
[[File:Yearly Increase of Students Coming to China by Continent (2015-2016).png|thumb|Yearly increase of international students coming to China by continent (2015-2016).]]
In 2016, the students coming to China were mostly from Asia (60%), followed by Europe (16%) and Africa (14%). However, Africa had the highest growth rate at 23.7% year-on-year 2015–2016.<ref name=MOE>{{cite web|url=http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2017n/xwfb_170301/170301_sjtj/201703/t20170301_297677.html|title=2016年度我国来华留学生情况统计 (Statistics of International Students in China in 2016)|editor=忠建丰 (Zhong Jianfeng)|publisher=China Ministry of Education|date=1 March 2017|access-date=18 February 2018|language=zh}}</ref>

[[File:Top 15 Countries Sending International Students to China (2016).png|thumb|Top 15 Countries Sending International Students to China (2016)]]
The top 15 countries sending students to China in 2018 are listed below. African countries are grouped together and show a considerable block of students.<ref name=MOE/><ref name=MOE2017>{{cite web|url=http://en.moe.gov.cn/News/Top_News/201804/t20180403_332258.html|title=Growing number of foreign students choosing to study in China for a degree across multiple disciplines|publisher=China Ministry of Education|date=3 April 2018|access-date=25 April 2018}}</ref><ref name=MOE2018/>

{| class="wikitable sortable"
! rowspan=2|Rank<br />(2018) !! rowspan=2|Country !! colspan=3|Number of Foreign Students!! rowspan=2|Rank<br />(2017)
|-
! 2018 !! 2017 !! % of<br />Total (2018) 
|-
| - || All African countries<br />grouped together || 81,562 || 61,594 || 16.57% ||-
|-
| 1 || {{KOR}} ** || 50,600 || 70,540 || 10.28% || 1
|-
| 2 || {{THA}} ** || 28,608 || 23,044 || 5.81% || 2
|-
| 3 || {{PAK}} ** || 28,023 || 18,626 || 5.69% || 3
|-
| 4 || {{IND}} ** || 23,192 || 18,717 || 4.71% || 5
|-
| 5 || {{USA}} ** || 20,996 || 23,838 || 4.27% || 4
|-
| 6 || {{RUS}} ** || 19,239 || 17,971 || 3.91% || 6
|-
| 7 || {{IDN}} ** || 15,050 || 14,714 || 3.06% || 8
|-
| 8 || {{LAO}} ** || 14,645 || - || 2.98% || -
|-
| 9 || {{JPN}} ** || 14,230 || 13,595 || 2.89% || 7
|-
| 10 || {{KAZ}} ** || 11,784 || 13,996 || 2.39% || 9
|-
| 11 || {{VNM}} ** || 11,299 || 10,639 || 2.30% ||
|-
| 12 || {{BGD}} ** || 10,735 || - || 2.18% || -
|-
|| 13 || {{FRA}} ** || 10,695 || - || 2.17% || -
|-
|| 14 || {{MNG}} ** || 10,158 || - || 2.06% || -
|-
|| 15 || {{MYS}} ** || 9,479 || - || 1.93%  || -
|}

[[File:International Students in China by Province (2016).png|thumb|International Students in China by Province (2016)]]In 2016, international students mostly went to study in the major centers of [[Beijing]] (77,234, 17.44%) and [[Shanghai]] (59,887, 13.53%). In recent years there has been a decentralization and dispersion of students to other provinces.

China is openly pursuing a policy of growing [[Soft power of China|its soft power]] globally, by way of persuasion and attraction. Attracting international students, especially by way of scholarships, is one effective way of growing this influence.<ref>{{cite web|url=http://monitor.icef.com/2016/01/education-and-the-exercise-of-soft-power-in-china/|author=<!--Not stated-->|title=Education and the exercise of soft power in China|date=13 January 2016|website=ICEF Monitor|access-date=18 February 2018}}</ref><ref>{{cite web|url=https://qz.com/1119447/china-is-training-africas-next-generation-of-leaders/|author=Lily Kuo|title=Beijing is cultivating the next generation of African elites by training them in China|date=14 December 2017|website=Quartz Africa|access-date=18 February 2018}}</ref>

====India====
In 2019, India was hosting over 47,000 overseas students, and aims to quadruple the number 200,000 students by 2023. India has most its international students and targets from [[South Asia|South]], [[Southeast Asia|Southeast]], [[West Asia]] and [[Africa]] and is running various fee waiver and scholarship programs.<ref>{{Cite news|author=Prashant K. Nanda|url=https://www.livemint.com/education/news/where-does-india-get-foreign-students-from-1569212306082.html|title=Where does India get foreign students from?|newspaper = LiveMint|date=23 September 2019|access-date=24 December 2019}}</ref><ref>{{Cite web|author=K V Priya|url=https://mediaindia.eu/business-politics/study-in-india-to-attract-foreign-students/|title='Study in India' to attract foreign students|website=mediainindia.eu|date=19 April 2018|access-date=24 December 2019}}</ref>

{| class="wikitable sortable"
|+2019-20 academic year<ref name = "india">{{cite web |title=All India Survey on Higher Education 2019-20 |url=https://www.education.gov.in/sites/upload_files/mhrd/files/statistics-new/aishe_eng.pdf |website=Ministry of Education |access-date=13 November 2021}}</ref>
|-
! Rank !! Country !! Number of Students !! % of Total 
|-
| 1 || {{NEP}} || 13,880 || 28.1%
|-
| 2 || {{AFG}} || 4,504 || 9.1% 
|-
| 3 || {{BAN}} || 2,259 || 4.6% 
|-
| 4 || {{BHU}} || 1,851	|| 3.8% 
|-
| 5 || {{SUD}} || 1,758|| 3.6% 
|-
| 6 || {{USA}} || 1,627 || 3.3% 
|-
| 7 || {{NGR}} || 1,525	|| 3.1%
|-
| 8 || {{YEM}} || 1,437 || 2.9%
|-
| 9 || {{MYS}} || 1,353 || 2.7%
|-
| 10 || {{UAE}} || 1,347 || 2.7%
|-
| colspan="2" style="text-align:left;"|Share of top 10 countries ||31,533 || 63.9%
|-
| colspan="2" style="text-align:left;"|Others || 17,815 || 36.1%
|-
| colspan="2" style="text-align:left;"|Total || 49,348 || 100%
|}

