The Role of Integration in Understanding Differences in Satisfaction Among Chinese, Indian, and South Korean International Students

Merola, R. H., Coelen, R. J. & Hofman, W. H. A., 2019, In : Journal of studies in international education. 23, 5, p. 535-553 19 p., UNSP 1028315319861355.

Research output: Contribution to journalArticleAcademicpeer-review

This study uses a quantitative approach drawing on data from the International Student Barometer (N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian, and South Korean undergraduate international students studying in the United Kingdom, the United States, and Australia. Results indicate that nationalities vary significantly in satisfaction levels, with Indian students more satisfied than Chinese or South Korean students. Furthermore, integration is predictive of satisfaction, and academic integration has a greater impact on satisfaction than does social integration. Compellingly, academic and social integration help explain the association between nationality and satisfaction. This study demonstrates that academic and social integration partly accounts for differences in satisfaction among nationalities, opening avenues for future research with practical implications for universities.

Original languageEnglish
Article numberUNSP 1028315319861355
Pages (from-to)535-553
Number of pages19
JournalJournal of studies in international education
Issue number5
Early online date15-Jul-2019
Publication statusPublished - 2019


  • globalization and international higher education, internationalization of higher education, mobility of students and academic staff, strategic institutional management of internationalization, study abroad, internationalization of teaching, learning and research, SOCIOCULTURAL ADJUSTMENT, HIGHER-EDUCATION, SELF-EFFICACY, ACCULTURATION, EXPERIENCES, UNIVERSITY, OVERSEAS, SUCCESS, MODEL

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