INTERNATIONAL STUDENT SURVEYinfo.qs.com/rs/335-VIN-535/images/QS_ISS19_Malaysia.pdf ·...

INTERNATIONALSTUDENT SURVEYGrowing Global EducationRising to the international export challenge

2019ISS•MY•

2 Growing Global Education | Rising to the international recruitment challenge

Malaysia International Student Survey 2019

About the International Student Survey

The International Student Survey is the world’s largest survey of pre-enrolment 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.

This report focuses on the responses provided by over 3,400 prospective international students who identified that

they are considering studying in Malaysia.

For more information please visit www.internationalstudentsurvey.com

Key facts

Respondent demographics:

Gender

55% Male

44% Female

1% Other

75,000 globally

Respondents

3,400 considering Malaysia

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

24% Business and Administration

15% Engineering

8% Mathematical and Computer Science

Age

31% 30% 20%

17-21 22-25 26-30

Percentage

Income

Percentage 53% 17% 4%

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

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



Contents1. About the International Student Survey 2

2. Foreword from Andy Nicol, Managing Director, QS Enrolment Solutions 5

3. Recommendations 6

4. Section 1 – How students make decisions on their university application 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, university and town? 8

What other countries do prospective international students consider and why do they consider Malaysia in the first place? 12

5. Section 2 – The importance of teaching quality perceptions 15

What are the biggest indicators of teaching quality to prospective international students? 15

How do prospective students define a good quality teacher? 16

6. Section 3 – Influences on prospective students and the role of agents 18

How many prospective students already know someone studying overseas and how do their experiences influence their choices? 18

Who influences prospective students and what will they discuss with them? 20

Where do international education agents feature most in the decision-making process? 21

7. Section 4 – Interest in branch campuses and degree transfer programmes 24

How many prospective students would consider studying in a branch campus and why do they consider them? 24

What are the current levels of awareness and interest in the degree transfer programme offered by some Malaysian universities? 26

8. Section 5 – The potential for online study to disrupt traditional learning patterns 29

How many prospective students are interested in online learning? 29

What are the levers to be applied and barriers to be addressed when it comes to online learning? 30

9. About QS 33



Foreword from Andy Nicol, Managing Director, QS Enrolment Solutions

What does the future hold for the Higher Education sector here in Malaysia? As competition in Higher Education

increases, for both domestic and international students. We are delighted to bring two new insight pieces to the

Malaysian education space, focused on domestic and international student recruitment (Growing Global Education:

Rising to the international export challenge).

The students we surveyed highlighted teaching quality, affordability and student mobility and transfer as vitally

important areas. Moreover, Malaysia’s leading position as a host of foreign branch campuses continues to be a

source of competitive advantage in attracting domestic and international students alike.

Through our annual International and Domestic Student Surveys, and our work to support domestic and

international student recruitment, we have built up a significant amount of insight into the interests and behaviours

of students. As part of the seventh International Student Survey, we surveyed 75,000 prospective students from

191 different countries, over 3,400 of these students are actively considering Malaysia as a study destination. Our

inaugural Malaysian Domestic Student Survey we have had five universities participate with over 800 individual

respondents, we are delighted with this early insight and look forward to building on this foundation for the benefit

of Malaysian universities recruiting locally.

This report doesn’t just cover the results of the surveys, it also outlines recommendations to help Malaysian

institutions adapt to the changing expectations students and harness the opportunities presented by the shifting

higher education market.

In an increasingly competitive market, it is crucial that institutions listen to the views of prospective students

carefully, particularly in terms of how universities can increase perceptions and ratings of student satisfaction. The

student experience which has always been important, is emerging as a critical area of differentiation and a key

measure of success for universities around the world.

Teaching quality and technology are two of the key considerations when measuring the student experience. This

report highlights how a greater focus on celebrating the quality of teaching, and importantly how an education

in Malaysia can lead to international study opportunity, could help universities to attract more students.

Communicating the passion staff have for the subjects they teach and their ‘real-world’ experience beyond academia

could have a major impact, in comparison to purely communicating their academic credentials.

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 students remain drawn to world-class learning

and research opportunities. Institutions that listen, adapt and differentiate their offer, while developing strategic

approaches student recruitment, will harness the opportunities available within an increasingly global Higher

Education market.



Recommendations

1. Universities should emphasise the relatively affordable cost of living and studying compared to leading higher education markets

Malaysia is seen to offer a comparatively low cost of living compared to other markets which prospective

international students are likely to consider, such as UK, US and Australia. This combined with the access to leading

global institutions through the presence of branch campuses are what makes Malaysia an attractive destination.

Universities should consider the value of promoting such messages to attract international students.

2. Promoting the quality of teaching at institutions is central to attracting international students

One of the biggest indicators of teaching quality is how up-to-date the technology is at a given university. This

is encouraging for Malaysian universities, as the country has a global reputation for being first adopters of

new technologies and for having a well developed IT sector. Universities can emphasise these points when

communicating with prospective students.

3. Universities should attempt to expand their own sphere of influence to be able to influence prospective students at multiple stages of the enquiry and application process

Prospective students will go to a range of individuals for information and are likely to go to different people at

different stages. Universities need to be aware of this and ensure they are well known by parents of prospective

students as well as have positive relationships with schools / colleges and international education agents.

4. The presence of branch campuses are a key selling point for the Malaysian higher education sector and should be positioned as a central asset

Interest in studying in branch campuses is significantly higher amongst those looking to study in Malaysia. Students

also expect universities in the future to have greater links with institutions in other countries, which makes Malaysia

well positioned to respond to changing trends in the higher education sector.