==== Iran ====
Iran had 55000 studying in 2018 .<ref>{{cite web | url=https://www.tehrantimes.com/news/423901/55-000-international-students-studying-in-Iran | title=55,000 international students studying in Iran | date=25 May 2018 }}</ref>  In 2021 it doubled to more than 130000 with half of them enrolled in Azad University and Payamnoor.<ref>{{cite web | url=https://www.irna.ir/news/85175009/%D8%AA%D8%B9%D8%AF%D8%A7%D8%AF-%D8%AF%D8%A7%D9%86%D8%B4%D8%AC%D9%88%DB%8C%D8%A7%D9%86-%D8%AE%D8%A7%D8%B1%D8%AC%DB%8C-%D8%AF%D8%B1-%D8%A7%DB%8C%D8%B1%D8%A7%D9%86-%DA%86%D9%86%D8%AF-%D9%86%D9%81%D8%B1-%D8%A7%D8%B3%D8%AA | title=تعداد دانشجویان خارجی در ایران چند نفر است؟ - ایرنا }}</ref> Iran Signed up PMF Iraqi Popular Mobilization Forces to study at University of Tehran.<ref>{{cite web | url=https://www.isna.ir/news/1402042113603/%D9%85%D9%82%D8%B1%D8%B1%D8%A7%D8%AA-%D8%A2%D9%85%D9%88%D8%B2%D8%B4%DB%8C-%D9%BE%D8%B0%DB%8C%D8%B1%D8%B4-%D8%AD%D8%B4%D8%AF%D8%A7%D9%84%D8%B4%D8%B9%D8%A8%DB%8C-%D9%87%D8%A7-%D9%85%D8%A7%D9%86%D9%86%D8%AF-%D8%B3%D8%A7%DB%8C%D8%B1-%D8%AF%D8%A7%D9%86%D8%B4%D8%AC%D9%88%DB%8C%D8%A7%D9%86-%D8%AE%D8%A7%D8%B1%D8%AC%DB%8C-%D8%A7%D8%B3%D8%AA | title=مقررات آموزشی پذیرش حشدالشعبی‌ها مانند سایر دانشجویان خارجی است - ایسنا | date=12 July 2023 }}</ref> By 2023 there were students from 15 countries such as Lebanon, Iraq, Russia, Syria, Pakistan and African countries. They study humanities  sciences, law, medicine, construction, accounting.<ref>{{cite web | url=https://www.dw.com/fa-ir/%D8%B1%D8%A6%DB%8C%D8%B3-%D8%AF%D8%A7%D9%86%D8%B4%DA%AF%D8%A7%D9%87-%D8%AA%D9%87%D8%B1%D8%A7%D9%86-%D8%A7%D8%B2-%D9%BE%D8%B0%DB%8C%D8%B1%D8%B4-%D9%86%DB%8C%D8%B1%D9%88%D9%87%D8%A7%DB%8C-%D8%AD%D8%B4%D8%AF%D8%A7%D9%84%D8%B4%D8%B9%D8%A8%DB%8C-%D8%AF%D9%81%D8%A7%D8%B9-%DA%A9%D8%B1%D8%AF/a-66254333 | title=رئیس دانشگاه تهران از پذیرش نیروهای حشد‌الشعبی دفاع کرد – Dw – ۱۴۰۲/۴/۲۶ | website=[[Deutsche Welle]] }}</ref><ref>{{cite web | url=https://www.yjc.ir/fa/news/8466462/%D8%AC%D8%B4%D9%86-%D9%81%D8%A7%D8%B1%D8%BA-%D8%A7%D9%84%D8%AA%D8%AD%D8%B5%DB%8C%D9%84%DB%8C-%D8%AF%D8%A7%D9%86%D8%B4%D8%AC%D9%88%DB%8C%D8%A7%D9%86-%D8%AE%D8%A7%D8%B1%D8%AC%DB%8C-%D9%81%DB%8C%D9%84%D9%85 | title=جشن فارغ التحصیلی دانشجویان خارجی + فیلم }}</ref>

==== Japan ====
Japan is perceived as an evolving destination for international students. Japan has around 180,000 overseas students studying at its institutions and the government has set targets to increase this to 300,000 over the next few years.<ref>{{cite web|url=http://www.studyjapan.go.jp/en/toj/toj09e.html|title=300000 Foreign Students Plan|access-date=27 March 2015|archive-date=2015-09-24|archive-url=https://web.archive.org/web/20150924111159/http://www.studyjapan.go.jp/en/toj/toj09e.html}}</ref> According to the Japan Student Services Organization (JASSO), the number of international students on 1 May 2024 was 336,708 people.<ref>{{cite web | url=https://www.studyinjapan.go.jp/ja/statistics/enrollment/data/2504301000.html | title=2024（令和6）年度外国人留学生在籍状況調査結果｜外国人留学生在籍状況調査｜留学生に関する調査｜日本留学情報サイト Study in Japan }}</ref><ref>{{cite web | url=https://www.studyinjapan.go.jp/ja/statistics/zaiseki/ | title=外国人留学生在籍状況調査｜留学生に関する調査｜日本留学情報サイト Study in Japan }}</ref>

==== Malaysia and Singapore ====
Malaysia, Singapore and India are emerging destinations for international students. These three countries have combined share of approximately 12% of the global student market with somewhere between 250,000 and 300,000 students having decided to pursue higher education studies in these countries in 2005–2006.<ref name="World Education Services">{{cite web|url=https://www.wes.org/wp-content/uploads/2019/07/2019_AnnualReport_web_vFINAL-070919.pdf|title=World Education Services Annual Report 2018|publisher=World Education Services|date=2018|archive-url=https://web.archive.org/web/20101214053953/https://www.wes.org/wp-content/uploads/2019/07/2019_AnnualReport_web_vFINAL-070919.pdf|archive-date=14 December 2010}}.</ref>

==== South Korea ====
{{Main|International students in South Korea}}
In April 2024, the number of [[international students]] studying at universities and colleges in South Korea was 208,962.<ref>{{Cite web |date=March 1, 2024 |title=Number of international students in higher education institutions in South Korea from 2013 to 2023 |url=https://www.statista.com/statistics/876030/number-of-foreign-students-in-south-korea/ |website=[[Statista]]}}</ref> As of 2024, the most common nationalities of international students were countries from Asia, Europe, North America, Africa, and South America. Among the students, 69.8% were degree students, and 30.2% were non-degree students such as exchange students or language students. The number of students attending universities in the [[Seoul Metropolitan Area]] was 56% of the total.<ref>{{Cite news |date=5 September 2024 |title="공부하러 한국 왔어요" 유학생 20만명 첫 돌파 |url=https://www.chosun.com/national/education/2024/09/04/FI6BXEKM7JGHRKDVXMC5AEAELE/ |work=[[Chosun Biz]] |language=Korean}}</ref>

=== Australia and Oceania ===
{{Main|International students in Australia}}

Australia has the highest ratio of international students per head of population in the world, with 775,475 international students enrolled in the nation's universities and vocational institutions in 2020.<ref>{{Cite web|url=https://internationaleducation.gov.au/research/international-student-data/Pages/InternationalStudentData2021.aspx|title = International Student Data 2021|publisher=Australian Government - Department of Education, Skills and Employment|date=2021}}</ref><ref name="unconventional">{{cite web |date=2019-11-01 |title=Australian universities double down on international students |url=https://www.macrobusiness.com.au/2019/11/australian-universities-double-down-on-international-students/ |publisher=Macrobusiness}}</ref> In 2019, international students represented 27% of the student bodies of Australian universities. International education is one of the country's largest exports and has a pronounced influence on the country's demographics as many students remain in Australia after graduation.<ref>{{Cite news|url=https://www.abc.net.au/news/2018-07-27/temporary-graduate-visa-485-boom/10035390|title = Record number of international students sticking around on work visas|newspaper = ABC News|date = 26 July 2018|last=Gothe-Snape|first=Jackson}}</ref>

=== Europe ===
[[File:International Students.jpg|thumb|International students in [[Liechtenstein]]]]
==== France and Germany ====
In 2023-24, France received 412,087 international students.<ref name=":3">{{Cite web |date=10 April 2024 |title=Student Mobility Key Figures for 2024 |url=https://www.campusfrance.org/system/files/medias/documents/2024-04/ENGLISH%20PR%20Campus%20France%20Key%20Figures%202024.pdf |access-date=21 March 2025}}</ref> Germany received 469,485 international students in 2023-24.<ref>{{Cite web|url=http://www.datenportal.bmbf.de/portal/en/tabsearch.html|title=Table Search - Search results - BMBF's Data Portal|first=BMBF's Data Portal|last=Team|website=Data Portal of Federal Ministry of Education and Research - BMBF}}</ref> Since the 2016/17 academic year, the number of foreign students attending university in Germany has constantly risen, climbing from 358,895 students five years ago to 411,601 students last year.<ref>{{cite web|url=https://www.thelocal.de/20210317/in-stats-fewer-international-students-join-german-universities-amid-pandemic/|title=IN STATS: Fewer international students join German universities amid pandemic|date=17 March 2021|publisher=The Local}}</ref>

With the [[Franco-German University]], the two countries have established a framework for cooperation between their universities, enabling students to participate in specific Franco-German courses of study across borders.<ref>{{cite web|url=https://www.dfh-ufa.org/english/|title=Franco-German University - facts & figures|website=dfh-ufa.org|access-date=1 March 2018|archive-url=https://web.archive.org/web/20180301225232/https://www.dfh-ufa.org/english/|archive-date=1 March 2018}}</ref>

