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Each year, a significant number of students from the Indian Ocean island of Mauritius seek higher education opportunities abroad. Yet, limited research exists on these students' expectations, preferences, and experiences in their academic and non-academic university settings overseas. This quantitative study investigates the experiences of Mauritian degree-seeking students at universities in Australia and the United Kingdom, which have been two of the most preferred destination countries for these students over the years. Precisely, this research examines associations between overall university satisfaction and various aspects of the student experience in the arrival, learning, living, and support services environment. Analyses reveal that a number of satisfaction variables were important to students, namely the opportunity to make friends on campus, the availability of social activities and facilities, internet access and IT support, and chaplaincy or multi-faith provision. Implications for international educators, university administrators, and guidance counsellors are discussed.

This research uses i-graduate's International Student Barometer to investigate whether overall satisfaction and institutional recommendation are influenced by student nationality and destination country, while controlling for the covariates of learning experiences. The result of our analysis is the identification of a conceptual framework for the differences between evaluations (reflecting satisfaction with an experience) and behavioral intentions (willingness to recommend that experience to others), and this important frame has consequences for how institutions recruit and retain international students. These results indicate that student nationality, destination country, and learning experience differentially influence both overall satisfaction and institutional recommendation. The study finds that student nationality and destination country significantly influenced both satisfaction and recommendation. While learning experience "teaching" variables ("program organization" and "quality of lectures") mattered most for overall satisfaction, "study" variables ("English language support" and "employability skills") were mainly associated with institutional recommendation. Practical implications for international educators and marketers are discussed, along with pointers for future research.

This quantitative study investigates the role of satisfaction variables as predictors of institutional recommendation for over 45,000 international students at 96 different institutions globally. Using data from the International Student Barometer, it demonstrates which aspects of the university experience are most significant on students' propensity to recommend their institution to prospective applicants. This article also discusses key implications and policy recommendations for how university administrators and international educators could enhance the international student experience and strengthen recruitment and retention strategies on their respective campuses.

This article evaluates the degree to which international students are satisfied with different dimensions of their university experience, namely, their arrival, living, learning, and support service experiences. Using quantitative survey research methods based on data from the International Student Barometer (ISB), the study evaluates the experience of over 45,000 degree-seeking, undergraduate international students at 96 different institutions in Australia, the United Kingdom, and the United States. Multiple regression analyses indicated that all four dimensions of satisfaction were positively associated with students' overall university experience, and the article reveals which of the four is the most influential. To the authors' knowledge, this study represents the first time that a comparative meta-analysis of ISB data across institutions in the three chosen countries has been undertaken. Key implications are discussed for how university administrators, practitioners, and researchers might best allocate resources to support and enhance the experience of international students, leading to more effective institutional recruitment and retention strategies. The study also offers a baseline for future research on international student satisfaction.