PROPOSAL EFFECTS OF INTERNATIONAL STUDENT MOBILITY ON PERCEIVED FUTURE EMPLOYABILITY Keith Ng Bachelor of Arts in Business and Marketing (Hons) Coventry University 2016 Contents 1.Introduction2 2.Literature Review4 3.Research Objectives9 4.Research Questions9 5.Methodology10 5.1 Research Design10 5.2 Primary data10 5.3 Secondary data11 5.4 Data Collection and Sampling Plan11 5.5 Proposed questionnaire format and rationale (Appendix A and B)11 5.6 Analysis12 6.Significance of Study12 7.Limitations13 8.Ethical Considerations13 9.Schedule of the Study - Research timetable14 References17 Appendices21 Appendix A: Questionnaire Survey - Scale Measurements and Items21 Appendix B: Research Sub-questions (Focus group):24 1. Introduction With the acceleration of the global economy and notion of the global village (McLuhan & Powers, 1989), knowledge exchange has shown itself not only ‘virtually’ through social media and technological frameworks, but in the increasing movement of citizens across the globe in a learning capacity. This study aims to research effects of international student mobility resulting from globalization, and to understand subsequent impact upon future student marketing policy with specific reference to perceived future employability factors. It is initially important to set the context for this in terms of the external environment, changes that have occurred and the subsequent impact upon international student mobility as a phenomenon. As a 21st century reality, globalization has already profoundly influenced higher education (Wilmoth, Philip, Reisberg, & Rumbley, 2009). Responses to ‘internationalization’ that we have seen through policies and programs used by universities and governments have involved establishing overseas student study programs and inter-institutional partnership arrangements (Altbach, Reisberg, & Rumbley, 2010). ‘Internationalisation’ in this context is defined as “ the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education” (Knight, 2005). Students mobility has been evidence of this internationalisation in higher education and is also fast becoming an area to be richly documented (Smart & Tierney, 2005). Predictions are the rise to 7 million international students by 2020 and the flow of international students, in part, as a reflection of ‘national and institutional strategies’(Wilmoth et al., 2009). In terms of the global economic context, the recent worldwide financial crisis and budget cuts have added a new sense of urgency among many institutions to recruit self-funded students (Choudaha & Kono, 2012). This has led to more Higher Education Institutions (HEIs) seeking out international students from a broader range of countries to diversify their student bodies (Kell & Vogl, 2012).As a result there has been significant growth in student mobility within non-EU counties, with substantial numbers of US.

1. PROPOSAL
EFFECTS OF INTERNATIONAL STUDENT MOBILITY ON
PERCEIVED FUTURE EMPLOYABILITY
Keith Ng
Bachelor of Arts in Business and Marketing (Hons)
Coventry University
2016
Contents
1.Introduction2
2.Literature Review4
3.Research Objectives9
4.Research Questions9
5.Methodology10
5.1 Research Design10
5.2 Primary data10
5.3 Secondary data11
5.4 Data Collection and Sampling Plan11
5.5 Proposed questionnaire format and rationale (Appendix A
and B)11
5.6 Analysis12
6.Significance of Study12
7.Limitations13
8.Ethical Considerations13
9.Schedule of the Study - Research timetable14
References17

2. Appendices21
Appendix A: Questionnaire Survey - Scale Measurements and
Items21
Appendix B: Research Sub-questions (Focus group):24
1. Introduction
With the acceleration of the global economy and notion of the
global village (McLuhan & Powers, 1989), knowledge exchange
has shown itself not only ‘virtually’ through social media and
technological frameworks, but in the increasing movement of
citizens across the globe in a learning capacity. This study aims
to research effects of international student mobility resulting
from globalization, and to understand subsequent impact upon
future student marketing policy with specific reference to
perceived future employability factors. It is initially important
to set the context for this in terms of the external environment,
changes that have occurred and the subsequent impact upon
international student mobility as a phenomenon.
As a 21st century reality, globalization has already profoundly
influenced higher education (Wilmoth, Philip, Reisberg, &
Rumbley, 2009). Responses to ‘internationalization’ that we
have seen through policies and programs used by universities
and governments have involved establishing overseas student
study programs and inter-institutional partnership arrangements
(Altbach, Reisberg, & Rumbley, 2010). ‘Internationalisation’ in
this context is defined as “ the process of integrating an
international, intercultural, or global dimension into the
purpose, functions or delivery of post-secondary education”
(Knight, 2005). Students mobility has been evidence of this
internationalisation in higher education and is also fast
becoming an area to be richly documented (Smart & Tierney,