The top 10 countries sending students to '''France''' in 2022-23 are listed below.<ref name=":3" />

{| class="wikitable sortable"
|-
! Rank !! Country !! Number of Students !! % of Total 
|-
| 1 || {{MAR}} || 45,162 || 11.2%
|-
| 2 || {{DZA}} || 32,147 || 8.0% 
|-
| 3 || {{CHN}} || 25,605 || 6.3% 
|-
| 4 || {{ITA}} || 20,028|| 5.0% 
|-
| 5 || {{SEN}} || 15,251	|| 3.8% 
|-
| 6 || {{TUN}} || 14,291	|| 3.5% 
|-
| 7 || {{ESP}} || 11,594 || 2.9%
|-
| 8 || {{LBN}}|| 11,527	|| 2.9%
|-
| 9 || {{CIV}} || 10,691 || 2.7%
|-
| 10 || {{CMR}} || 9,767 || 2.4%
|}

The top 10 countries sending students to '''Germany''' in 2023-24 are listed below.<ref>{{Cite web |last=DAAD |title=Wissenschaft weltoffen 2024 |url=https://www.wissenschaft-weltoffen.de/content/uploads/2024/11/WWO_2024_EN_aktualisiert_BF.pdf |access-date=21 July 2025 |page=37}}</ref>

{| class="wikitable sortable"
|-
! Rank !! Country !! Number of Students !! % of Total 
|-
| 1 || {{IND}} || 49,008	 || 10.4%
|-
| 2 || {{CHN}} || 38,687 || 8.2%
|-
| 3 || {{TUR}}|| 18,084	|| 3.9%
|-
| 4 || {{AUT}} || 15,379	|| 3.3%
|-
| 5 || {{IRN}}|| 15,159	|| 3.2%
|-
| 6 || {{SYR}}|| 13,379	|| 2.8%
|-
| 7 || {{RUS}}|| 10,593	|| 2.3%
|-
| 8 || {{FRA}} || 10,154	|| 2.2%
|-
| 9 || {{UKR}} || 9,914	|| 2.1%
|-
| 10 || {{PAK}}|| 9,873 || 2.1%
|}

==== United Kingdom ====
{{main|International students in the United Kingdom}}

The top 15 countries and regions sending students to the United Kingdom in 2023/24 are listed below.<ref name=domicile>{{cite web |title=Where do HE students come from?: Non-UK HE students by HE provider and country of domicile |url=https://www.hesa.ac.uk/data-and-analysis/students/where-from#non-uk |website=hesa.ac.uk |publisher=Higher Education Statistics Agency |access-date=3 April 2025}}</ref>
{| class="wikitable sortable"
!Rank
!Place of origin
!Number of Students
!Percent of Total
|-
|1
|{{flag|India}}
|166,310
|22.7%
|-
|2
|{{flag|China}}
|149,855
|20.5%
|-
|3
|{{flag|Nigeria}}
|57,505
|7.9%
|-
|4
|{{flag|Pakistan}}
|45,720
|6.2%
|-
|5
|{{flag|United States}}
|23,250
|3.2%
|-
|6
|{{flag|Hong Kong}}
|17,250
|2.4%
|-
|7
|{{flag|Malaysia}}
|12,760
|1.7%
|-
|8
|{{flag|Nepal}}
|12,715
|1.7%
|-
|9
|{{flag|Bangladesh}}
|12,285
|1.7%
|-
|10
|{{flag|Ireland}}
|9,690
|1.3%
|-
|11
|{{flag|Saudi Arabia}}
|9,680
|1.3%
|-
|12
|{{flag|France}}
|8,680
|1.2%
|-
|13
|{{flag|United Arab Emirates}}
|8,535
|1.2%
|-
|14
|{{flag|Canada}}
|7,840
|1.1%
|-
|15
|{{flag|Italy}}
|7,160
|1.0%
|-
| colspan="2" |Others
|183,020
|25.0%
|-
| colspan="2" |Total
|732,285
|100%
|}

==== Italy ====
The top 15 countries and regions sending students to Italy in 2023/24 are listed below.[https://www.statista.com/statistics/1484169/italy-international-students-by-country/]
{| class="wikitable sortable"
!Rank
!Place of origin
!Number of Students
!Percent of Total
|-
|1
|{{flag|Romania}}
|14,000
|-
|2
|{{flag|Iran}}
|13,000
|-
|3
|{{flag|Turkey}}
|6,000
|-
|4
|{{flag|China}}
|6,000
|-
|5
|{{flag|India}}
|4,000
|-
|6
|{{flag|Russia}}
|3,000
|-
|7
|{{flag|Albania}}
|2,000
|-
|8
|{{flag|Tunisia}}
|2,000
|-
|9
|{{flag|Pakistan}}
|2,000
|-
|10
|{{flag|Morocco}}
|2,000
|-
|11
|{{flag|Kazakhstan}}
|2,000
|-
|12
|{{flag|Cameroon}}
|2,000
|-
|13
|{{flag|France}}
|2,000
|-
|14
|{{flag|Egypt}}
|1,000
|-
|15
|{{flag|Brazil}}
|1,000
|-
|15
|{{flag|Israel}}
|1,000
|-

| colspan="2" |Others
|183,020
|-
| colspan="2" |Total
|732,285
|}

==== Netherlands ====
As of 2017, 81,000 international students studied in the Netherlands, compromising 12% of the higher education student population. Of these students, 12,500 students or 15.4% were Dutch nationals who had studied elsewhere previously. Three-fourths of international students in the Netherlands come from European Union countries, with the largest segment of that population coming from Germany. Of the non-EU students, the largest portion is composed of Chinese students. Two-thirds of all international students come to the Netherlands for their bachelor's degree.<ref>{{Cite web|title=International students|url=https://longreads.cbs.nl/european-scale-2019/international-students|access-date=4 October 2020|publisher=CBS Netherlands|date=2019}}</ref>

==== Russia ====
Russia, since the Soviet times, has been a hub for international students, mainly from the [[developing world]]. It is the world's fifth-leading destination for international students, hosting roughly 300 thousand in 2019.<ref name="Russia">{{cite web |url=http://uis.unesco.org/en/uis-student-flow |title=Global Flow of Tertiary-Level Students |publisher=[[UNESCO]] |access-date=4 January 2022}}</ref>

The top 10 countries sending students to '''Russia''' in 2019  are listed below.<ref name="Russia"/>

{| class="wikitable sortable"
|-
! Rank !! Country !! Number of Students 
|-
| 1 || {{KAZ}} || 71,368
|-
| 2 || {{TKM}} || 27,889
|-
| 3 || {{UZB}} || 27,397 
|-
| 4 || {{TJK}} || 21,397
|-
| 5 || {{UKR}} || 21,609
|-
| 6 || {{CHN}}|| 18,531
|-
| 7 || {{IND}} || 12,501	
|-
| 8 || {{BLR}} || 11,614
|-
| 9 || {{AZE}} || 10,946
|-
| 10 || {{KGZ}} || 7,291
|}

=== North America ===
==== Canada ====
{{main|International students in Canada}}
Immigration, Refugees and Citizenship Canada (IRCC) reckons that as of December 2023, there were 1,040,985 international students which is a 29% increase from the previous year. In 2023, 26.8% of the international students in Canada were from India and 5.6% were from China.<ref>{{Cite web |last=adityarathore |date=2024-02-01 |title=International students statistics - Canada 2024 |url=https://study-permit.ca/canada-study-permit-stats/ |access-date=2025-03-20 |website=Canada study permit guides |language=en-US}}</ref> The newest Canadian government International Education Strategy (IES) for the period 2019-2024 includes a commitment to diversify inbound students and distribute them more equally across the country rather than having a strong concentration in a few cities.<ref name=":1">{{Cite web|url=https://www.international.gc.ca/education/strategy-2019-2024-strategie.aspx?lang=eng|title=Canada's International Education Strategy (2019-2024)|date=22 August 2019}}</ref>

