The present study aims at ascertaining the students preference for the foreign destination and what are the factors which influence them to select that particular destination.  This study may help various visa consultancy as a guide that can help them in building their strategies for inviting students to their coaching center and will also help in enhancing the level of awareness among student and may help them to gain a competitive edge over their competitors.

1. STUDY ON SELECTION OF
MOST POPULAR FOREIGN
DESTINATION AMONGST
STUDENTS FOR MASTER
DEGREE
RESEACRH METHODOLOGY
PREPARED BY :
APURV PATEL
DHRUMIL SHAH
KRIPAL DODIYA
TANZEEM MALIK
SUBMITTED TO :
DR. D.R.DAVE
G.H.PATEL POST GRADUATE INSTITUTE OF BUSINESS MANAGEMENT

2. 2
ACKNOWLEDGEMENT
Perhaps the most awaited moment of any endeavor in its successful competition of their project report
cases study having worked on their project for the whole academic session. We would like to express our
sincere gratitude to all those who made it possible.
Firstly we are heartily thankful to our guide Prof. Darashna Dave of the M.B.A department under whose
able guidance we had the privilege to work and who guided at every stage.
We take this opportunity to express our sincere gratitude to our director for being guide of philosopher
throughout M.B.A program.
Apurv Patel
Dhrumil Shah
Kripal Dodiya
Tanzeem Malik

3. 3
INDEX
Sr. No Content Page No.
CHAPTER 1 Introduction 4
CHAPTER 2 Problem Definition 6
CHAPTER 3 Research Objective 8
CHAPTER 4 Review Literature 10
CHAPTER 5 Research Methodology 17
CHAPTER 6
Limitation of Study
21
CHAPTER 7 Data Analysis and Interpretation 23
CHAPTER 8 Findings and Conclusion 27
CHAPTER 9 References and Annexure 30

4. 4
CHAPTER 1
INTRODUCTION

5. 5
Introduction
 Higher education has become an increasingly a competitive sector.
 India's higher education system is the third largest in the world, next to the United States and China.
 The number of countries that are actively involved in international student recruitment has grown
considerably.
 As the international competition is growing between countries, it has become important to gain a better
understanding of the factors that influence student’s decision on study destination that ultimately lead
them towards their preference for the selection of foreign study destination.
 Pursing a higher education, starting with an associate's degree or a bachelor's degree, perhaps working
up to master's or doctorate-level studies, leads to better job prospects and higher paying positions.
Higher education can also lead to a healthier and more balanced life, according to some research, all of
which may factor into a decision to study at this level.
 Higher education is perceived as extremely important, and for most people a college education has
become the necessary admission ticket to good jobs and a middle-class lifestyle.
 An international education is invaluable for a huge number of reasons. The independence that it offers to
students that choose to attend a university away from their home country is often a very important factor
? learning how to live day to day, how to study within a different culture and how to thrive elsewhere
from home is something that gives international students a level of confidence that can only be
beneficial in the longer term.
 Another benefit of studying overseas is the new perspective that students are given on their subject,
allowing them to look at an academic area from a previously unseen angle. The resulting knowledge is
likely to work to give them a much wider understanding of, and appreciation for, their particular area of
interest than they would have received had they chosen to study at a university closer to home.
 The number of Indian students going overseas to study rose a stunning 256% – from 53,266 to 189,629
– in just nine years (2000–2009) according to a study called “Indian student mobility to selected
European countries: An overview” by researchers at one of India’s top business schools, the Indian
Institute of Management–Bangalore.
 In a similar vein, the cultural awareness that comes from living, interacting and working alongside
students from other countries, in a multinational environment, is likely to make your child an
increasingly globally aware citizen.

6. 6
CHAPTER 2
PROBLEM DEFINITION

7. 7
PROBLEM DEFINITION
 The research has undertaken the study with an aim to ascertain the respondents’ preference of most
popular foreign destination among student.
 The present study aims at ascertaining the students preference for the foreign destination and what are
the factors which influence them to select that particular destination.
 This study may help various visa consultancy as a guide that can help them in building their strategies
for inviting students to their coaching center and will also help in enhancing the level of awareness
among student and may help them to gain a competitive edge over their competitors.

8. 8
CHAPTER 3
RESEARCH OBJECTIVE

9. 9
OBJECTIVES:
Different student have different perception in selecting a particular foreign destination for their higher education
The final decision depends on factors which influence them . Hence the concerned project is undertaken:
PRIMARY OBJECTIVE:
• To study student preference for selecting foreign destination for higher education.
• To study the factors that influences the student’s decision on selection of foreign destination for higher
education.
• To find the most popular foreign study destination for higher education.
SECONDARY OBJECTIVE:
 Is there any other specific factor which influences them?