3. 2005). Predictions are the rise to 7 million international
students by 2020 and the flow of international students, in part,
as a reflection of ‘national and institutional strategies’(Wilmoth
et al., 2009).
In terms of the global economic context, the recent worldwide
financial crisis and budget cuts have added a new sense of
urgency among many institutions to recruit self-funded students
(Choudaha & Kono, 2012). This has led to more Higher
Education Institutions (HEIs) seeking out international students
from a broader range of countries to diversify their student
bodies (Kell & Vogl, 2012).As a result there has been
significant growth in student mobility within non-EU counties,
with substantial numbers of US International Study programme
students now coming from China, India, or South Korea
(UNESCO, 2012).
The need therefore to initially understand which key motivators
act as ‘drivers’ and their relative impact upon international
student mobility has gained significant importance. If these
were to be collectively scoped, earlier research carried out has
essentially shown:
-Findings substantiated by Sadler-Smith (1996), Mitchell
(2000), Eddey and Baumann (2009) and Choudaha and Kono
(2012) identifying common attributes linked to successful
performance in postgraduate program study (Age profile, Place
of origin, Proficiency in English language, use of marketing
channels, Institution Partnering arrangement);
- Environmental (‘push-pull’) social forces and future
employment factors identified as influencers by Mazzarol and
Soutar, (2002), Jones and Brown (2007) and King, Findlay, and
Ahrens, (2010).
Given that an ability to profile successful students is highly
relevant to a marketing and recruitment policy - and to raise the
academic performance standard of a university’s international
study programs - research recommendations based upon causal
factors that have identified age, English language proficiency
and country of origin have been seen as highly valid (Eddey &

4. Baumann, 2009). Further, King, Findlay and Ahrens (2010)
observe that ‘the reasons why students choose to move
internationally are shown to be relatively stable over time’.
However, the latter link specifically between international
student mobility and employability factors has been less
researched (Gribble, 2008). The study therefore aims to
progress this to provide a clearer understanding of students who
seek to follow international study in terms of how they make
their choices based upon key factors for their learning, and
support requirements (Bohm et al., 2004).
For Singapore, the agenda for international student growth has
been a strategic service sector goal that has currently been re-
visited and revoked over the course of the past twenty years by
a range of governmental and educational agencies. As one of the
18 identified services sectors to be nurtured and promoted
(Ministry of Trade and Industry, 1986), education was
recognised for its revenue growth potential and net worth to the
economy, as well as its export learning potential. Reasons have
spanned commercial, educational and social criteria and
fundamentally acknowledged the implications for Singapore in
exploiting their status to become a recognised Education Hub of
the future, and to feed their evolving and expanding knowledge
economy (Gribble, 2008).
Although research on international student mobility is now
gaining momentum, there is currently limited information
available specifically related to Singapore’s knowledge
economy agenda; the study will therefore use Singapore to
examine factors that determine international student mobility
linked to perceived future employability. The Study findings
aim to provide better understanding to support marketing
strategy and any future such activities specifically applied to
Singapore, as a potential international student growth market. 2.
Literature Review
This section aims to highlight the broader key themes identified
from research findings linked to international student mobility
choice and also specifically to profile those areas where less

5. research has been undertaken. Using this as a platform, the
focus of the research will look specifically at perceived future
employability by students resulting from international student
mobility choice, applied to the Singapore context.
Despite the increase in international student mobility and its
changing landscape, of vital importance – and a key challenge
that the study aims to address - is that because nations
understand student mobility differently, this area is still
characterized by a lack of comparable data. For this reason
definitive statistical analyses of reported figures are challenging
to produce to enable greater understanding (Verbik,
Lasanowski, & Lasanowski, 2007). For the purposes of the
study this is understood to mean ‘students who move to study
outside of their host country for an entire programme of study’
(King et al., 2010). There is also no one definition of
‘International Student’, which also makes comparative research
study more difficult. For the purposes of this research
‘International Student’ uses the criteria provided by the
Organization of Economic Cooperation and Development
(OECD) which defines international students as being ‘Those
who are not permanent residents of their country of study, or
those who received their prior education in another country
(regardless of citizenship)’ (OECD, 2010).
Prior research undertaken by World Education Services (Verbik
et al., 2007) has shown that international student mobility has
changed the global higher education landscape and that with a
growing number of continent players joining the international
student market, countries are now forced to seek innovative
strategies to attract high numbers of students. The growing
strength of Asia-Pacific (APAC) markets has also seen a
portfolio of current recruitment activity as part of marketing
strategies to attract international students (CIA Singapore,
2013). With over 90% of international students choosing to
study in countries that belong to the Organization for Economic
Co-operation and Development (OECD), this has previously