5. Online learning has the potential to be another asset for Malaysian universities to promote to prospective international students

Those looking to study in East Asia are more predisposed to look at online courses as an option for their studies.

Malaysian universities should consider expanding their portfolio of online only courses and should look to partner

with other institutions in the region to ensure as comprehensive an offering as possible.



Section 1 – How students make decisions on their university application

Over the last seven years, the International Student Survey has sought to better understand the process in which

prospective international students make decisions and the different priorities and motivations that determine where

they study at university. In the face of an increasingly competitive global higher education market, it’s now more

important than ever for Malaysian universities to have effective international strategies and to understand why

students choose Malaysia over other destinations. Once they understand this, they can then apply these levers to

their own benefit and at the same time, ensure that any barriers are addressed and minimised. In this section, we’ll

look at how close prospective students are to making a final decision on a range of aspects, before going on to look

at what is important to them at each stage of the decision-making funnel and why they would consider studying in

Malaysia.

Key findings: � High quality teaching, a welcoming location and an affordable cost of living are the most important factors for

prospective students when making decisions about where to study

� Prospective students will consider a range of different markets to study in before narrowing down their options

� The combination of a relatively affordable cost of living and access to high quality teaching via branch campuses

in the country are the main assets to the Malaysian higher education sector

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

Within the survey, one of the first things we ask respondents is what stage they’re at when it comes to making

decisions on a range of aspects with regards to their studies. The results below suggest the typical order in which the

majority of prospective international students make decisions. It implies that the first thing they will decide on is the

subject or course they want to study at university. Then they will move onto the question of which country they want

to study in, before finally deciding on the universities they want to apply to. Since for many, the ‘subject’ they want

to study will automatically define the course they’re applying to, it’s a fair assumption that these decisions are made

concurrently.



Choosing the subject

Choosing the course

Choosing the country

Choosing the university

49%

48%

30%

25%

30%

33%

41%

36%

18%

17%

24%

28%10%

3%

3%

6%

For each of the following, please choose the option that best describes your stage in thedecision-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, university and town?

The next step is then to look at what things are most important to prospective students when making decisions at

each of these stages. To do this, we ask respondents to select their top five most important priorities when choosing

a course, country, university and town from a long list of potential factors. Once they’ve done this, we then ask them

to rank these priorities based on their degree of importance. This gives us a greater level of detail when analysing

the results and the relative importance assigned to each aspect. The results show that there are three broad themes

which consistently emerge for prospective students when making decisions on their application:

1. High quality teaching

2. That the student feels welcomed and safe

3. Affordability in terms of living and studying

We’ll go on to look at these in more detail at each stage of the funnel, but for now it’s important to consider these.

They represent three diverse themes, all of which are important to prospective students. Universities need to be

aware of this and be able to communicate their credentials in each area in a clear way to attract students. The ability

to do this is challenging, however it’s vital if a university is to develop an effective international recruitment strategy.

The most important factor when choosing a course is that the course provides the student with their first step on

their chosen career path. As we’ve already seen, the course is one of the first things decided on by prospective

students, which implies that future career considerations take place at the very start of the application process and

is something of huge importance to many students. This priority should be reflected in the way that universities

speak to their prospective student audiences. Another important consideration is that they have a personal interest

in the subject. Whilst we might expect this to emerge as being important, what’s interesting is that when we ask

respondents how they define a ‘good’ teacher, that they have a passion for their subject is one of the principal

indicators. This suggests that students expect their interest in the subject to be reciprocated by their teachers and

that this in turn, is an important factor in how effectively they judge teaching quality at an institution.



It leads to my chosen career

I have a personal interest in the subject

It has affordable tuition fee options (e.g. payment plans)

The course offers high quality teaching

It’s at a university with a good reputation

It has a high graduate employment rate

I can easily meet the entry requirements

The course is well structured

It includes a work placement

It is well-ranked

It has good student satisfaction ratings

I will be studying with like-minded people

It offers the opportunity to study abroad for a semester

It has flexible hours and delivery

It was recommended to me

57%

53%

48%

46%

45%

38%

33%

33%

30%

27%

22%

22%

20%

12%

10%

What five things are most important to you when choosing a course?% of respondents placing each item in their top five

The next stage of the funnel concerns the importance of factors when choosing a country to study in. Here the most

important consideration was that the country is welcoming to international students. This is further evidence of an

increasingly competitive global higher education market, with numerous countries including Canada, Germany and

Australia all taking proactive steps to make themselves appear open and attractive to international students. It’s vital

that Malaysia can demonstrate it has taken similar steps and enhances its own offering to international students

to compete with these countries. These can span multiple areas, however a focus on the amount that international

students would have to pay in tuition fees, expanding the number of English-taught programmes and ensuring that

post-study work regulations are aligned to other global markets would go some way towards proving this. Another

important consideration is that the country has universities with high quality teaching. This suggests it’s important for

Malaysia to emphasise its credentials in this area and be able to communicate this to a global audience. We’ll go on

to look at how it can do this when we come to look at how prospective students define ‘teaching quality’, however for

now it’s important to note that Malaysia’s teaching quality will be judged alongside markets with established higher

education sectors and it’s critical they’re able to compete on this front.