The top 15 countries and regions sending students to Canada in 2023 are listed below.<ref>{{Cite web |last=adityarathore |date=2024-02-01 |title=International students statistics - Canada 2024 |url=https://study-permit.ca/canada-study-permit-stats/ |access-date=2025-03-20 |website=Canada study permit guides |language=en-US}}</ref>
{| class="wikitable sortable"
!Rank
!Country/Territory
!Number of Students
!Per cent of Total
|-
|1
|{{flag|India}}
|278,860
|26.8%
|-
|2
|{{flag|China}}
|58,430
|5.6%
|-
|3
|{{flag|Nigeria}}
|37,675
|3.6%
|-
|4
|{{flag|Philippines}}
|33,945
|3.3%
|-
|5
|{{flag|Nepal}}
|15,985
|1.5%
|-
|6
|{{flag|France}}
|15,540
|1.5%
|-
|7
|{{flag|Iran}}
|14,780
|1.4%
|-
|8
|{{flag|Mexico}}
|11,435
|1.1%
|-
|9
|{{flag|Vietnam}}
|10,805
|1.0%
|-
|10
|{{flag|Colombia}}
|10,530
|1.0%
|-
|11
|{{flag|South Korea}}
|10,510
|1.0%
|-
|12
|{{flag|Brazil}}
|10,410
|1.0%
|-
|13
|{{flag|Bangladesh}}
|9,535
|0.9%
|-
|14
|{{flag|Algeria}}
|9,385
|0.9%
|-
|15
|{{flag|Hong Kong}}
|7,900
|0.8%
|-
| colspan="2" |Others
|535,725
|51.5%
|-
| colspan="2" |Total
|1,040,985
|100%
|}

==== United States ====
{{main|International students in the United States}}
1,126,690 foreign students enrolled in American colleges in 2023–24. The largest number, 331,602, came from India.<ref>{{Cite web |last=kpc8 |date=2024-11-22 |title=A record number of international students enrolled at U.S. colleges last fall |url=https://feed.georgetown.edu/access-affordability/a-record-number-of-international-students-enrolled-at-u-s-colleges-last-fall/ |access-date=2025-03-20 |website=THE FEED |language=en-US}}</ref>

US colleges and universities have welcomed students from China. 10 million students throughout China take the national college entrance test, competing for 5.7 million university places. Because foreign undergraduates typically fail to qualify for US federal aid, colleges can provide only limited financial help. Now, thanks to China's booming economy in recent years, more Chinese families can afford to pay.

Chinese international students face other challenges besides language proficiency. The Chinese educational structure focuses on exam-oriented education, with educational thinking and activities aimed towards meeting the entrance examination. Students become more focused on exam performance, and teachers are inclined to focus on lecturing to teach students what may be on the test. In addition, "parents are also convinced that the more students listened to the lectures, the better they would score on the finals."<ref name="A First-Person Explanation of Why Some International Students Are Silent in the U.S. Classroom">{{cite web|url=http://www.facultyfocus.com/articles/learning-styles/a-first-person-explanation-of-why-some-international-students-are-silent-in-the-u-s-classroom/|title=A First-Person Explanation of Why Some International Students Are Silent in the U.S. Classroom|publisher=Faculty Focus|date=2011-06-23|last=Bista|first=Krishna}}</ref> With more than 304,040 Chinese students enrolled in the US in 2014/15, China is by far the leading source of international students at American universities and colleges; however, there are three waves of growth in Chinese students in the US.<ref>{{cite web|url=https://resources.interedge.org/2016/04/20/three-waves/|title=Three Waves of Chinese Students since 1999|date=2016-04-20|publisher=Interedge|archive-date=2016-04-21|archive-url=https://web.archive.org/web/20160421053301/https://resources.interedge.org/2016/04/20/three-waves/}}</ref>

Each of the three waves differs in terms of needs and expectations and corresponding support services needed.

==Requirements==
Prospective foreign students are usually required to sit for language tests before they are admitted. Tests notwithstanding, while some international students already possess an excellent command of the local language upon arrival, some find their language ability, considered excellent domestically, inadequate for the purpose of understanding lectures, and/or of conveying oneself fluently in rapid conversations. A research report commissioned by NAFSA: Association of International Educators investigated the scope of third-party providers offerings intensive English preparation programs with academic credit for international students in the United States.<ref>{{Cite web|url=http://www.dreducation.com/2017/05/pathway-research-international-student-recruitment.html|title=NAFSA research on landscape of third-party pathway partnerships in the US|website=dreducation.com|date=24 May 2017|access-date=4 June 2017}}</ref> These pathway programs are designed to recruit and support international students needing additional help with English and academic preparation before matriculating to a degree program.

===Student visa===
Generally, foreign students as citizens of other countries are required to obtain a student visa, which ascertains their legal status for staying in the second country.<ref>{{cite web|title=Student Visa|url=https://travel.state.gov/content/visas/en/study-exchange/student.html|website=travel.state.gov|access-date=16 June 2016|archive-url=https://web.archive.org/web/20160603231159/https://travel.state.gov/content/visas/en/study-exchange/student.html|archive-date=3 June 2016}}</ref> In the United States, before students come to the country, the students must select a school to attend to qualify for a student visa. The course of study and the type of school a foreign student plans to attend determine whether an [[F visa|F-1 visa]] or an [[M-1 visa]] is needed. Each student visa applicant must prove they have the financial ability to pay for their tuition, books and living expenses while they study in the states.<ref>{{cite web|last1=Durrani|first1=Anayat|title=How to Demonstrate Financial Ability as an International Student|url=https://www.usnews.com/education/blogs/international-student-counsel/2015/04/07/how-to-demonstrate-financial-ability-as-an-international-student|date=2020-12-15|website=U.S. News & World Report|access-date=2022-08-10}}</ref>

==Higher education marketing==
Marketing of higher education is a well-entrenched macro process today, especially in the major English-speaking nations: Australia, Canada, New Zealand, the UK, and the USA. One of the major factors behind the worldwide evolution of educational marketing could be globalization, which has dramatically shrunken the world. Due to intensifying competition for overseas students amongst MESDCs, i.e. major English-speaking destination countries, higher educational institutions recognize the significance of marketing themselves, in the international arena.<ref>{{cite web|url=http://www.wrestcorp.com/international-students.html|title=Wrest Corporation - International Internship & MBA Consultant Delhi|access-date=27 March 2015|archive-url=https://web.archive.org/web/20150323085832/http://wrestcorp.com/international-students.html|archive-date=23 March 2015}}</ref> To build sustainable international student recruitment strategies Higher Education Institutions (HEIs) need to diversify the markets from which they recruit, both to take advantage of future growth potential from emerging markets, and to reduce dependency on – and exposure to risk from – major markets such as China, India and Nigeria, where demand has proven to be volatile.<ref>{{cite web|url=http://www.internationalstudentsurvey.com/2016/|title=International Student Survey|publisher=Hobsons|access-date=26 May 2016|archive-date=2016-05-23|archive-url=https://web.archive.org/web/20160523071645/http://www.internationalstudentsurvey.com/2016/}}</ref> For recruitment strategies, there are some approaches that higher education institutions adopt to ensure stable enrollments of international students, such as developing university preparation programs, like the [[Global Assessment Certificate]] (GAC) Program, and launching international branch campuses in foreign countries.