6. accounted for almost half of the total amount of foreign
students worldwide (Verbik et al., 2007).
Findings from research have shown a common set of identified
factors that correlate with student selection criteria, and as
‘drivers’ these can be tested for their current validity in a
modern 21st century context. That said, few studies have
explored these specifically in relation to perceived
employability factors.
Common attributes linked to successful performance in
postgraduate program study - Research findings by Choudaha
and Kono (2012) show that a key challenge and research
variable identified from survey feedback was on students’
‘academic preparedness’; it was noted that English was needed
as a Second Language (ESL) and that there was limited capacity
for conditionally admitted students based upon on this
(Choudaha & Kono, 2012). Further research has also identified
the significance of English language proficiency as a variable
(Eddey & Baumann, 2009). In terms of target marketing
potential and implications on marketing policy, findings showed
that educational marketing aimed at countries with high levels
of English proficiency also had higher levels of usage of the
internet, a core of English speaking customers, a more robust
technological infrastructure and comparative occupational
groupings (Mitchell, 2000).
This is also endorsed as one of the identified success
characteristics noted within an IDP survey report amongst the
fast-growing Australian universities (Mitchell, 2000). From the
cumulative research previously undertaken, a number of
common key dependant variables seen to exist were therefore
proficiency in English language, age, media channels, and
appropriateness of course (curriculum content, structure and
delivery styles), links to a partner organisationand as a
recognised affiliated awarding body. Eddey and Baumann
(2009) also note that linked to student selection criteria this

7. also represents a valid group of attributes.
Environmental Factors – these are broadly seen as those
external influences of government agency (policy,
programmes); social, political, social, host economy conditions
and policies (Wilmoth et al., 2009; Gribble, 2008). Li and Bray
(2007)make the point that within this context, the roles of
governments as both recipients and conduits in student mobility
has fundamentally changed from sponsor into regulator and
facilitator. They also observe the powerful role played by these
external factors in matching supply and demand in the market,
so that in this respect students therefore are seen:
“..less as aid and more as trade”
(Li & Bray, 2007. p92)
However, in terms of marketing and selection activity, a two-
way dynamic also exists; motivation by students themselves has
identified a “push-pull” model (Mazzarol & Soutar, 2002) in
selecting a destination. This has sizeable implications for
agencies in their approaches to international student
recruitment. Findings have shown that home country economic
and social forces effectively “push” students abroad; whilst a
range of “pull” factors equally influence the host destination
they choose for study. Academic research has also established
and acknowledged this dimension, as recent global economic
factors have changed student international mobility landscape
with an effect on increased market competition, facilitated,
supported or otherwise by governmental policy and programmes
(Smart & Tierney, 2005; Choudaha & Kono, 2012).
Knight (2008) also makes the point that the expansion in new
regional and national-level government policies and
programmes now play a crucial role as part of national and
sector level policy arrangements. These in turn support
academic mobility in the international dimension of higher
education through:

8. “Policy, funding, programmes and regulatory frameworks”
(Knight, 2008. p3)
Appropriateness of course has been a commonly identified
factor by researchers (Eddey, 2007), as 21st Century economic
demands require that courses provide the perceived value and
expectations in longer term benefits to international students
(Baláž* & Williams, 2004). Research by Min, Khoon, and Tan
(2012) has also substantiated this. Mazzarol and Soutar (2002),
and more recently McCarthy, Sen, and Garrity (2012) have also
noted this dimension within the ‘push’ and ‘pull’ factors
motivating a student’s choice of host country for international
study.
In terms of implications on marketing strategy, institution
literature and interview have also been found as critical factors
in selecting, as well as the education institution seeking to
market itself internationally (Ellis, Sawyer, Gill, Medline, &
Wilson, 2005). Further factor analysis on this identified four
underlying dimensions; “Promotion and Recruitment, Image and
Resources, People and Culture and Coalition and Forward
Integration” (Mazzarol, 1998. p163-175). Of these, Image and
Resources, and Coalition and Forward Integration were found to
be strong indicators of market success.
Research undertaken by Baiba and Teichler (2007) has looked at
implications of the Bologna Process (established in 1999) as an
example of a macro-environment policy effect. One of its aims
intended to make European Higher Education both compatible
and comparable, through harmonization and quality assurance to
recognize comparable European academic qualifications. In
terms of its success, Baiba and Teichler (2007) make the point
that whilst in some respects student mobility has been supported
through both the Bologna Process and the general globalization
trend, it has conversely ‘set new barriers’; as a causative factor
in choice to participate in international student mobility this
gives a good example of policy and programme intervention at a