It is welcoming to international students

It has universities with high quality teaching

It has an affordable cost of living

It has an affordable cost of studying

It has a good reputation as a place to study

I can get a visa to study there

I can get a visa to work after graduating

It has well-ranked universities

It has good graduate employment options

I can improve my language skills

It will help me build a network of connections

The culture / lifestyle appeals to me

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


I have friends or family living there

I already live there

60%

52%

51%

51%

39%

38%

35%

31%

31%

30%

28%

28%

10%

8%

6%

2%

What five things are most important to you when choosing a country?% of respondents placing each item in their top five

We also asked respondents on the most important factors at the final stage of the decision-making funnel, namely

choosing a university. Here, the most important factor to emerge was that the university offered scholarships. Whilst

the amount that international students pay in Malaysia is something that will vary from institution to institution, at

international campuses these fees can reach comparatively high levels, therefore it’s unsurprising to see this emerge

as an important consideration. As a follow-up, we also asked respondents what type of scholarship they would

prefer, one which was only available to a limited number of students at a higher value, or one which was more widely

available to all students but set at a much lower value. We found that 54% preferred the former option for a higher

value scholarship. However, it’s important to note that there is a relatively even split in terms of overall preference

and that if possible, universities should have a combination of scholarships to offer to prospective students. Another

important consideration was that the university is welcoming to international students. This further reiterates

its importance to prospective students and implies that it’s something which should be communicated both at a

nationwide level and at an institutional level.



It offers scholarships

It is welcoming to international students

It offers high quality teaching

It offers a specific course I am interested in

It has a good reputation for my chosen subject area

It offers a more affordable course in my chosen subject area

It has affordable university-owned accommodation

It is well-ranked

It has a good careers service and links with employers

It has a high graduate employment rate

The overall reputation of the institution

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

It is in my preferred town/city/country

It has well known or famous alumni


I have friends or family who have been to that university

65%

57%

54%

43%

37%

35%

31%

30%

29%

29%

29%

25%

14%

8%

8%

5%

What five things are most important to you when choosing a university?% of respondents placing each item in their top five

These results are largely reflected in the types of universities that prospective international students prefer. Given

the split of public and private universities in Malaysia and the differences between the two in terms of fees, entry

requirements and student demographics, it’s worth evaluating the relative levels of interest in the two. When asked

which they’d prefer, a government/public university or a private university, 76% claimed to prefer the former over

the latter. This is interesting, as we know that it’s private universities that tend to have larger concentrations of

international students. However, given the preferences for public universities amongst prospective international

students, it might be worth looking into the possibility of increasing the number of places allocated to international

students at public universities, as the data here suggests there is a huge level of demand for these places. Whilst this

is probably, a factor of public universities being able to offer lower course fees as a result of additional government

funding, it’s still worth bearing in mind that there is such a huge preference for public universities amongst

prospective international students. If utilised correctly, this has the potential to work for the benefit of the higher

education sector in Malaysia.

As a follow-up, we also asked respondents about their most important priorities when selecting a town. Whilst for the

most part, the town they study in will be defined by the university they attend and the ability of a university to effect

this decision is more limited than in other stages of the decision-making process, there are different aspects which

come to the fore, which should be taken into account by universities. The most important factor when deciding on a

town is that it’s safe and welcoming to international students. Not only does this reinforce its importance at multiple

stages of the decision-making funnel, but it also relates back to some of the key concerns of international students,

which revolve around student safety and being made to feel welcome. This implies that it’s a subject which could be

prioritised in university communications as the content matter is likely to resonate well with prospective students.

The same can be said of the next most important consideration when choosing a town, namely that it offers an

affordable cost of living. The fact that this emerges as an important consideration throughout the decision-making

process and is one of the key concerns of international students, suggest it’s something which should be addressed

when universities communicate with their prospective student audiences.



It is a safe and welcoming place

Cost of living

It has universities with high quality teaching

I can work while studying

It has affordable rental accommodation

It has a good reputation as a place to study

It has good lifestyle and leisure opportunities

It has well-ranked universities

I will have access to my preferred employers


I have friends or family living there

I already live there

82%

67%

60%

60%

55%

52%

44%

37%

20%

12%

8%

3%

What five things are most important to you when choosing a town or city to study in?% of respondents placing each item in their top five

What other countries do prospective international students consider and why do they consider Malaysia in the first place?

Prospective students looking to study in Malaysia are likely to consider a range of markets. On average, they will

consider between seven and eight markets in addition to Malaysia, showing they will consider numerous countries

before narrowing down their choices. It also reiterates the need for Malaysian universities to stand out in a

crowded marketplace in the eyes of the student. The most popular additional markets were Australia, Canada and

the UK, although US, Germany, China and Singapore are all widely considered as well. This suggests that Malaysia

is often considered alongside markets with long-established higher education sectors with a reputation for high

quality teaching. It’s vital that they develop a comprehensive understanding of why students will consider Malaysia

in the first place and what Malaysia can offer these students over other destinations. This will help them when

communicating with prospective students to emphasise the positives and help them in developing international

recruitment strategies.

What’s encouraging for Malaysian universities however, is the high proportion of students who consider Malaysia as

their first-choice destination when compared to other countries. When asked which country respondents are most

likely to end up studying in, 24% selected Malaysia, which suggests that whilst prospective students will consider a

number of additional markets, a significant proportion will focus on Malaysia first and foremost. This is significant,

as it suggests that there are elements which come from studying in Malaysia which prove attractive to certain

prospective students and it’s important we can identify what those are.



Malaysia

Australia

Canada

United Kingdom

United States

Germany

China

Singapore

New Zealand

France

Turkey

Japan

Switzerland

Netherlands

Sweden

Italy

24%

15%

14%

9%

6%

6%

2%

2%

2%

2%

100%

57%

54%

52%

43%

42%

31%

31%

27%

25%

25%

24%

23%

22%

22%

21%

Where are you considering studying in the future? /Which of the countries you are considering are you most likely to study in?

Where are you considering studying in the future?

Which of the countries you are considering are you most likely to study in?