===Global Assessment Certificate (GAC) Program===
The Global Assessment Certification (GAC) Program is a university preparation program, developed and provided by [[ACT (test)|ACT]] Education Solution, Ltd., for the purpose of helping students to prepare for admission and enrollment overseas.<ref name="Open Doors Report">{{cite web|title=International Students in the United States|url=http://www.iie.org/Services/Project-Atlas/United-States/International-Students-In-US#.V2MfqvkrJD9|website=Project Atlas|publisher=Open Doors Report|access-date=16 June 2016|archive-date=2016-06-27|archive-url=https://web.archive.org/web/20160627194853/http://www.iie.org/Services/Project-Atlas/United-States/International-Students-In-US}}</ref> The program helps students from non-English speaking backgrounds to prepare for university-level study, so they are able to successfully finish a bachelor's degree at university. Students who complete the GAC program have the opportunity to be admitted to 120 so called Pathway Universities, located in destinations including the United States, the United Kingdom, and Canada.<ref>{{cite web|title=2016 GAC Pathway University Handbook|url=http://actinternationalservices.com/pdf/pathway.pdf|access-date=16 June 2016|date=2016|publisher=ACT International Services|archive-date=2016-08-05|archive-url=https://web.archive.org/web/20160805063805/http://actinternationalservices.com/pdf/pathway.pdf}}</ref>
Mainly, the program consists of curriculums, such as Academic English, Mathematics, Computing, Study Skills, Business, Science and Social Science. Moreover, the program also provides the opportunity to get prepared for the ACT exam and English Proficiency tests like TOEFL and IELTS.<ref>{{cite web|title=What is in the Global Assessment Certificate™ program?|url=http://actinternationalservices.com/en/gac/what.html|access-date=16 June 2016|archive-url=https://web.archive.org/web/20160620104203/http://actinternationalservices.com/en/gac/what.html|archive-date=2016-06-20}}</ref>

===Foreign branch campuses===
Opening [[international branch campus]]es is a new strategy for recruiting foreign students in other countries in order to build strong global outreach by overcoming the limitations of physical distance. Indeed, opening branch campuses plays a significant role of widening the landscape of the higher education. In the past, along with high demand for higher education, many universities in the United States established their branch campuses in foreign countries.<ref>{{cite web|last1=Clifford|first1=Megan|title=Assessing the Feasibility of Foreign Branch Campuses|url=https://www.rand.org/content/dam/rand/pubs/rgs_dissertations/RGSD300/RGSD354/RAND_RGSD354.pdf|publisher=rand.org|access-date=16 June 2016}}</ref> According to a report by the Observatory on Borderless Higher Education (OBHE), there was a 43% increase in the number of foreign branch campuses in the worldwide scale since 2006. American higher education institutions mostly take a dominant position in growth rate and the number of foreign branch campuses, accounting for almost 50% of current foreign branch campuses.<ref>{{cite journal|last=Becker|first=Rosa|date=2010|title=International Branch Campuses: New Trends and Directions|url=https://ejournals.bc.edu/index.php/ihe/article/view/8464|journal=Branch Campuses & Transnational Higher Education|number=58|doi=10.6017/ihe.2010.58.8464|access-date=2022-08-10}}</ref> However, some research reports have recently said foreign branch campuses are facing several challenges and setbacks, for example interference of local government,<ref>{{cite web|author1=María Eugenia Miranda|title=International Branch Campuses Producing Opportunities, Headaches|url=https://www.diverseeducation.com/international/article/15094858/international-branch-campuses-producing-opportunities-headaches|publisher=Diverse|access-date=16 June 2016|date=2014-06-03}}</ref>
sustainability problems, and long-term prospects like damage on academic reputations and finance.

==Challenges ==
{{essay|date=August 2022}}
===Language===
Most foreign students encounter difficulties in language use. Such issues make it difficult to gain familiarity with the local culture. Sometimes, these language barriers can subject international students to ignorance or disrespect from native speakers.<ref>{{cite journal|last=Lindemann|first=Stephanie|date=2002-09-06|title=Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States|url=https://www.cambridge.org/core/journals/language-in-society/article/abs/listening-with-an-attitude-a-model-of-nativespeaker-comprehension-of-nonnative-speakers-in-the-united-states/13BE05990822C058BFDA830171F6193A|journal=Language in Society|volume=31|issue=3|pages=419–441 |doi=10.1017/S0047404502020286|s2cid=145064535 |access-date=2022-08-10|url-access=subscription}}</ref> Most international students also lack support groups in the country where they are studying. Although all colleges in North America that are in student exchange programs do have an International Student Office. The more students a particular college has who come from the same country, the better the support is for getting involved in the new culture.<ref>{{cite journal|last1=Beck|first1=Richard|last2=Taylor|first2=Cathy|last3=Robbins|first3=Marla|title=Missing home: Sociotropy and autonomy and their relationship to psychological distress and homesickness in college freshmen|journal=Anxiety, Stress & Coping|date=June 2003|volume=16|issue=2|pages=155–166|doi=10.1080/10615806.2003.10382970|s2cid=144609852}}</ref> Similarly, an Australian study reported language and acculturation challenges for international students who participate in higher education programs.<ref name=":4">{{Cite journal |last=William |first=Scott |last2=Peters |first2=Kath |last3=Hegazi |first3=Iman |date=2024-05-01 |title=A Qualitative Exploration of Challenges for International Students Enrolled in Health Professional Education Degrees in Australia |url=https://www.ojed.org/jis/article/view/6822 |journal=Journal of International Students |language=en |volume=14 |issue=3 |pages=468–490 |doi=10.32674/jis.v14i3.6822 |issn=2166-3750|doi-access=free }}</ref>

Foreign students face several challenges in their academic studies at North American universities. Studies have shown that these challenges include several different factors: inadequate English proficiency; unfamiliarity with North American culture; lack of appropriate study skills or strategies; academic learning anxiety; low social [[self-efficacy]]; financial difficulties; and separation from family and friends.<ref>{{cite journal|last1=Huang|first1=Jinyan|last2=Brown|first2=Kathleen|date=2009|title=Cultural Factors Affecting Chinese ESL Students' Academic Learning|url=https://eric.ed.gov/?id=EJ871615|journal=Education|volume=129|number=4|pages=643–653|access-date=2022-08-10}}</ref> Despite the general perception that American culture is diverse rather than homogenous, the American ideology of cultural homogeneity has been alleged to imply an American mindset that because Eurocentric cultures are superior to others, people with different cultures should conform to the dominant monocultural canon and norms.<ref>{{cite journal|last=Hsieh|first=Min-Hua|date=2007|title=Challenges for International Students in Higher Education: One Student's Narrated Story of Invisibility and Struggle|url=https://eric.ed.gov/?id=EJ777951|journal=College Student Journal|volume=41|number=2|pages=379–391|access-date=2022-08-10}}</ref>

===Economic impact===
Research from the National Association of Foreign Student Advisers (NAFSA) shows the economic benefits of the increasing international higher-education enrollment in the United States. According to their 2021–2022 academic year analysis, nearly one million international students contributed $33.8 billion to the US economy and 335,000 jobs. This represents almost a 19% increase in dollars compared to the previous year.
International students contribute more than job and monetary gains to the economy. "The increase in economic activity is certainly positive news but it should be kept in perspective: it shows we've only regained about half the ground lost in the previous academic year," said Dr. Esther D. Brimmer, NAFSA executive director and CEO. "We must not be complacent that this upward trend will automatically continue.<ref>
{{cite web |last=Ruffner |first=Matt |date=14 November 2022 |title=Findings Underscore need for a national 'road map' to guide recovery and future growth |url=https://www.nafsa.org/about/about-nafsa/new-nafsa-data-reveal-international-student-economic-contributions-us-still-below |access-date=14 March 2023 |website=www.nafsa.org}}</ref>
According to NAFSA's research, their diverse views contribute to technological innovation has increased America's ability to compete in the global economy.