9. strategic level. It also shows how this might represent both
‘market attraction’ and ‘state barrier’ as mobility choice
factors.
Future employability – Findlay et al (2012) ask a broader
question on whether a causal relationship exists between
international student mobility and subsequent life-planning in
mobility strategies (Findlay, King, Smith, Geddes, & Skeldon,
2012). As a conscious or unconscious driver, they position this
against the candid idea that ‘educational difference in a
globalizing HE system seems to influence the probability of an
individual accessing favoured positions in the global labour
market’ (Findlay et al., 2012). Lie and Bray (2007) have also
noted causal factors for international student mobility as being
motivators for a student to achieve academic and professional
growth, economic benefit, and enhanced social status (Li &
Bray, 2007).
Guruz (2011) also makes the point that one of the major drivers
in international student mobility has been ‘unmet local
demands’ in both general terms and for a particular type of
higher education, associated with onward job mobility. From an
individual perspective these represent ‘push’ factors which have
a corresponding dimension in strategic marketing activity. It is
acknowledged that there is still limited research material and
literature on the relationship between international study
experience and subsequent graduate employability (Crossman &
Clarke, 2010). However, there are potential connections
between experience of international student mobility and
employability, through associated outcomes such as developing
wider networks, opportunities for experiential learning,
language acquisition (Crossman & Clarke, 2010). Research by
Min, Khoon, and Tan (2012) also notes Career as one of three
‘primary motives’ of students for international study.
King, Findlay and Ahrens (2010) acknowledge that gaps exist
for potential further research concerning ‘the links between
mobility and employment’ and pose the question on what type

10. of evidence is needed to solve the missing link between
mobility and employment (King et al., 2010).
In subject terms therefore, the majority of research undertaken
has moved towards psychological-based motivations for student
mobility and as such, studies have further researched
Employability factors as one of the range identified for
choosing international student mobility(Gribble, 2008; King et
al, 2010; Crossman & Clarke, 2010). However, understanding
sociological-based perceptions on employability by respondents
and their relationship to international student mobility currently
presents a gap for further research. The study therefore aims to
investigate perceived future employability factors, and to
establish their significance for international student mobility
choice within a Singapore host market.
3. Research Objectives
The research objectives are as follows:
- To analyse participant responses to perceived future
employability factors in order to establish their significance
as drivers for international student mobility choice within
Singapore;
- To identify and evaluate the relative importance and influence
of perceived future employability factors as positive influencers
on choice of international student study;
- To inform International Student marketing strategy for its
future application in a Singapore market. 4. Research Questions
The Research Questions are:
RQ¹: Is perceived future employability a positive determinant in
choosing International Student study?
RQ²: Are the value and expectations of longer term employment
benefits a positive determinant in choosing International
Student study?
RQ³: Is perceived future employability a positive determinant of
the value and expectations of longer term employment benefits?
The corresponding Hypotheses are below and illustrated in the
research model (Figure 1):

11. H¹: Perceived future employability is a positive determinant in
choosing International Student study.
H²: The value and expectations of longer term employment
benefits are a positive determinant in choosing International
Student study.
H³: Perceived future employability is a positive determinant of
the value and expectations of longer term employment benefits.
KN: Karen, I think you need to have another hypothesis on
mediation. I suggest:
H4: Long term employment benefits mediates the relationship
between perceived future employability and choosing
International Student mobility.
Figure 1. Conceptual Framework
KN: Karen, you need to say something here that more
explanation will be provided in the literature review chapter.5.
Methodology5.1 Research Design
The research model will use an Alternate-
Solution
approach (Saunders, Lewis, & Thornhill, 2009). This enables
additional variables to be identified, compared and built into the
existing variable framework. Previous studies have used both
quantitative and qualitative methods. Therefore in recognising
recommendations made by King et al (2010), quantitative and
qualitative methods will be used. This will also allow for
greater depth of response to be gathered from the qualitative
research, in order to corroborate quantitative findings and