When asked why they consider Malaysia, a number of diverse themes come up which could be utilised in university

communications. The first theme is that of the comparatively low cost of living and studying in Malaysia, compared to

other leading global higher education markets. From our work on previous iterations of the International Student

Survey, the main concerns of prospective international students revolve around the cost of living abroad, being able

to find scholarships and getting a job while studying. So, it’s clear that financial worries play a significant role in the

decision-making process and that Malaysia offering itself as a cheaper alternative to other markets is one way to

directly address these concerns. It’s clear that this is an advantage which Malaysia must consider utilising when it

comes to attracting prospective international students:

� “Institutions in Malaysia offered an affordable option and Malaysia has a high quality of study. The tuition

fees and the cost of living is relatively low compared to study destinations with a more established history

as a study destination.”

� “Because they have some medical universities that are relatively affordable compared to other medical

universities and they are well ranked.”

� “The cost of studying and living in Malaysia is comparatively lower than countries such as Australia, the US,

the UK, France, Canada. Besides, the cost of living in Malaysia is considerably lower as well, which eases

your financial burden.”



Another important theme to emerge was the ties it holds with institutions from elsewhere and the presence of

branch campuses in the country. These are seen to add to the quality and diversity of the higher education offering

in the country:

� “A major part of Malaysia’s state investment in higher education is its growing partnerships with universities

in other countries. Many foreign universities, especially Australian and British, have branch campuses in

Malaysia.”

� “The reputation of its domestic universities is on the up. But what really makes the country stand out is its

partnerships with leading universities around the world, many of which have branch campuses in Malaysia.”

� “Because in Malaysia there are many international universities, many international universities open

branches in Malaysia.”

The combination of being able to offer access to world-class higher education institutions and a relatively affordable

cost of living and studying are two elements which if communicated appropriately, could enhance the attractiveness

of Malaysia as a study destination.



Section 2 – The importance of teaching quality perceptions

We’ve already seen that considerations around teaching quality are of the utmost importance to prospective

international students when deciding on what and where to study. We’ll now go on to look at how they define

teaching quality and what qualities they look for in their teachers. With teaching quality fast becoming a topic of

debate within the sector amidst discussions of how to offer value for money to the student, it’s vital that universities

can speak clearly and meaningfully to prospective students about the subject and they can only do that if they know

what teaching quality means to them.

Key findings � Up-to-date technology and the university’s teaching staff are the most important indicators of teaching quality

� Students want their lecturers to have a passion for the subject matter and to be able to draw on their ‘real-

world’ experiences when teaching

What are the biggest indicators of teaching quality to prospective international students?

In the same way that we asked respondents to identify their priorities at each stage of the decision-making funnel,

we also asked them to identify what five factors best indicated high quality teaching at a university and then to

rank these based on what was most indicative. The most popular answer was that the university has up-to-date

technology. This is probably reflective of the fact that Malaysia has a reputation for embracing new forms of

technology and for having a well-developed and advanced IT sector. This is well known at a global level and is also

reflected in the reasons for many prospective students considering Malaysia in the first place:

� “Because Malaysia’s economy has seen tremendous development and technological advancement.”

� “Because of the many technological advancements in IT that best suit my study interests.”

� “I have considered studying in Malaysia because of the high quality technology advancements and the

availability of research tools.”

For universities, this implies that positioning their up-to-date technology as an indicator of quality teaching could

be an aspect that universities can emphasise to attract prospective students to Malaysia. Another popular indicator

of quality teaching was the university’s teaching staff. This suggests that universities should promote their lecturers

as an asset when communicating with potential students. Interestingly, this sits in contrast to the results from our

upcoming Malaysian Domestic Student Survey. This indicates that domestic students place much less important

on teaching staff and instead, focus on other metrics, such as a high graduate employment rate as an indicator of

teaching quality. The discrepancy between the measures used by domestic and international students to identify

quality teaching, reinforces the need for universities to develop different marketing messages for different student



segments. The fact that a university receiving recognition of teaching quality via a country-wide measurement

scheme also emerges as an important factor, is likely indicative of the growth of such schemes in other markets

over the last few years. The establishment of the Teaching Excellence Framework (TEF) in the UK and the Quality

Indicators for Learning and Teaching (QILT) in Australia are two such examples and suggest that the use of such

schemes has the potential to be a powerful tool in attracting prospective international students.

Up-to-date technology

The university's teaching staff

Received recognition of teaching quality via country-wide measurement

The university is ranked well in independent ratings

University organises placements as part of courses

A high graduate employment rate

High volume of face-to-face teaching hours

The university responds quickly to my enquiries

High graduate starting salaries

Good online learning options

69%

64%

56%

54%

53%

51%

50%

43%

31%

25%

Which five factors are most important to you when assessing a university's teachingquality?% of respondents placing each item in their top five

How do prospective students define a good quality teacher?

We asked respondents which five factors best demonstrated a lecturer or teacher provided good quality teaching.

The results suggest that the aspects which prospective students look for, focus on the lecturer being able to engage

their students by drawing on their ‘real world’ experiences extending beyond the world of academia and getting

positive feedback for doing so. They’re less focused on the lecturer getting rewarded in the form of awards or having

themselves studied at a prestigious university.

The biggest indicator is that the lecturer is passionate about the subject they teach. We’ve already seen that a

personal interest is central to prospective students’ choice of course at university and this reiterates that students

want their enthusiasm for the subject matter to be reflected by their teachers. Another important indicator is that

the lecturer has impressive ‘real-world’ experience. What this suggests is that prospective students are looking for

lecturers who can help them to apply their knowledge in a practical way for their future careers and that those who

have had experience outside the world of academia are best placed to do this. The third biggest indicator is that they

have received positive reviews from students. It’s worth focusing on this, as we know that peer-to-peer reviews are

likely to carry more weight than endorsements from other sources. One way for universities to respond to this is by

communicating testimonials from current students on the quality of the teacher through marketing materials and

social media.



