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Transnational education is becoming a popular way for students to earn an attractive credential from a foreign university in emerging education hubs in Asia. In an era where students are staying closer to home for their education, this paper offers insights into the motivations or choice criteria used by students currently enrolled at international branch campuses in Malaysia. Findings from a survey of 218 undergraduate and postgraduate students plus semi-structured qualitative interviews conducted with 18 students indicated that the motivations for studying at an international branch campus are a function of the combined pull-push factors (i.e. institution and academic reputations, marketability of the degree, low tuition fees compared to home institution, low cost of living, safe country for study, similarity of education systems as well as cultural proximity). The study proposes a model of student destination and institution choices based primarily upon "push" factors which apply to international branch campuses in Malaysia. The success of a given university operating in a foreign market is shown to be influenced greatly by the destination's costs, attractiveness attributes, and locational convenience for students. The findings of the paper are especially relevant to developing market policy-makers of higher education in crafting specific management and marketing strategies targeting students to study at international branch campuses, particularly in Malaysia.

The mobility of African students beyond national territories has become common worldwide. However, the underlying reasons motivating students to leave their countries of origin in pursuit of higher education in other developing nations and why these factors are important have not been fully explored. This study attempts to explore why and how African students travel to the United Arab Emirates for higher education. A push-pull factor theory of the international student's choice of destination is developed to identify factors influencing the choices made by these students. The analytic hierarchy process is used to examine the relative importance of these factors. The findings of this quantitative study indicate that learning environment and geographic proximity are the two most important factors for African students, while other factors have a moderate impact. The findings contribute to a deeper and more comprehensive understanding of the needs and choices of existing and potential students from this continent, with a view to applying a segmentation approach to attract these students.

Previous studies on the destination choices of international students have mainly focused on the mobility of students from non-English-speaking countries to English-speaking countries, with limited attention being paid to the investigation of the factors that determine the flow of international students in emerging education hubs in the Middle East. As a piece of country-specific research, this study attempts to explore why and how international students travel to the United Arab Emirates (UAE) for higher education. The study uses, as its theoretical framework, the push-pull factor theory in determining the destination choice of international students, while the analytic hierarchy process method is employed to examine the relative importance of these factors in influencing the choices of the students. Given the highly competitive nature of transnational higher education markets, this study is of particular importance for educational authorities and higher education institutions in the UAE to gain a better understanding of the complex factors involved in students' decision-making, which will enable them to determine recruitment and marketing strategies for attracting international students. The findings contribute to a deeper and more comprehensive understanding of the higher education market in the UAE.

Purpose: Motivations for study abroad in tourism and hospitality were examined as to the influence of a variety of personal criteria in the individual decision process of adult learners to select a host country and host institution of study. The paper aims to discuss this issue. Design/methodology/approach: Push-pull factors (Mazzarol and Soutar, 2002) formed the basic framework of inquiry. Quantitative analysis was done through primary data collection using hard copy surveys. Qualitative inquiry involved interviews with open-ended questions. Findings: Country attractions of the host location was the highest ranked decision criteria, followed by considerations of the educational institution. Research limitations/implications: Prestige and reputation of the education provider is of high value. However, greater decision influence was seen in respondents' selection of host country for the attributes of safe and pleasant living conditions, as well as on going career opportunities locally. Sampling was cross-sectional and limited to one industry and one country. Although these are natural control variables, generalizability may be limited, and requires further study. Originality/value: Policymakers should be mindful of the match between the educational program and the site selection. Prestige of the school may not overcome a suboptimal location decision.

Traditional assumptions favouring native English language countries in transnational higher education (TNHE) overlook experiences of international students in new emerging Asian education hubs. Specifically, there has been limited research relating to international students' choice for studying in Malaysia. Drawing from the "push-pull" model of factors influencing the movement of international student destination choice, this study identifies determinants of student destination decision for TNHE. While acknowledging perceived qualities and values of individual institutions as important criteria, findings from interviews with students that are currently enrolled at international branch campuses also indicated key influences driven by "pull" factors of country image--attractive features of Malaysia, i.e. comparatively low cost of living, low tuition fees, safe country for living, stable government, modern amenities, proximity in culture and religion and freedom from discrimination--as focal motives in their choice decision. These findings provide implications for policy-makers to deploy their educational resources as well as develop effective promotional and marketing strategies in promoting the local reputation and amenities in order to attract more international students.

The aim of this research is to present the determinants of students' perceptions of quality and experience of study at international branch campuses in Malaysia, a country that is set to become an academic hub in Asia. This study used a multi-method approach for data collection. The respondents comprised 245 students (both undergraduate and postgraduate) from six renowned international branch campuses operating in the country--three from Australia, two from the UK and one from India. In addition, a total of 21 face-to-face interviews were conducted after the survey. The results revealed that across the seven dimensions examined concerning education and non-education qualities--university reputation/image, programme quality, lecturers and teaching quality, student learning environment, effective use of technology, counselling and academic advising support, and social life (direct/indirect) facilities--the students were largely satisfied. The paper adds to the existing body of research on higher education service quality, particularly on students' perceptions and expectations of international branch campuses.

Entrepreneurship education in the strongly emerging market of Malaysia was examined throughout the country's 20 public universities. A broad based interview process amongst multiple stakeholders profiled educational policies as well as revealing shortcomings in practice. Observers noted that students showed a preference for salaried jobs after graduation rather than setting up their own businesses, despite participation in entrepreneurship classes and programmes. Policymakers indicated that curricula had deficiencies despite their hype. Passive lectures were far more common than more interactive methods. It is suggested that if Malaysian universities are to promote entrepreneurship education in an effective way, they must address these issues.

Purpose: The aim of this paper is to focus on relevant issues of entrepreneurship education, such as target groups for the subject. It advocates the need for inclusion of entrepreneurship education as a subject in the curricula of all primary, secondary and tertiary learning institutions in Malaysia and other developing countries. Design/methodology/approach: This paper analyses the current structure of entrepreneurship education at the different educational levels. Findings: Enterprise education should not be equated solely to any specific institutions but throughout all phases of education systems. Practical implications: Entrepreneurship education is reviewed in its totality. This is beneficial to educators and policy-makers that are involved in setting or facilitating entrepreneurship educational programmes. Originality/value: The paper provides an evaluation of the state-of-the-art of entrepreneurship education in Malaysia. The educational institutions will require much restructuring to enhance skill development for entrepreneurship. (Contains 2 tables and 2 figures.)