12. compensate limitations on the breath of scope. For comparative
purposes, the study will also acknowledge methodology adopted
in previous European research by ERASMUS (2011) on how
international student mobility may or may not influence
employability after the completion of studies (Hemmer et al.,
2011).5.2 Primary data
There are many methods of sampling but in order to enable
comparable scrutiny of results and to build further on field
findings, the research methodology will follow the approach
adopted by Eddey and Baumann (2009); Primary research will
therefore be undertaken using on-line and self-administered
questionnaire survey method, for collection of data. This will be
taken from a random sample frame of Singapore student groups
from within MDIS as a representative educational institution.
This approach allows a sizeable amount of data to be more
easily collected (Saunders et al., 2009). Causal research will
also be used to establish the relationships between the
independent and dependant variables in order to test the
hypotheses for their validity (Yin, 2009). Qualitative research
will take the form of two focus group sessions using questions
based around the questionnaire items.5.3 Secondary data
Secondary data will also be used. This will comprise the results
from the existing available body of published surveys and
reports that have identified employability as a relevant factor.
Benefits of this will also provide valuable historical information

13. to support the research questions, and where relevant for
broader comparison purposes. 5.4 Data Collection and Sampling
Plan
The sample frame will be defined as MDIS campus students due
to its diverse population, demographic and size which
represents a diverse mix of nationalities and cultures. This is
essential as an appropriate and representative frame for the
survey (Jessen, 1970). In order to consider practical time
constraints of the research and to enable sufficient data
collection, non-Probability convenience sampling will be used.
This will also ensure that these strata are represented by random
process, allow easier access to respondents and provide a
simple method of data collection (Saunders et al., 2009). This
method is also deemed appropriate if it provides a
representative sample (Kitchenham & Pfleeger, 2002). An
approximate sample size of 10% will be used for the survey,
represented by 250 students, as a representative number from
the total population of the establishment. 5.5 Proposed
questionnaire format and rationale (Appendix A and B)
The questionnaire format and questions will be developed using
a blend of items from previous comparable frameworks and
survey research to ensure consistency of approach (Potgieter,
2012).
The subsequent items will be taken from previous comparable

14. research questions and developed for ‘fit’ to the research. Likert
5-point scale (Likert, 1932) will be adopted as a widely used
approach for scaling responses ranging from ‘very poor’ (1),
‘poor’ (2), ‘average’ (3), ‘good’ (4), and ‘very good’ (5). This
intends to capture quantitative feedback based upon level of
agreement-disagreement to a given question using multiple
statements for each question across the 5-point scale. The on-
line and administered questionnaire structure will comprise four
main sections; the first to capture data to identify respondent
demographics that identify age, nationality length of study and
full time / part time status. The second will test perceived
definition of employability factors. The third and fourth
sections will test perceived employability and longer term
employment benefits factors and to establish their relatedness to
international student study. 5.6 Analysis
Multi-Linear regression analysis (MLR) will be used in order
to establish and analyse cause-effect relationship of the
dependent International Student mobility variable, upon the
dependant variables of Perceived future employment and Longer
term employment benefits respectively (Yin, 2009). Three
separate test runs will be used sequentially for Hypotheses H¹
and H² corresponding with Choice of international student
mobility and Perceived future employability, and a further run
to test H³ to establish relationship between Perceived future
employability and Longer term employment benefit variables.

15. IBM SPSS Statistics software will be used to interpret survey
data to produce predictive analytics and forecasting information
that will support recommendations (Eddey & Baumann, 2009).6.
Significance of Study
Given the history and long acknowledged intention by the
Government towards developing international student status,
changes in higher education governance models have enhanced
opportunities for global competitiveness and the growth of this
market (Mok, 2008). Supporting this, research has highlighted
that the value of inbound-outbound international student
exchange and export of education services is dependent upon an
individual country’s conditions and policies. Whilst the current
political reasoning set out in the Singapore Government’s
manifesto maintains this viewpoint, the benefits of this research
for potential future review may be considerable. Crucially,
“Student selection policy, in turn, drives marketing policy”
(Eddey & Baumann, 2009); an increased understanding through
the results of further analysis activity would therefore also hope
to positively influence the direction and extent of International
Student marketing activity and practice. 7. Limitations
The study will be carried out within one educational
establishment in Singapore and therefore provides only limited
feedback based upon its local participants. Reasons for this are
both timescale and survey convenience considerations; however
a broader survey scope would render more comprehensive