They are passionate about the subject they teach

They have extensive real-world experience

They have positive reviews from previous students

They use multimedia / interactive teaching methods

They make it clear what is needed to pass the course

They have a strong reputation for research

They receive high satisfaction scores from students

They have been teaching for a long time

High grades in the qualifications they studied

They have won teaching awards

They have won industry awards

They studied at a prestigious university

77%

63%

53%

53%

50%

49%

49%

36%

27%

16%

14%

13%

Which five factors indicate to you that a teacher/lecturer provides good teaching quality?% of respondents placing each item in their top five

These findings have several implications for universities. As a priority, they need to ensure that lecturer profiles are

comprehensive and easy to find on their website. They also need to make sure that visitors to the website are able to

link to these profiles from the course pages, as often these choices go hand in hand for prospective students. It also

means that universities should embrace the possibility of promoting their lecturers in email campaigns via nurture

tracks they can establish with their prospects. These results demonstrate the priority which prospective students

place on teaching staff, so any content which directly relates to this is likely to resonate well with this audience.

Perhaps the most telling statistic with regards to teaching quality is that when asked which they’d prefer, a university

with excellent teaching quality or a university with high rankings, 81% preferred a university with excellent teaching

quality. This reiterates its importance in the decision-making process and reinforces the view that regardless of a

university’s location or ranking score, they can still showcase good teachers and use their lecturers as part of their

international recruitment strategies.



Section 3 – Influences on prospective students and the role of agents

As well as examining what the biggest priorities are for prospective students in their study decisions, it’s also

important to look at who influences them when they’re making those decisions. This can encompass a range

of individuals, from friends and family to advisors at their school or college and they will all have a greater or

lesser input at different stages of the decision-making funnel To help universities develop effective international

recruitment strategies, it’s important to consider how they can best interact with the individuals who influence

prospective students. In this section we’ll evaluate how international students are influenced by a wide range of

people and take an in-depth look at how international education agents feature in this regard.

Key findings � The majority of prospective students know a close friend or family member who has at one point been an

international student

� Family members are most likely to influence prospective students when they’re choosing which country to study

in, however school staff are most likely to advise them on which course is best

� International Education Agents are becoming more widely considered by prospective students and they’re

viewed as a helpful resource with university, scholarship and visa applications

How many prospective students already know someone studying overseas and how do their experiences influence their choices?

In previous iterations of the International Student Survey, we’ve highlighted how the influence of a personal network

of contacts has the potential to be a major factor in prospective international students’ decision-making. Those

interested in studying in Malaysia are no different, with 66% knowing at least one family member or friend who

is currently or has previously studied overseas. This implies that the notion of going overseas to study is strongly

embedded in certain communities around the world and that through word-of-mouth recommendations, those who

have previously studied overseas will influence the next generation of international students. We know from previous

research that recommendations from their own peer groups will always carry more weight in the mind of the student

than anything they might be told via more official channels, such as from the university itself.

As a way to market their institution more effectively in the modern age of social media, universities could consider

introducing incentivisation schemes for friends and family as a way to enhance their international student

recruitment strategy.



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

34%No

66%Yes

To demonstrate this, we asked those respondents who personally knew someone studying overseas, whether that

person had influenced them at any stage in their decision-making. 70% claimed to have been swayed in their choices

in at least one stage of the decision-making process by these individuals. Over half (53%) had been influenced in

their choice of country and nearly a third (29%) in their choice of university. This implies that international alumni

networks have the potential to be a hugely valuable resource for universities. By utilising these networks, universities

can enhance their reputation for being welcoming to international students through word-of-mouth

recommendations. In doing so, this will help them to attract new generations of international students.

Yes - choice of country Yes - choice of university Yes - choice of course No

53%

29%

25%

30%

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



Who influences prospective students and what will they discuss with them?

In addition to this, it’s vital to evaluate who prospective students will speak to when making decisions about what

and where to study. We asked respondents who they had discussed their study options with and found that nearly

two-thirds (61%) had spoken to their parents and nearly two-fifths (39%) had spoken to their siblings. In total, 75%

of prospective students will speak to at least one family member when making decisions about studying overseas.

Whilst we might expect to see the strong influence of family on prospective students, what’s interesting is that they

will also go to a range of other individuals in a bid to gather information. 36% will speak to advisors at their current

place of education, 34% will go to ambassadors from a university they’re interested in and 21% will speak to an

international education agent. In total, 58% of prospective students will speak to an individual who isn’t a family

member about their study decisions. This implies that prospective students aren’t just limited to their close network

of family and friends for information and instead will go to a range of individuals for additional viewpoints. If possible,

universities need to expand their sphere of influence, so that it covers as many potential individuals as possible, to

ensure they’re at the top of the student’s consideration list.

36%

39%

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

34%

61% 24%

21%

Parents

Advisors at school /college

Siblings

Student ambassadorsfrom university

Other family

International educationagents

The next step is to look at what topics they will discuss with each of these individuals. We found that prospective

international students demonstrate a trend of discussing different things with different people. They are most likely

to go to advisors at their school or college at the start of the decision-making funnel when they’re thinking about

which subject to study. One possible explanation for this is that they feel these people are best placed to advise

them which courses they should be applying to, that will then lead to their chosen career path. We’ve already seen



that future career considerations are important to prospective students when deciding on what course to study and

it’s likely that they feel these individuals are most knowledgeable about what courses are most appropriate for them.