10. 10
CHAPTER 4
REVIEW LITERATURE

11. 11
REVIEW LITERATURE :
Factors influencing international students’ study destination decision abroad by Suh Li
Phang, University of Gothenburg.
Report No. 2012:087 ISSN: 1651-4769
This study’s main focus was on various factors influencing the students decision for abroad study. For this,
a qualitative approach was chosen. They did data collection from student survey as well as expert
conducting interviews.
The groups of factors have been identified that influence international student’s decision on study
destination. These include communication, location and social factors. Even though these factors are
categorised into three main categories, there are interrelated and overlapping in many ways.
International Student Survey 2014, Department of Education and Training, Australian
Government.
ISBN : 978-1-76028-136-6
This report documents research into the experiences of international students studying in Australia. The
survey sought responses from international students studying onshore in the higher education, vocational
education and training (VET) and English Language Intensive Courses for Overseas (ELICOS) Students
sectors, using the International Student Barometer (ISB) survey instrument.
They find that the reputation of Australian institutions and the quality of teaching along with personal safety
(93% each) are the main factors for why students chose Australia over other international destinations.

12. 12
More Is Better: The Impact of Study Abroad Program Duration by Mary M. Dwyer,
Institute for the International Education of Students.
Conventional wisdom in the study abroad field has held that more is better; that is, the longer students study
abroad the more significant the academic, cultural development and personal growth benefits that accrue.
The standard assumption is that meaningful advancement in language learning and other academic
disciplines using a culture-specific pedagogy requires at least a full year of study on abroad destination. This
study, conducted by IES in late 2002, was designed to measure the longitudinal correlations between
specific program features
The impact of international students on domestic students and host institutions
Author(s): Colleen Ward, University of Victoria.
Date Published: 2001
This literature review considers the educational, social and cultural impacts of international students on
domestic students, educational institutions and host communities. It was prepared for the Export Education
Policy Project of the New Zealand Ministry of Education by Colleen Ward Victoria University of
Wellington 2001.
The number of international students in New Zealand is increasing, and the economic benefits of export
education are considerable. Less is known, however, about the social, educational and cultural implications
of internationalisation. This review has considered five key questions related to the impact of international
students on domestic students, educational institutions and the wider community. This has included changes
in educational process and content, comparative usage of institutional support services by domestic and
international students, the relationships between international students, domestic students and the wider
community, and the conditions under which the benefits of internationalisation can be maximised. Although
empirical evidence is patchy, it is clear that the desired outcomes of internationalisation do not occur
spontaneously and that strategic interventions are required to maximise the benefits. Priority research areas
have been identified to assist with this process. It is also recognised that with a growing international student
population, New Zealand has an excellent opportunity to emerge as a leader in these research endeavors.

13. 13
STUDENT FINANCING OF HIGHER EDUCATION , A COMPARATIVE
PERSPECTIVE.
Edited by Donald E Heller, Claire Callender
© 2013 – Routledge
The financing of higher education is undergoing great change in many countries around the world. In recent
years many countries are moving from a system where the costs of funding higher education are shouldered
primarily by taxpayers, through government subsidies, to one where students pay a larger share of the costs.
There are a number of factors driving these trends, including:
• A push for massification of higher education, in the recognition that additional revenue streams are required above
and beyond those funds available from governments in order to achieve higher participation rates
• Macroeconomic factors, which lead to constraints on overall government revenues
• Political factors, which manifest in demands for funding of over services, thus restricting the funding available for
higher (tertiary) education
• A concern that the returns to higher education accrue primarily to the individual, rather than to society, and thus
students should bear more of the burden of paying for it.
This volume will help to contribute to an understanding of how these trends occur in various countries and
regions around the world, and the impact they have on higher education institutions, students, and society as a
whole. With contributions for the UK, USA, South Africa and China this vital new book gives a truly global
picture of the rapidly changing situation.
A GLOBAL STUDENT EXPERIENCE , AN INTERNATIONAL AND COMARATIVE
ANALYSIS.
By Camille B Kandiko, Mark Weyers
© 2015 – Routledge
There are 100 million students in higher education throughout the world today. This collection provides some
indication of what are they are learning and of their wider experiences. It also outlines the changing global
context of provision for undergraduate students as countries and universities respond to what they anticipate
will be new demands for virtual and more traditional learning in and across subjects of study. It brings together
contributions from a range of authors to focus on common themes combined with descriptions of the student
experience in national higher education systems. This affords insight into what students can expect from
emerging patterns of provision worldwide. It also informs institutional decision makers as they attempt to meet
changing international student demand within their own national circumstances of retrenchment or expansion in
competition with private, public, and for-profit rivals at home and abroad.