16. findings. Also, the study does not take account of additional
variable factors such as for example age, gender and social
variations which may also present limitations to research
findings. Further research to include these dimensions would
render richer information.8. Ethical Considerations
In terms of Ethics and safety issues these are understood as
being “norms or standards of behaviour that guide morale
choices about behaviour…its main goal is to ensure that no
harm or adverse consequences are suffered by a person or group
as a result of research activity” (Cooper & Schindler, 2008.
p35). For this research the focus will be concerned with,
confidentiality and anonymity, and on establishing research
credibility. Main issues will be to ensure the following:
- Privacy and consent of individuals
- Voluntary nature of participation
- Rights of individuals to withdraw from the process
- Maintenance of confidentiality of data and subsequent
destroying of questionnaire material
- Appropriate behaviour and objectivity of the researcher
- Appreciation of the researcher for participant participation
(Saunders et al., 2009. p131)
0

17. 4
9. Schedule of the Study - Research timetable
Time Frame
Milestone
Activity
Contingency
21 Oct 13
to
08 Nov 13
Research Proposal
· Follow on from RP module
· Finalised details, wordings, approach details
· Refine if model is too simple to include other dimensions
11 Nov 13 – 15 Nov 13
· Change RP topic if necessary
04 Nov 13
to
29 Nov 13
Questionnaire
· Develop further from e.g. SEVRQUAL source, Best Practice
models
· Input from Supervisor
· Peer review
· Benchmarking activity
02 Dec 13 – 06 Dec 13

18. · Seek further input or support from literature
18 Nov 13
to
13 Dec 13
Data Collection
· Confirm MDIS approval for survey activity
· Design sample frame
· Implement survey process
· Data collection activity
· Communications as necessary
16 Dec 13 – 20 Dec 13
· Re-select participants from alternative public domain if
necessary
02 Dec 13
to
20 Dec 13
Data Input
· Set up variables in SPSS
· Data entry activity
· Data analysis using SPSS
23 Dec 13 – 27 Dec 13
· Back up data in thumb drive
· Use computer in UniSIM
21 Oct 13
to

19. 29 Nov 13
Literature Review
· Journal and literature search
· Expand and increase scope of submitted assignments from
Literature Review module
· Submit first draft to supervisor by 29 Nov 13
· Follow up with subsequent amendments draft
02 Dec 13 – 06 Dec 13
· Seek further input or clarification from literature
11 Nov 13
to
06 Dec 13
Research Methodology
· Supported by Literature Review
· Submit first draft to supervisor by 06 Dec 13
09 Dec 13 – 13 Dec 13
· Develop further using exemplar material
02 Dec 13
to
03 Jan 14
Analysis and Findings
· Report detailed results intended to answer hypothesis
· Check evidence findings against literature review
· Depending on progress of Data Collection, submit first draft to

20. supervisor by 03 Jan 14
06 Jan 14 – 10 Jan 14
· Seek validity from other journal material
23 Dec 13
to
17 Jan 14
Conclusions
· Answers from findings based upon original hypotheses
· Depending on progress of Analysis and Findings, aim to
submit first draft to supervisor by 16 Dec 13
20 Jan 14 – 24 Jan 14
· Review the final dissertation
27 Jan 14
to
03 Feb 14
Submission
· Seek final approval from supervisor
· Submit final dissertation
Dashboard
Activity

21. Oct 13
Nov 13
Dec 13
Jan 14
Feb 14
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Research Proposal

22. Questionnaire

23. Data Collection
Data Input

24. Literature Review

25. Research Methodology
Analysis and Findings

26. Conclusions

27. Submission
(Source: (Siew, 2008)
Legend: Optimistic Projection Allowances for delays
Contingency

28. References
Altbach, P., Reisberg, L., & Rumbley, L. (2010). Trends in
global higher education: Tracking an academic revolution.
UNESCO.
Baláž*, V., & Williams, A. (2004). “Been there, done that”:
international student migration and human capital transfers from
the UK to Slovakia. John Wiley & Sons.
Bohm, A., Follari, M., Hewett, A., Jones, S., Kemp, N., Meares,
D., Pearce, D., et al. (2004). “Forecasting international student
mobility: A UK perspective.” London..
Choudaha, R., & Kono, Y. (2012). Beyond More of the Same:
The Top Four Emerging Markets for International Student
Recruitment. WES Research and Advisory Service, October.
CIA Singapore. (2013). CIA Sg. Retrieved March 11, 2013,
from
http://www.theodora.com/wfbcurrent/singapore/singapore_intro
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Cooper, D. R., & Schindler, P. S. (2008). Business Research
Methods (International). McGraw Hill.
Crossman, J., & Clarke, M. (2010). “International experience
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Eddey, P., & Baumann, C. (2009). Graduate Business
Education: Profiling Successful Students and its Relevance for
Marketing and Recruitment Policy. Journal of Education for