When deciding on which country to study in, they’re most likely to speak to their parents for advice. We know from

previous research that parents exert a great deal of influence on their children. However, what’s less well known is

how this influence is applied. The results here suggest that parents are most influential on the question of where

and not what to study. As we’ve already seen, that the country is welcoming to international students is of prime

importance at this stage of the decision-making funnel, so it could be that prospective students are looking to their

parents for reassurance that the country they decide on can offer them this. International education agents are the

individuals most likely to be used at the final stage of the funnel, when prospective students come to decide on a

university. We’ll go on to look at international education agents in more detail in the next section, as the issue of how

they’re used by prospective students is a complex one which merits further consideration.

Choice of course Choice of country Choice of university

64%61%

54%

67%

62%

58%

82%

72%68%

52%

48%

73%

63%61%

53%

60% 59%

76%

What have you discussed with these people?

Legend

Parents

Siblings

Other family

Advisors at school

Student ambassadors

Agent

Where do international education agents feature most in the decision-making process?

As we’ve just seen, the role of international education agents appears to be a comparatively small one in a

prospective students’ decision-making. Only around a fifth of prospective students admit to speaking to an agent and

even for them, it’s only towards the latter stages of the funnel when they come to decide on a university, that their

influence is truly felt. Nevertheless, it’s important to clarify the full extent that they influence prospective students

and identify the potential for this to increase in the future. Two-fifths of prospective students have either used or are

planning to use an international education agent, suggesting a significant proportion of the market are at least aware

of and considering the use of them.



11%28%35%26%

Are you planning to, or have you already used an international education agent?

Unsure Not planning to use Planning to use Have already used

For those who have used or are planning to use an agent, the default attitude for many is that they’re seen as a

trusted information source that can be useful in informing the decisions that they make, however they’re not seen as

being a huge influence on the final decisions of the prospective student. Taken at face value, this might be an

encouraging sign, as it limits the role of agents to one of simply imparting information rather than actively directing

international students down a particular pathway. However, it’s important to note that nearly half do admit to having

an agent influence their choice of country and university, suggesting they have the potential to be a significant

influence on a sizeable proportion of the prospective student population. This is something we’ll look at in future

iterations of the International Student Survey to see if the role and influence of agents is expanding.

Agents are useful in helping me studyoverseas, but they don't influence my

decisions

Agents are a trusted source of information on international study

Agents influence my choice of university

Agents influence my choice of country tostudy in

22%

16%

10%

48%

48%

38%

35%

16%

24%

27%

31%

17%

17%10% 8%

9%

7%

5%

5%

9%

Do you agree or disagree with the following statements about international educationagents?

Strongly disagree Disagree Neither Agree Strongly agree

There are numerous factors at play for prospective students when deciding whether to use an agent or not. We

asked respondents whether an agent had ever introduced them to a university they otherwise wouldn’t have

been aware of or considered, 52% admitted to this, which suggests that agents play an important role for some

universities, as they’re able to connect a sizeable proportion of prospective students to a number of lesser known

universities that they wouldn’t be able to reach. As a follow-up, we also asked prospective students why they decided

to use an agent. Interestingly, a popular reason for using agents was that prospective students are encouraged

to use them by their family and friends. This adds another layer of complexity for universities to think about when

dealing with agents, as we often directly compare the influence of family against that of agents and find that family

are far more influential. However, if these close personal networks are encouraging the use of agents then that

opens another avenue for them to expand their influence. Given the influence of family and friends in the decision-

making process, this could have implications for how universities treat international education agents. The final

element we queried respondents on was what services they’d like to receive from an international education agent.

When asked about this, the services most desired from prospective students were help with their university, visa and



scholarship applications (all at around 70%). This implies that there is demand for agents to provide assistance at

multiple stages of the decision-making funnel and not just be involved when it comes to choosing a university. If their

sphere of influence expands to include all these activities, they have the potential to be the most influential figure on

prospective students’ decision-making. Universities need to be aware of this and be able to respond accordingly by

ensuring they have constructive relationships with their international education agents.

Has an international education agent ever made you aware of a university you hadn’t previously heard of or considered?

Why did you / are you planning to use an international education agent?

And which of the following services would you most like to receive from an international education agent?

Don’t know

16% 52%32%

No

Yes

Recommended to use one by friends / family

45%

Help with uni application

72%

Help with visa application

70%

Help with scholarship application

69%

Guarantee I would get admitted to uni

50%

Met agent through school fair

23%

Uni required students from my country to use one

24%



Section 4 – Interest in branch campuses and degree transfer programmes

The concept of transnational education is one which has received increasing amounts of attention in recent years

and the popularity of branch campuses as a way for universities to administer degrees outside their own borders

looks set to grow. Branch campuses are now an established part of the higher education sector in Malaysia and by

and large, they’ve succeeded in raising the profile of the country as a leader in global higher education. Given the

presence of numerous branch campuses in Malaysia from universities in the UK, Australia and beyond, it’s worth

looking at how these are perceived by prospective students, to see if they’re an asset which can be used in attracting

them to study in the country.

Key findings � Interest in branch campuses is far greater for prospective Malaysian students than it is for those in other

countries

� Branch campuses in Malaysia are seen to be better on key aspects relating to university reputation and the

quality of teaching

� Over half of prospective international students are aware of the Degree Transfer Scheme and over three

quarters would be interested in taking part in it

How many prospective students would consider studying in a branch campus and why do they consider them?

When asked whether they would consider studying at a branch campus of a foreign university, 41% of prospective

international students expressed an interest in this option. This is significantly higher than those looking to study in

other leading higher education markets, such as the UK, Australia, the US and Canada. This is probably reflective of

the heightened presence of branch campuses in Malaysia, however it’s worth noting that this seems to have been

picked up on by prospective international students. Utilising this as an asset is going to be critical when it comes to

attracting and retaining this audience.