14. 14
The editors present this panorama of provision through a team of expert contributors who relate their experience
and knowledge to shared global concerns. Thus, they combine the big picture of economic and political
globalisation with examination of its various aspects, such as
 cultural differences in learning,
 distance provision
 quality in the context of competition
 the globally connected undergraduate curriculum
 the predominance of business amongst other subjects of study, and
 the assessment and ‘employability’ of graduates.
At the same time, in an increasingly open market there are also restrictions upon student travel and residence in
many polities, and increasingly variable fees for home and international students. These pan-global themes are
combined with an overview of ‘Western’ higher education, including the US, English and UK, and Australian
systems of higher education contrasted with systems in different cultural contexts, such as the Middle East,
Africa and South America, as well as the New giants China and India.
AFFIRMATIVE ACTION MATTERS,CREATING OPPORTUNITIES FOR
STUDENTS AROUND THE WORLD.
Edited by Laura Dudley Jenkins, Michele S. Moses
© 2014 – Routledge
Affirmative Action Matters focuses specifically on affirmative action policies in higher education admissions,
the sphere that has been the most controversial in many of the nations that have such policies. It brings together
distinguished scholars from diverse nations to examine and discuss the historical, political and philosophical
contexts of affirmative action and clarify policy developments to further the meaningful equality of educational
opportunity. This unique volume includes both well established and emerging policies from the Americas,
Europe, Africa, and Asia, policies which developed under a variety of political systems and target a range of
underrepresented groups, based on race, ethnicity, gender, class, social background, or region.
Accessible and thought provoking case studies of affirmative action demonstrate that such policies are
expanding to different countries and target populations. While some countries, such as India, have affirmative
action policies that predate those in the United States, affirmative action is a recent development in countries
such as Brazil and France.
Legal or political pressures to move away from explicitly race-based policies in several countries have
complicated affirmative action and make this assessment of international alternatives particularly timely. New
or newly modified policies target a variety of disadvantaged groups, based on geography, class, or caste, in
addition to race or sex. International scholars in six countries spanning five continents offer insights into their

15. 15
own countries’ experiences to examine the implications of policy shifts from race toward other categories of
disadvantage, to consider best practices in student admission policies, and to assess the future of affirmative
action.
INTERNATIONAL RESEARCH COLLABORATIONS
Much to be Gained, Many Ways to Get in Trouble
Edited by Melissa S. Anderson, Nicholas H. Steneck
© 2012 – Routledge
Encouraged by their institutions and governments and aided by advances in technology and communication,
researchers increasingly pursue international collaborations with high hopes for scientific breakthroughs,
intellectual stimulation, access to research equipment and populations, and the satisfaction of global
engagement. International Research Collaborations considers what can and does go wrong in cross-national
research collaborations, and how scientists can avoid these problems in order to create and sustain productive,
mutually-enriching partnerships.
Unfamiliar approaches to training, legal and regulatory complications, and differences in funding and administration
pose challenges for collaboration that are then compounded by the need to satisfy the requirements of different
research systems. To help today’s international researchers create the best possible partnerships, chapters by funding
officers, diplomats, attorneys, publishers, regulators, graduate students and postdocs, industry researchers,
administrators, and scholars of responsible research address the following key trouble spots:
 how research is organized and funded
 the legal and normative environments of research
 differences in regulation and oversight
 variation in graduate education and postdoctoral training.
International Research Collaborations will provide valuable insights to researchers who are collaborating or who intend
to collaborate, as well as to administrators, funders, regulators, editors, and policy-makers involved in cross-national
research.