29. Business, Jan/Feb.
Eddey, Peter. (2007). Graduate Business Education: Profiling
Successful Students and Its Relevance for Marketing and
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Ellis, B., Sawyer, J., Gill, R., Medline, J., & Wilson, D. (2005).
Influences of the learning Environment of a regional University
Campus on its International Graduates. The Australian
Educational Researcher, 32(2).
Findlay, A., King, R., Smith, F., Geddes, A., & Skeldon, R.
(2012). “World class? An investigation of globalisation,
difference and international student mobility.” Transactions of
the Institute of British Geographers, 37(1), 118–131.
Gribble, C. (2008). Policy options for managing international
student migration: the sending country’s perspective. Journal of
Higher Education Policy and Management, 30(1), 25–39.
Hemmer, S., Pommer, S., Knabl, J., Bouder, A., Calmand, J., &
Hallier, P. (2011). Employability. Marseille.
Jessen, R. (1970). “Probability sampling with marginal
constraints.” Journal of the American Statistical Association,
65(330), 776–796.
Jones, E., & Brown, S. (2007). Internationalising Higher
Education. Abingdon: Routledge.
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33. AppendicesAppendix A: Questionnaire Survey - Scale
Measurements and Items
Component
Scale and theory
Items
Self-Management
Cultural competence

34. Core attributes of employability (BEZUIDEN, 2010 AND
COETZEE, 2011)
· the ability to reflect on one’s career aspirations and have a
clear sense of what one wants to achieve in one’s career
• the ability to recognize the skills one needs to be successful in
one’s career and the actions one needs to take to achieve one’s
goals
• the confidence and determination to pursue and achieve one’s
career goals
• continuous engagement in development activities in order to
achieve one’s goals
· knowing the customs of other cultures and understanding their
beliefs and values
• having the confidence to communicate with people from other
cultures and finding it easy and enjoyable to do so
• being able to initiate and maintain relationships with people
from diverse cultures.
Self- efficacy

35. Career resilience
Sociability

36. Entrepreneurial orientation
Emotional literacy

37. Proactivity
· being able to function independently of others
• being able to make decisions
• having the confidence to achieve one’s goals
• being persistent with challenges
• enjoying the discovery of creative new solutions
• keeping oneself up to date with the newest developments in
one’s job and career
• having a high regard for one’s personal qualities
• being open to feedback from others about one’s strengths and
weaknesses
• being confident about one’s accomplishments
• being open to, and being able to adapt to, changes in one’s
Environment
· being able to build a network of friends that could advance
one’s career
• being able to use networks in order to search for and find new
job opportunities
• being able to look for feedback from other people in order to

38. progress in one’s career
• being willing to take risks
• being self-confident
• being able to adapt to various social situations by changing
non-verbal behaviour in different socio-cultural situations
· being able to build a network of friends that could advance
one’s career
• being able to use networks in order to search for and find new
job opportunities
• being able to look for feedback from other people in order to
progress in one’s career
• being willing to take risks
• being self-confident
• being able to adapt to various social situations by changing
non-verbal behaviour in different socio-cultural situations
· being able to understand one’s emotions and feelings
• being able to manage one’s moods and emotions
• being able to identify the emotions of others
• being able to defuse emotionally explosive situations
• being able to cheer up sad people
·
· being able to take accountability for one’s decisions
• being able to set challenging targets for oneself

39. • being able to identify opportunities before others do
• being able to improve one’s knowledge and skills in order
ensure career progress
• being able to adapt to changing situations
• being able to persist despite difficult career circumstances.
Appendix B: Research Sub-questions (Focus group):
1. What defines an international student? Profile your sample
2. How is employability defined?
3. What does future employability mean to international
students?
4. How does an overseas education contribute to employability?
Interview Protocol
Sub question 1:Profiling and demographics
1.
How long have you been an overseas student in Singapore?
What have you been studying/doing in Singapore all these
years?
Which country are you from?

40. Are you the only person from your family who is studying
abroad?
Yes
No
How old? Other intentions to pursue further education? Locally
or overseas?
Sub Question 4: Relationship between overseas education and
employability
2.
Why have you chosen to do the area of study?
3.
Why have you chosen to study in Singapore?
Sub question 3: Perceived future employability

41. 4.
How easy would it be to get a job in future?
In Singapore?
In your own country?
5.
What kinds of jobs do you think you can get into?
6.
As compared to your friends in your own country, do you think
it would be easy for you to get a job?
Sub question 2: Defining employability
What does being employable mean to you?
Can you describe the skills you would need to have in order to
be employable?