International students [[Crowding out (economics)|crowding out]] domestic students has been observed, particularly at selective programs.<ref>{{Cite report |url=https://www.nber.org/papers/w10349 |title=Do Foreign Students Crowd Out Native Students from Graduate Programs? |last=Borjas |first=George J. |date=2004 |publisher=National Bureau of Economic Research |issue=w10349 |language=en}}</ref>

Some international students have faced suspicions of involvement in [[industrial espionage|economic and industrial espionage]].<ref>
{{cite news|url=https://thediplomat.com/2018/08/hidden-spies-countering-the-chinese-intelligence-threat/|title=Hidden Spies: Countering the Chinese Intelligence Threat|date=2018-08-03|publisher=The Diplomat|last=Ha|first=Melodie| access-date=2019-01-30|issn=1446-697X|quote=Earlier this year, Federal Bureau of Investigation<!-- "Investigations" in original --> (FBI) Director Christopher Wray asserted in testimony before the Senate intelligence committee that Chinese international students, especially those in advanced STEM fields, pose counterintelligence risks to U.S. national security. 'They're exploiting the very open research and development environment that we have... they're taking advantage of it,' Wray said during the hearing. [...] The Trump administration is taking steps forward to counter Chinese economic and industrial espionage, but painting every Chinese student on U.S. campuses as an intelligence threat is not the way to do it.}}</ref>

===Barriers===
International students also face cross-cultural barriers that hinder their ability to succeed in a new environment.<ref>{{Cite web|url=https://resources.interedge.org/category/intercultural-competence/|title=Intercultural Competence – International Student Success Training and Resources|website=resources.interedge.org|access-date=28 June 2016|archive-url=https://web.archive.org/web/20160322085230/https://resources.interedge.org/category/intercultural-competence/|archive-date=2016-03-22}}</ref><ref name=":4" /> For example, there are differences in terms of receiving and giving feedback, which influences academic engagement and even the job and internship search approach of international students.<ref>{{Cite web|url=https://resources.interedge.org/2016/04/10/cross-cultural-map-feedback/|title=Navigate the Cross-cultural Map: Feedback|last=Hu|first=Di|date=10 April 2016|website=International Student Success Training and Resources|access-date=28 June 2016|archive-url=https://web.archive.org/web/20160411110355/https://resources.interedge.org/2016/04/10/cross-cultural-map-feedback/|archive-date=2016-04-11}}</ref>

Transparency is an issue that international students face when coming across activities within class, specifically when it comes to group discussions, it may be a bigger obstacle. Firstly, the issue of how topics being discussed may not need further elaboration when it comes to local students and for an international student, the ability of the student to be able to understand and contribute may diminish in return. This may be due to the feeling of dismissal via the appearance of lack of interest in their opinion. Another would be the failure of expected scaffolding during group discussions when it comes to international students. This is due to the need for a developed understanding of local culture, or "cultural facts" as represented by Kim. This represents the knowledge of humor, vernacular, or simple connotations in speech that may allow international students to further develop an understanding of a given topic.<ref>{{Cite journal|last=Kim|first=Hye Yeong|date=June 2011|title=International graduate students' difficulties: graduate classes as a community of practices|url=http://www.tandfonline.com/doi/abs/10.1080/13562517.2010.524922|journal=Teaching in Higher Education|language=en|volume=16|issue=3|pages=281–292|doi=10.1080/13562517.2010.524922|s2cid=145611006|issn=1356-2517|url-access=subscription}}</ref>

===Plagiarism and fraud===
Worries about [[academic dishonesty]] on test scores and transcripts make occasional headlines. And even Chinese students who score highly on an English-language proficiency test may not be able to speak or write well enough to stay up to speed in a US classroom, where essay writing and discussions are common.<ref name="Number of Chinese students applying for a US Visa increases">{{cite web|url=http://www.visabureau.com/america/news/16-11-2010/number-of-chinese-students-applying-for-a-us-visa-increases.aspx|title=Number of Chinese students applying for a US Visa increases|date=2010-11-16|publisher=American Visa Bureau|archive-date=2010-11-19|archive-url=https://web.archive.org/web/20101119092218/http://www.visabureau.com/america/news/16-11-2010/number-of-chinese-students-applying-for-a-us-visa-increases.aspx}}</ref> 

[[Plagiarism]] is the most serious offense in academia.<ref>{{cite web|title=The Problems with Plagiarism|url=http://www.mcny.edu/student_serv/lecblog/the-problems-with-plagiarism|access-date=16 June 2016|archive-url=https://web.archive.org/web/20160920175418/http://www.mcny.edu/student_serv/lecblog/the-problems-with-plagiarism|archive-date=20 September 2016}}</ref> Plagiarism has two subtle forms, one of which includes the omission of elements required for proper citations and references.<ref>{{cite web|title=How to Recognize Plagiarism: Tutorials and Tests|url=https://www.indiana.edu/~academy/firstPrinciples/certificationTests/index.html|access-date=16 June 2016|archive-date=2016-04-02|archive-url=https://web.archive.org/web/20160402210547/https://www.indiana.edu/~academy/firstPrinciples/certificationTests/index.html}}</ref> The second form is unacknowledged use or incorporation of another person's work or achievement.  Violation of either form can result in a student's expulsion. International students from some cultures lack the concept of plagiarism.<ref>{{cite web|title=For some international students, 'plagiarism' is a foreign word|last=Farhang|first=Kia|date=8 October 2014 |publisher=MPR News|url=http://www.mprnews.org/story/2014/10/08/international-students-cheating|access-date=16 June 2016}}</ref> Most of them are unfamiliar with American academic standards and colleges are not good about giving a clear definition of the word's meaning. For example, many international students don't know using even one sentence of someone else's work can be considered plagiarism. Most colleges give students an E on their plagiarized assignments and future offenses often result in failing class or being kicked out of university.

=== Mental wellness ===
International students studying in a foreign country face a life-altering event which can cause distress that can potentially affect their mental wellness. Many students report homesickness and loneliness in their initial transition, experience isolation from peers and struggle with understanding cultural differences while staying abroad.<ref name=":4" /> In certain cultures, mental illness is seen as a sign of weakness. Because of this, international students believe they can prevail through their struggles alone without help, which can lead to a decrease in mental wellness.<ref>{{Cite journal|last1=Kanekar|first1=Amar|last2=Sharma|first2=Manoj|last3=Atri|first3=Ashutosh|title=Enhancing Social Support, Hardiness, and Acculturation to Improve Mental Health among Asian Indian International Students|journal=International Quarterly of Community Health Education|volume=30|issue=1|pages=55–68|doi=10.2190/iq.30.1.e|pmid=20353927|year=2010|s2cid=207317013}}</ref>

There are two common symptoms among international students from China in particular: 45% of the students faced depression and 29% of the students faced anxiety.<ref>{{Cite web|url=https://worldwidescience.org/topicpages/h/higher+internalizing+symptoms.html|title=higher internalizing symptoms: Topics by WorldWideScience.org|website=worldwidescience.org|language=en|access-date=9 March 2018}}</ref> Stressors that lead international students to struggle with anxiety are rooted in numerous causes, including academic pressures, financial issues, adapting to a new culture, creating friendships, and feelings of loneliness.<ref>{{Cite news|url=http://campusmentalhealth.ca/literature/international-student-mental-health/|title=International Student Mental Health - Centre for Innovation in Campus Mental Health|last=Health|first=Centre for Innovation in Campus Mental|work=Centre for Innovation in Campus Mental Health|access-date=9 March 2018|language=en-US}}</ref> International students are also more likely to rely on peers for support through their transition than teachers or adult peers.<ref>{{Cite journal|last1=Hyun|first1=Jenny|last2=Quinn|first2=Brian|last3=Madon|first3=Temina|last4=Lustig|first4=Steve|date=September 2007|title=Mental health need, awareness, and use of counseling services among international graduate students|journal=Journal of American College Health|volume=56|issue=2|pages=109–118|doi=10.3200/JACH.56.2.109-118|issn=0744-8481|pmid=17967756|s2cid=45512505}}</ref> If the student is unable to make friends in their new environment, they will struggle more with their transition than an international student who has established relationships with their peers.<ref name="psycnet.apa.org">{{Cite journal|title=Moderating effects of perceived language discrimination on mental health outcomes among Chinese international students.|url=http://psycnet.apa.org/record/2015-14250-001|journal=Asian American Journal of Psychology|last1=Wei|first1=Meifen|last2=Liang|first2=Ya-Shu|last3=Du|first3=Yi|last4=Botello|first4=Raquel|last5=Li|first5=Chun-I|year=2015 |volume=6|issue=3|pages=213–222|doi=10.1037/aap0000021|url-access=subscription}}</ref> During the COVID-19 pandemic, many international students started remote learning and had to overcome time differences to take classes online, which further led to sleep disruption, social isolation, and thus, higher rates of mental health symptoms.<ref name=":2">{{Cite journal |last1=Lin |first1=Chenyang |last2=Tong |first2=Yuxin |last3=Bai |first3=Yaying |last4=Zhao |first4=Zixi |last5=Quan |first5=Wenxiang |last6=Liu |first6=Zhaorui |last7=Wang |first7=Jiuju |last8=Song |first8=Yanping |last9=Tian |first9=Ju |last10=Dong |first10=Wentian |date=2022-04-14 |title=Prevalence and correlates of depression and anxiety among Chinese international students in US colleges during the COVID-19 pandemic: A cross-sectional study |journal=PLOS ONE |language=en |volume=17 |issue=4 |article-number=e0267081 |doi=10.1371/journal.pone.0267081 |issn=1932-6203 |pmc=9009639 |pmid=35421199|bibcode=2022PLoSO..1767081L |doi-access=free }}</ref>