Are you considering studying at a branch campus of a foreign university?

Canada25%

United States25%

Germany28%

Netherlands26%

United Kingdom24%

Malaysia41%

New Zealand26%

Singapore34%

Australia23%

As a follow-up, we asked prospective international students how they thought branch campuses of foreign

universities compared to local universities in their own country. The results suggest that those looking to study in

Malaysia have a highly positive opinion of branch campuses and hold them in high regard. This perception extends

to numerous areas such as university facilities and teaching quality. We’ve already seen that teaching quality is a

consistently important consideration throughout the decision-making process, so emphasising the quality of

teaching in branch campuses could be an effective method to attract international students. Another element

perceived to be significantly better for students in branch campuses is graduate outcomes. Given the importance of

future career considerations to prospective students, this provides another asset to emphasise when

communicating with prospective students. The only area in which branch campuses don’t compare as favourably is

in the perceived cost. Branch campuses are relatively expensive compared to local universities in the source

countries of prospective international students. But it’s important to remember that when it comes to overall cost,

Malaysian branch campuses will be compared to the source countries for the branch campus institution. In most

cases, this will mean that Malaysia is compared to the UK, US and Australia where it has a natural advantage by being

able to offer a comparatively low cost of living.



Branch campuses of foreign universities are better Local universities are better

University brand

Teaching quality

Facilities

Student experience

Graduate outcomes

Cost

67%

65%

65%

56%

55%

33%

12%

12%

14%

17%

16%

43%

How do you think branch campuses of foreign universities compare to local universities?

What are the current levels of awareness and interest in the degree transfer programme offered by some Malaysian universities?

The degree transfer programme offered by numerous universities is a well-established scheme that allows students

studying in Malaysia to continue or complete their studies at an overseas institution. In doing so, they’re able to

make a significant cost saving by only studying abroad for a limited time-period, but still emerge with a qualification

from a university in one of the partner countries. Given the obvious benefits of such a scheme to Malaysian domestic

students, it’s unsurprising to see it being so successful. However, it’s worth gauging the current levels of awareness

and interest in the scheme amongst an international audience to see if there is merit in the idea of promoting this as

a benefit to studying in Malaysia, in a bid to attract international students in greater numbers.

We gave respondents a short description of the degree transfer scheme and the way it works for higher education

students. Over half (52%) of those looking to study in Malaysia claimed to be aware of this scheme. From our work

on the Domestic Student Survey in Malaysia, we know that this is significantly lower compared to domestic students,

however given that this is an international audience, this is still unexpectedly high and suggests that students looking

to study in Malaysia will research the country in detail before deciding where to study.



Some Malaysian universities have partnered with universities in other countries around theworld. This partnership allows their students to begin studying in Malaysia, then transfer toanother university to complete their studies overseas (this scheme is sometimes referred toas the ‘degree transfer programme’). Were you aware of this programme before today?

52%

Yes

39%

No

9%

Don't know

However, what’s interesting is that when we ask respondents whether they might want to participate in such a

scheme, over three-quarters of prospective students are either somewhat or very interested. The overwhelmingly

positive response here suggests that it’s worth exploring the possibility of expanding this programme to include

international students as well. In addition to this, it’s worth mentioning that there are relatively equal levels of interest

in the scheme regardless of whether prospective students had heard of it or not (before they came to answer

the survey). This implies that there is merit in building awareness of the programme at an international level. The

level of interest amongst international students is also consistent with that of domestic students in Malaysia. This

suggests that there would be an equally positive response to the scheme if it was expanded and made available to

international students.

International

Domestic

55%

46%

24%

32%

18%

19%

And if you did go on to study in Malaysia, how interested would you be in taking part in thisscheme?

Very uninterested Somewhat uninterested Neutral Somewhat interested Very interested

We also asked respondents which countries they would be most interested in transferring to, to complete their

studies. The most popular destinations were Australia (35%) and Canada (20%). Whilst a wide variety of courses

at Australian universities are included in the degree transfer scheme, the presence of Canadian universities is

significantly underrepresented, given its popularity as a destination for international students. It might be worth

looking to expand the scheme so that it has more ties with courses from universities in Canada to ensure a wider



and more representative choice for participating students. With the Canadian government having taken numerous

steps in recent years to enhance the country’s attractiveness to international students, this would be a logical step if

the scheme was expanded to include international students in Malaysia.

Which country would you most want to transfer to, to complete your studies?

Other: 8%None of these: 4%

Canada20%

United States11%

United Kingdom17%

Japan6%

Australia35%

The importance of countries to have established transnational educational partnerships cannot be overstated. This

is reiterated in one of the questions we ask respondents to get a better idea of what they expect universities to be

able to offer students over the next ten years. To do this, we presented prospective international students with a

number of different scenarios spanning a range of areas related to university life. From ‘lectures will be given by

holograms’, to ‘physical libraries will no longer exist’, we asked which of them would be truer for universities in 2029.

The most anticipated scenario was that ‘students will be able to get a qualification from any university, regardless of

which country they live in’, with 60% selecting this option. This suggests that in the future, prospective students see

higher education as becoming increasingly transnational and less focused on markets with the most established

higher education sectors and more broadly available to a larger pool of learners. This would mean national borders

play less of a role in restricting who can go to a specific university. It’s worth noting that Malaysian universities are

well placed to build up partnerships in other countries and will be able to reflect the increasing transnational nature

of the sector that many prospective students expect. They need to be given the freedom to continue building and

strengthening these international partnerships to be able to respond to the changing learning environment of the

sector. This will ensure that Malaysia continues to be seen as a leading destination for higher education that invest in

its universities and benefits from a large cohort of international students.