16. 16
ACADEMIC AND PROFESSIONAL IDENTITIES IN HIGHER EDUCATION.
The Challenges of a Diversifying Workforce
Edited by Celia Whitchurch, George Gordon
© 2012 – Routledge
The Challenges of a Diversifying Workforce, reviews the implications of new forms of academic and
professional identity, which have emerged largely as a result of a broadening disciplinary base and increasing
permeability between higher education and external environments.
The following provide the key themes of Academic and Professional Identities in Higher Education: The
Challenges of a Diversifying Workforce:
 The implications of diversifying academic and professional identities for the functioning of higher education
institutions and sectors.
 The pace and nature of such change in different institutional systems and environments.
 The challenges to institutional systems and structures from emergent identities and possible tensions, and
how these might be addressed.
 The implications of blurring academic and professional identities, with a shift towards mixed or ‘blended’
roles, for individual careers and institutional development.
INTERNATIONAL PERSPECTIVES ON GOVERNANCE OF HIGHER EDUCATION.
Alternative Frameworks for Coordination
Edited by Jeroen Huisman
© 2009 – Routledge.
Essential reading for policy makers, institutional leaders, managers, advisors, and scholars in the field of higher
education, International Perspectives on the Governance of Higher Education analyzes how the governance of
higher education systems has evolved in recent years. This volume is an authoritative overview with
contributions from authors from the U.K., the Netherlands, Denmark, Portugal, Norway, Italy, Ireland, Austria,
Germany, Canada, the U.S. and Australia.
Comprehensive in coverage, this volume explores how the use of disciplinary approaches and frameworks,
particularly from political science, public administration and public policy help us to understand better the
coordination of higher education systems. This is an arduous but gratifying challenge, given the current
complexity of multi-actor and multi-level steering in higher education, rife with unintended outcomes and
unanticipated dynamics.
The edited volume looks to:
 The role of government, market and network steering in higher education systems.
 Governance in the knowledge society.
 How the use of disciplinary approaches help to better understand the steering policy processes and
outcomes in higher education.

17. 17
CHAPTER 5
RESEARCH METHODOLOGY

18. 18
Research methodology:
Research methodology is considered as the nerve of the project. Without a proper well-organized research plan,
it is impossible to complete the project and reach to any conclusion. The project was based on the survey plan.
The main objective of survey was to collect appropriate data, which work as a base for drawing conclusion and
getting result.
Therefore, research methodology is the way to systematically solve the research problem. Research
methodology not only talks of the methods but also logic behind the methods used in the context of a research
study and it explains why a particular method has been used in the preference of the other.
Research design:
Research design is important primarily because of the increased complexity in the market as well as marketing
approaches available to the researchers. In fact, it is the key to the evolution of successful marketing strategies
and programmers. It is an important tool to study buyer’s behavior, consumption pattern, brand loyalty, and
focus market changes. A research design specifies the methods and procedures for conducting a particular
study. According to Kerlinger, “Research Design is a plan, conceptual structure, and strategy of investigation
conceived as to obtain answers to research questions and to control variance.
Statement of the problem:
“STUDY ON SELECTION OF MOST POPULAR FORIEGN STUDY DESTINATION AMONGST
THE STUDENTS FOR MASTER DEGREE.”
The researcher has adopted Descriptive Research Design for the purpose of this survey.

19. 19
Descriptive Research
This study is conducted using the descriptive research design method. This type of research is also a grouping
that includes many particular research methodologies and procedures, such as observations, surveys, self-
reports, and tests. Unlike qualitative research, descriptive research may be more analytic. It often focuses on a
particular variable or factor the data collection procedures used in descriptive research may be very explicit.
• Target Population :
▫ Students willing to go abroad for Higher education
• Research Design :
▫ Descriptive Research Design
• Scaling Technique :
▫ Rank Order Comparative Scaling
• Sampling Technique :
▫ Convenience Sampling
• Sample Size :
▫ 500
• Sampling Area :
▫ Anand, Vadodara, Ahmedabad .
Tools and Techniques:
The data will be collected through questionnaire method from the respondents. The respondents will be
selected through the non random sampling plan. The collected data will be analyzed by percentage Analysis
method. Bar diagrams will also be used for better pictorial understanding. .

20. 20
Questionnaire Design:
Questionnaire design was the critical issue as the questionnaire reflects the survey purpose .The questionnaire
was meticulously prepared by identifying the various variables. The same scale of yes/no and very important,
important and not so important was used throughout so as to make the respondent comfortable.
Firstly a questionnaire was prepared and few people were surveyed. After this survey we realized the flaws in
the questionnaire and then a modified questionnaire was prepared and people were surveyed on this modified
questionnaire.

21. 21
CHAPTER 6
LIMITATION OF STUDY

22. 22
LIMITATIONS:
Response Errors –
These may arise when the respondents give inaccurate or incomplete answers. For e.g. in our survey a
respondent may not mention that which are factors influence them .A major problem faced in the survey
involved the comparative ratings of various attributes for all the countries. Many of the respondents were not
very willing to rank so many factors as they perceived it to be time consuming.
Open Ended Questions –
All the questions in the questionnaire were open-ended to avoid any kind of bias from the respondents end. But
a drawback of this approach is that there was an incomplete capture of responses.
Non Random Sampling Errors –
This can occur, as the particular sample elected is an imperfect representation of the population of interest. The
area covered in the survey was Vadodara , Anand , Ahemdabad region and the customer preferences and tastes
in different Regions could not be covered.

