Background: Despite the growing popularity of transnational education, there is a dearth of quantitative research regarding how transnational students experience higher education.
Aims: This comparative study sought to explore differences in educational experiences between transnational and onshore domestic students enrolled either at the Australian (domestic) or Singapore (transnational) campus of an Australian university.
Sample and methods: An online survey gathered responses from 199 domestic students and 313 transnational students.
Results: Results indicated transnational students to be significantly lower than domestic students on social and academic integration, institutional commitment, and satisfaction. No group differences were found in persistence intentions. A series of regression analyses showed integration and commitment significantly predicted student persistence intentions, across both cohorts, beyond demographic and course characteristics.
Conclusions: This study offers several recommendations for how universities can better foster integration and commitment in their transnational students, including better funding the development of student societies and providing realistic course previews and career advice to students upon entry into their courses. Further, universities are encouraged to reconsider their transnational staffing models to provide more opportunities for academic support and student consultation beyond the classroom.
Keywords: academic persistence; international education; offshore programmes; satisfaction; social integration; student experience.
© 2021 The British Psychological Society.