Section 5 – The potential for online study to disrupt traditional learning patterns

The number of universities around the world offering online-only degrees has rapidly increased in recent years and

it looks set to be a part of the sector that will have a consequent rise in value to universities. We’ve already seen that

one of the most anticipated scenarios for the higher education sector is that it will become increasingly transnational

and that national borders will be less of a restriction in defining which students can study at which university.

However, when we posed this question to respondents, another popular prediction was that most lectures will be

online. This suggests that prospective students anticipate a greater online presence in the sector over the coming

years and that learning will be less focused around a specific campus, with content more widely available and

spanning across multiple different platforms.

Key findings � Over half of prospective students express an interest in a degree which incorporates an element of online

learning

� The main perceived benefit of online study is that it gives students the opportunity to work while studying

� The main barrier which needs to be overcome is that students want full access to the facilities of a university

How many prospective students are interested in online learning?

We evaluated the current levels of interest in online learning formats, to gauge its potential as an avenue for

Malaysian universities to expand their reach and influence. Whilst the majority continue to express a preference for

learning in person, a sizeable minority express an interest in online learning formats. 34% were interested in open

online courses (MOOCs), 31% in pure distance / online study and 47% expressed an interest in study which blends

full-time study with distance learning. In total, 53% were interested in any form of study which incorporates an online

element. This demonstrates that there is interest in online learning from large numbers of prospective students and

it reflects what we saw earlier, which suggests that they see an enhanced presence for learning via online platforms

in the future and that universities will be less focused on campuses in the future.

In person

Blended study (distance plusfull-time study)

MOOCs

Distance / Online study

58%

22%

16%

14%

21%

25%

18%

17%

12%

23%

20%

19%

10%

12%

15%

19%

35%

36%

4%5%

How interested are you in the following delivery options?

Very uninterested Somewhat uninterested Neutral Somewhat interested Very interested



What’s also interesting is that when we look at those interested in studying in other countries, they express less of an

interest in studying online compared to those looking to study in Malaysia. It appears that there are significant

regional divides, as those looking to study in North America, Western Europe and Oceania are less interested in

online learning, however those looking to study in East Asian markets show higher levels of interest. This implies that

it’s worth Malaysian universities investing greater levels of time and resource into their online-only degree offerings

as it appears to be one area they can leverage over markets elsewhere. The fact that interest is higher amongst

numerous markets throughout East Asia also suggests that there is merit in exploring the possibility of partnering

with other universities in the region to provide a more comprehensive offering.

How interested are you in online / distance study?(% who are very or somewhat interested)

Canada26%

United States28%

Germany26%

United Kingdom26%

China30%

Malaysia30%

New Zealand27%

South Korea32%

Japan32%

Hong Kong32%

Singapore31%

Australia27%

What are the levers to be applied and barriers to be addressed when it comes to online learning?

Now that we’ve established that there could be merit in exploring the possibility of offering a greater number of

online-only degrees by Malaysian universities, it’s important to know what benefits to emphasise when marketing

these to prospective students and the barriers that need to be addressed to ensure that they’re a success.

For those who expressed an interest in studying online, the biggest reason for this is that they can study while

working. From previous research, we know that one of the main concerns for prospective international students

before moving overseas is their ability to find a job while they are studying. Obviously, this ties in with broader

financial concerns and the affordability of studying overseas, however it’s worth reiterating that online study has

the potential to address a key concern for prospective students and that positioning online degrees in this way is

an effective tool for attracting this audience. We’ve also highlighted the importance of future career considerations

when choosing a course, so offering students the chance to apply their learning in their current place of work



whilst they’re studying is another avenue that could be explored. Other popular perceived benefits are that the

convenience and flexibility that students get from being able to study in any location. We’ve already seen that one

of the most anticipated trends with regards to higher education is that it will become increasingly transnational

in the future. Positioning online degrees as being a way of responding to this trend and offering students greater

accessibility to a wider range of degrees in universities outside their home country is another way of ensuring that

online degrees will be positively received.

I don't need to relocateto gain the benefits of

an overseas degree42%

I enjoy having access to

study materials online60%

Cost

69%

Flexibility73%

Convenience of studying fromany location

74%

I can study while working76%

Why are you interested in studying for an online degree?



The main barriers amongst those not interested in studying online are similarly unsurprising. The most significant

barrier to address is that they won’t have access to the facilities of a university. From other questions we ask as part

of the International Student Survey, we know that for prospective students, the facilities of a university are one of the

key indicators of their ranking and global status. The perception amongst prospective students is that study facilities

are also a significant beneficiary of their tuition fees and that the only areas to receive more money from their

fees are funding for academic research and wages for teaching staff. So it seems that the ‘facilities’ of a university

form a large part of how prospective students view that institution and what they think their tuition fees are spent

on. Therefore it makes sense that concerns around not having access to these facilities is a major barrier to be

addressed. To do this, universities need to consider being more transparent in how online courses are priced, so

that prospective students can see what their tuition fees are spent on, to reassure them that they won’t be paying for

facilities they wouldn’t have access to. Another significant barrier to emerge is that they want to meet other students

whilst studying and the opportunities for this are fairly limited in an online course. To combat this, universities should

emphasise the links that students would have to online groups to help them with their studies whilst enrolled on an

online course.

Value for money32%

I am concerned about

teaching quality from an

online degree

54%

I feel like I would beisolated studying online

59%

I need the structure ofscheduled classes

66%

I want to live overseas whileI study

69%

I want to meetother students

76%

I want access to the facilities of

a university

84%

Why are you not interested in studying for an online degree?



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 enrolment 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 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 May 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.

QS

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http://www.qs.com

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