Language and communication barriers have been noted to add to student anxiety and stress.<ref>{{Cite journal|url=https://ojs.lib.uwo.ca/index.php/cie-eci/article/view/9261|title=International Students as 'Ideal Immigrants' in Canada: A disconnect between policy makers' assumptions and the lived experiences of international students |year=2015 |doi=10.5206/cie-eci.v43i3.9261 |s2cid=54941911|last1=Scott |first1=Colin |last2=Safdar |first2=Saba |last3=Desai Trilokekar |first3=Roopa |last4=El Masri |first4=Amira |journal=Comparative and International Education |volume=43 |issue=3 |doi-access=free }}</ref><ref name=":4" /> International students face language discrimination, which may exacerbate mental health symptoms. Evidence has not conclusively shown that language discrimination is a greater risk factor than discrimination against foreigners. However, there has not been any conclusive evidence to show whether language discrimination plays a significantly larger role than simple foreigner discrimination.<ref name="psycnet.apa.org"/>

Since international students are less likely to use individual counseling provided by the university.<ref>{{Cite journal|last1=Bradley|first1=Loretta|last2=Parr|first2=Gerald|last3=Lan|first3=William Y.|last4=Bingi|first4=Revathi|last5=Gould|first5=L. J.|date=1 March 1995|title=Counselling expectations of international students|journal=International Journal for the Advancement of Counselling|language=en|volume=18|issue=1|pages=21–31|doi=10.1007/BF01409601|s2cid=145160218|issn=0165-0653}}</ref> and may experience even more intense stigmas against seeking professional help,<ref>{{Cite journal|last1=Sandhu|first1=Daya Singh|last2=Asrabadi|first2=Badiolah Rostami|title=An Assessment of Psychological Needs of International Students: Implications for Counseling and Psychotherapy|url=https://eric.ed.gov/?id=ED350550|journal=Eric|date=April 1991 |language=en}}</ref> group-oriented ways of reaching students may be more helpful.<ref>{{Cite journal|last1=Jacob|first1=Elizabeth J.|last2=Greggo|first2=John W.|date=1 January 2001|title=Using Counselor Training and Collaborative Programming Strategies in Working With International Students|journal=Journal of Multicultural Counseling and Development|language=en|volume=29|issue=1|pages=73–88|doi=10.1002/j.2161-1912.2001.tb00504.x|issn=2161-1912}}</ref> Group activities, like collaborative workshops and cultural exchange groups, can introduce a sense of community among the students.<ref>{{Cite journal|title=International students' reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress|journal=Counselling Psychology Quarterly|volume=16|pages=15–28|doi=10.1080/0951507031000114058|year=2003|last1=Yeh|first1=Christine J.|last2=Inose|first2=Mayuko|s2cid=144614795}}</ref><ref>{{Cite journal|last1=Shadowen|first1=Noel L.|last2=Williamson|first2=Ariel A.|last3=Guerra|first3=Nancy G.|last4=Ammigan|first4=Ravichandran|last5=Drexler|first5=Matthew L.|date=11 January 2019|title=Prevalence and Correlates of Depressive Symptoms Among International Students: Implications for University Support Offices|url=https://www.ojed.org/index.php/jis/article/view/277|journal=Journal of International Students|language=en|volume=9|issue=1|pages=129–149|doi=10.32674/jis.v9i1.277|s2cid=150370895|issn=2166-3750|doi-access=free}}</ref> In addition, efforts can be placed to improve awareness and accessibility to mental wellness resources and counseling services.<ref name=":2" /><ref>{{Cite journal|last1=Wu|first1=Hsiao-ping|last2=Garza|first2=Esther|last3=Guzman|first3=Norma|date=2015|title=International Student's Challenge and Adjustment to College|journal=Education Research International|language=en|volume=2015|pages=1–9|doi=10.1155/2015/202753|issn=2090-4002|doi-access=free}}</ref> Social workers, faculty, and academic staff can be educated beforehand to provide an adequate support for them.<ref>{{Cite journal|last=Liu|first=Meirong|date=19 March 2009|title=Addressing the Mental Health Problems of Chinese International College Students in the United States|journal=Advances in Social Work|language=en|volume=10|issue=1|pages=69–86|issn=2331-4125|doi=10.18060/164|doi-access=free}}</ref>

=== Housing ===
Accommodation is a major factor that determines study abroad experience.<ref>{{cite book|last=Sethumadhavan|first=T.P.|title=Study Abroad|date=3 October 2014 |url={{Google books|TeyvDQAAQBAJ|page=129|plainurl=yes}}|publisher=DC Books|isbn=978-81-264-4803-6|page=129}}</ref><ref>{{cite book|last1=Lidstone|first1=Anna|last2=Rueckert|first2=Caroline|title=The Study Abroad Handbook|date=22 June 2007 |url=https://archive.org/details/studyabroadhandb0000lids|publisher=Palgrave Macmillan|isbn=978-1-137-02056-7|page=145}}</ref> Increases of students has been associated with less [[affordable housing]] in some areas.<ref>{{Cite journal |last=Pottie-Sherman |first=Yolande |last2=Christensen |first2=Julia |last3=Foroutan |first3=Maryam |last4=Zhou |first4=Siyi |date=2024 |title=Navigating the housing crisis: A comparison of international students and other newcomers in a mid-sized Canadian city |url=https://onlinelibrary.wiley.com/doi/abs/10.1111/cag.12869 |journal=Canadian Geographies / Géographies canadiennes |language=en |volume=68 |issue=1 |pages=44–56 |doi=10.1111/cag.12869 |issn=1541-0064|url-access=subscription }}</ref>