42. Choice of International Student mobilityPerceived future
employability
H³H¹
Longer term employment benefits
H²
ADVANCED MARKETING STUDY GUIDELINES
Module No: 300MKTModule title: Advanced Marketing Study
(Project)
Coursework 1 of 3: Research Proposal
(This coursework does not contribute to the total module mark.
However, student may be advised to withdraw from the module
if he/she fails this coursework)
Word Length; maximum 1000, including references
Submission Due Date: 1 August 2016
Overview: This assessment item gives you practical experience
in designing a research proposal in accordance with the
requirements of objectivity and research methods. This
assignment is designed to initiate your thinking about what
aspect(s) of marketing you might be interested in studying. It is

43. an important opportunity to put your early thoughts down on
paper, and receive constructive input. Your ideas and thinking
might change significantly after receiving feedback on this first
assignment as research is an inherently iterative process.
The preliminary ethics form must also be submitted, it will give
your supervisor an indication of your methodology plans and an
early warning flag should you be planning to do anything that is
unlikely to be approved by the ethics committee.
The Brief:
Your project proposal should contain the following sections:
· Proposed project title ( MUST BE >12 WORDS)
· Background/Introduction { CONCEPTUAL]
· Research Questions/Objectives {FRAMEWORK }
· Methodology (Research Design/ Data Collection)
· Timescales
· Resources
· References (at least 5 key academic journal references
correctly referenced in CU Harvard style)
A more detailed overview of the structure and content is
attached (appendix 1).

44. A template for the Preliminary Ethics Form is attached
(appendix 2) you should complete all sections to the best of
your knowledge at this stage.
Learning Outcomes Assessed:
The project proposal will assess the following learning
outcomes:
1. Take responsibility for the identification, planning, research
and writing of a major written project.
2. Apply appropriate research methods in the investigation of a
business issue.
CONCEPTUAL FRAMEWORK
USE THIS FORMAT IN PART 2 AND 3 THAT IS
BACKGROUND/ INTRODUCTION AND RESEARCH
QUESTIONS/ OBJECTIVES
Marking Scheme:
This coursework is not like typical coursework in that there are
not credits attached. The assessment will be more formative in
nature, in other words your supervisor will be looking at your
ideas and questioning them, encouraging you to engage with

45. other sources of literature, think about improving the clarity of
your research questions, clarify and give you ideas for how to
design your methodology and data collection methods.
Unlike other CW you should expect (and desire) lots of
feedback and constructive criticism on your project proposal,
you will get more benefit from more feedback in the long run as
you will be able to develop a higher quality project. The more
work that you put into your proposal the more feedback you
should receive. A copy of the marking scheme and feedback for
this coursework is attached in Appendix 3.
Submission information:
Please note:
1. Please note that work submitted late (where an
extension/deferral has not been granted) will automatically
attract a result of 0%. This will count as a failed attempt, and
may result in you failing the module overall. You may be
eligible to resit the failed assessment(s), subject to the
University’s regulations on reassessment. The maximum
module mark that can be awarded for resit work is 40%.
2. Extensions will be in accordance with University and Faculty
policy.

46. Students MUST keep copies (electronic file if done on
computer) of their assignment. Please also submit an electronic
copy of your assignment via the module web using the Turnitin
icon. (See instructions on module web)
The electronic version of your assignment may be used to
enable checks to be made using anti-plagiarism software and
approved plagiarism checking websites.
Any penalties for not complying with word limits will be in
accordance with University and Faculty policy.
Return of Marked Work
Marked work will be returned via your supervisors in tutorials.
You can expect to have marked work returned to you by 2
teaching weeks after the submission date.
PLAGIARISM WARNING! – Assignments should not be copied
in part or in whole from any other source, except for any
marked up quotations, that clearly distinguish what has been
quoted from your own work. All references used must be given,
and the specific page number used should also be given for any

47. direct quotations, which should be in inverted commas. Students
found copying from the internet or other sources will get zero
marks and may be excluded from the university.
Note:
Please make sure that your ID number and the module number
appear on the actual coursework assignment as well as on the
cover sheet that you attach to it. (don’t put your name for
individual assignments as marking is anonymous)
For large modules with multiple seminars your Seminar Group
or Tutor’s name must be clearly shown, to ensure that your
assignment goes to the correct person for marking. (Put the
class day and time if you cannot remember tutor’s name)