==Study abroad==
[[Study abroad|Studying abroad]] is the act of a student pursuing educational opportunities in a country other than one's own.<ref>{{Cite web|publisher=BBC News| title = Students Should Study Abroad|url=https://news.bbc.co.uk/2/hi/uk_news/education/720344.stm| date = 20 April 2000| access-date=18 June 2010 }}</ref> This can include primary, secondary and post-secondary students. A 2012 study showed number of students studying abroad represents about 9.4% of all students enrolled at institutions of higher education in the United States<ref>{{Cite web| publisher=NAFSA: Association of International Educators| title=Trends in U.S. Study Abroad| url=http://www.nafsa.org/public_policy.sec/study_abroad_2/demographics_of_study/| access-date=18 December 2010| archive-url=https://web.archive.org/web/20101219190829/http://www.nafsa.org/public_policy.sec/study_abroad_2/demographics_of_study/| archive-date=19 December 2010}}</ref><ref>{{cite web|url=https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012045|title= The Condition of Education 2012|date=2012|publisher=National Center for Education Statistics}}</ref> and it is a part of [[The Experience Economy|experience economy]].<ref name=handbook>{{cite book|editor-last1=Velliaris|editor-first1=Donna M.|editor-last2=Coleman-George|editor-first2=Deb|title=Handbook of Research on Study Abroad Programs and Outbound Mobility|url={{Google books|CoPvDAAAQBAJ|page=280|plainurl=yes}}|page=280}}</ref><ref>{{cite book|editor-last1=McGrath|editor-first1=Simon|editor-last2=Gu|editor-first2=Qing|title=Routledge Handbook of International Education and Development
|url={{Google books|f0A-CgAAQBAJ|page=360|plainurl=yes}}|page=360}}</ref>

Studying abroad is a valuable program for international students as it is intended to increase the students' knowledge and understanding of other cultures. International education not only helps students with their language and communicating skills. It also encourages students to develop a different perspective and cross-cultural understanding of their studies which will further their education and benefit them in their career.<ref>{{Cite journal|last=Sowa|first=Patience A.|date=1 March 2002|title=How valuable are student exchange programs?|journal=New Directions for Higher Education|language=en|volume=2002|issue=117|pages=63–70|doi=10.1002/he.49|issn=1536-0741}}</ref><ref>{{Cite journal|last1=Gardner|first1=Philip|last2=Steglitz|first2=Inge|last3=Gross|first3=Linda|date=2009|title=Translating Study Abroad Experiences for Workplace Competencies|journal=Peer Review|language=en|volume=11|issue=4|pages=19–22}}</ref> The main factors that determine the outcome quality of international studies are transaction dynamics (between the environmental conditions and the international student), quality of environment, and the student's [[Coping (psychology)|coping]] behavior.

=== Coping with studying abroad ===

Affectivity is an emotional disposition: people who are high on positive affectivity experience positive emotions and moods like joy and excitement, and view the world, including themselves and other people, in a positive light. They tend to be cheerful, enthusiastic, lively, sociable, and energetic. Research has found that students studying abroad with a positive emotional tendency have higher satisfaction and interaction with the environment; they engage in the staying country's citizenship behaviours.<ref name=handbook/><ref>{{cite journal|last1=Campbell|first1=J.D.|last2=Trapnell|first2=P.D.|last3=Heine|first3=S.J.|last4=Katz|first4=I.M.|last5=Lavallee|first5=L.F.|last6=Lehman|first6=D.R.|date=1996|title= Self-concept clarity: Measurement, personality correlates, and cultural boundaries|url=https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-3514.70.1.141|journal=Journal of Personality and Social Psychology|language=en|volume=70|issue=1|pages=141–156|doi=10.1037/0022-3514.70.1.141}}</ref>

Being relevant to research on coping by international students, the concept of adjustment to a foreign work environment and its operationalisation has been the subject of broad methodological discussion.<ref>{{Cite journal|last1=Hippler|first1=Thomas|last2=Caligiuri|first2=Paula M.|last3=Johnson|first3=Johanna E.|last4=Baytalskaya|first4=Nataliya|date=6 August 2014|title=The development and validation of a theory-based expatriate adjustment scale|journal=The International Journal of Human Resource Management|volume=25|issue=14|pages=1938–1959|doi=10.1080/09585192.2013.870286|s2cid=153446447|issn=0958-5192}}</ref><ref>{{Cite book|url=https://www.taylorfrancis.com/books/mono/10.4324/9780203111468/managing-performance-abroad-arno-haslberger-chris-brewster-thomas-hippler|title=Managing Performance Abroad: A New Model for Understanding Expatriate Adjustment|date=1 August 2014|publisher=Routledge|isbn=978-0-203-11146-8|language=en|doi=10.4324/9780203111468|last1=Haslberger|first1=Arno|last2=Brewster|first2=Chris|last3=Hippler|first3=Thomas}}</ref>

==See also==
*[[Apprentices mobility]]
*[[EducationUSA]]
*[[Erasmus programme]]
*[[F-1 Visa]]
*[[Fulbright Program]]
*[[Goodwill Scholarships]]
*[[International Baccalaureate]]
*[[International communication]]
*[[International education]]
*[[International Student Identity Card]]
*[[International student ministry]]
*[[International Students Day]]
*[[International students in South Korea]]
*[[Japanese students in Britain]]
*[[Monbukagakusho Scholarship]]
*[[Pakistani students abroad]]
*[[Student exchange program]]
*[[Student migration]]
*[[Indian students abroad]]
*[[Vulcanus in Japan]]

===Organizations===
<!-- * [[American International Education Foundation]] (AIEF) -->
* [[Brethren Colleges Abroad]]
* [[International Union of Students]]
* [[NAFSA: Association of International Educators]]
* [[Journal of International Students]]
<!-- * [[PFL Education]] -->
<!-- * ''[[Journal of International Students]]'',<ref>{{cite web|url=http://www.ojed.org/jis|title=Journal of International Students|work=Journal of International Students}}</ref> a peer-reviewed publication -->

==References==
{{reflist}}

== Further reading ==
* Altbach, Philip. "Foreign study: Patterns and challenges." ''International Higher Education'' 30 (2015).  [http://ejournals.bc.edu/ojs/index.php/ihe/article/download/7355/6552 online]
* Ammigan, Ravichandran and Jones, Elspeth. "Improving the Student Experience: Learning From a Comparative Study of International Student Satisfaction." ''Journal of Studies in International Education''. 2018;22(4):283-301. [https://journals.sagepub.com/doi/full/10.1177/1028315318773137?journalCode=jsia online]
* Jiani, M. A. "Why and how international students choose Mainland China as a higher education study abroad destination." ''Higher Education'' 74.4 (2017): 563–579.
* Liu, Jingzhou. "Internationalization of Higher Education: Experiences of Intercultural Adaptation of International Students in Canada." ''Antistasis'' 6.2 (2017).  [https://journals.lib.unb.ca/index.php/antistasis/article/download/25433/29471 online]
* Mihut, Georgiana, ed. ''Understanding Higher Education Internationalization'' (2017) 436pp; reprints selected articles published 2011 to 2016.
* Orleans, Leo A., [http://www.nap.edu/openbook.php?isbn=0309038863 ''Chinese Students in America: Policies, Issues, and Numbers''], ''[[National Academies Press]]'', US National Academies, Office of International Affairs (OIA), 1988.
* Waters, Maurice. "International relations and American institutions of higher learning: a review, "''Journal of Conflict Resolution'' 8.2 (1964): 178–185.
* Wen, Wen, Die Hu, and Jie Hao. "International students' experiences in China: Does the planned reverse mobility work?." ''International Journal of Educational Development'' 61 (2018): 204–212. [https://www.researchgate.net/profile/Wen_Wen43/publication/316006618_International_students%27_experiences_in_China_Does_the_planned_reverse_mobility_work/links/5aa5d00445851543e6413454/International-students-experiences-in-China-Does-the-planned-reverse-mobility-work.pdf online]
* Yan, Kun. ''Chinese international students' stressors and coping strategies in the United States'' (Springer Singapore, 2017).

==External links==

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{{Wikivoyage|Studying abroad}}
* [http://www.uis.unesco.org/Education/Pages/international-student-flow-viz.aspx Global Flow of Tertiary-Level Students] {{Webarchive|url=https://web.archive.org/web/20160516121505/http://www.uis.unesco.org/education/pages/international-student-flow-viz.aspx |date=16 May 2016 }} [[UNESCO]]
* [http://www.umap.org/ University Mobility in Asia and the Pacific (UMAP)]

{{DEFAULTSORT:International Student}}
[[Category:Student exchange]]
[[Category:Study abroad programs]]
[[Category:Student migration]]
[[Category:International education industry]]