23. 23
CHAPTER 7
DATA ANALYSIS AND INTERPRETATION

24. 24
DATA ANALYSIS & INTERPRETATION:
Analysis of Data is a process of inspecting, transforming, and modeling data with the goal of discovering useful
information, suggesting conclusion, and supporting decision-making, Data analysis is the most important phase
of the whole research process.
For this research, MS Office Excel tool has been used for data analysis. According to the questionnaire design,
all the responses entered in a well-organized format. Using these all data and various function of Excel, data
analysis done.
We collect total of 280 questionnaires, from which most were collected from Anand, 181 in number, 69 from
Vadodara and 30 from Ahmedabad. From all 280 questionnaires, 9 have been rejected due to incomplete
responses and 29 due to nonessential responses. If we talk about the gender bifurcation, we got 138 responses
from male which contains 57.02% and 104 from female with 42.98%, means almost mixed & balanced
responses.
Questionnaire %
Total Responses 280 100.00
Incomplete Responses 9 3.21
Nonessential Responses 29 10.36
Total Useful responses 242 86.43
80.58% students are going to appear in IELTS, 195 out of 242 in number, followed by GRE with 28.51% , 69
out of 242, TOEFL and GMAT with same percentage of 8.26%, 20 out of 242 in number. Among the 242
respondents, 58 are going to appear in two or more exams for further foreign studies.
280
181
69
30
Total Responces
From Anand
From Vadodara
From A'bad

25. 25
Total Useful Responses 242 %
IELTS 195 80.58
GRE 69 28.51
TOEFL 20 8.26
GMAT 20 8.26
SAT 4 1.65
2+ exam 58 23.97
Among the 242 respondents, 60 are interested in Engineering field for master studies which is 24.79%, 52 are,
21.49%, will choose Business & Management for their master studies, at third number Computer Science & IT
stood with 19.42% and 47 in number followed by Health & Medicine with 15.29%, Applied & Pure Science
with 7.44% and remaining willing go with Creative Art & Fashion Design, Education & Training, Travels &
Hospitality and Environment Science.
Total Useful Responses 242 100.00
Engineering 60 24.79
Business & Management 52 21.49
Computer Science & IT 47 19.42
Health & Medicine 37 15.29
Applied & pure science 18 7.44
Creative Art & Fashion Design 8 3.31
Education & Training 7 2.89
Travel & Hospitality 5 2.07
Environment science 2 0.83
Other 6 2.48
Deciding which country to choose for master studies is not based on one factor. There are working more than
one factor to take decision about the country. Study shows that quality of education is the most influencing
factor among the respondents. 153 out of 242, 63.22%, tick on quality of education as affecting factors followed
by career prospects with 49.17%, quality of life with 34.30%. These are the most influencing factors.
Total Useful Responses 242 %
Quality of education 153 63.22
Career prospects 119 49.17
Quality of life 83 34.30
University environment 70 28.93
Scholarship 37 15.29
Range of available programs 34 14.05
Ease of getting PR 32 13.22

26. 26
Safety 29 11.98
Institute reputation 29 11.98
Culture 27 11.16
The main objective of the study is to find the most popular foreign study destination for master studies. The
study shows that among the 242 respondents, Canada is the most favorite. 108 out of 242 gave first preference
to Canada as their foreign study destination which means 44.63% willing to go Canada for masters. USA is the
second most favorite destination with 42.98% and 104 in numbers out of 242. Australia is at third with 16,
6.61% followed by UK with 2.89% and Germany with 1.65% only.
108
104
16
7 4 2 1
Most Popular Foreign Study
Destination
Canada
USA
Australia
UK
Germeny
New Zealand
Sweden

27. 27
CHAPTER 8
FINDINGS AND CONCLUSION

28. 28
FINDINGS
 From the above analysis we can find that Canada is the most preferred destination amongst student for
their higher education .
 Deciding which country to choose for master studies is not based on one factor. There are working more
than one factor to take decision about the country. Study shows that quality of education is the most
influencing factor among the respondents. 153 out of 242, 63.22%, tick on quality of education as
affecting factors followed by career prospects with 49.17%, quality of life with 34.30%.
 Engineering is the most preferred branch amongst student followed by Management , Health and
medicine and many others.
 Out of 242 responses 80% of students are appearing for IELTS examination and rest appear for
GRE,GMAT and others.

29. 29
CONCLUSION
 From the study we can conclude that Canada being the most preferred foreign destination with 108
responses . USA being the 2nd
popular destination with 104 responses and Australia being the 3rd
popular with 16 responses.
 The most influencing factor that influences students decision for deciding for a specific country is
quality of education ,career prospects and quality of life .
 Engineering is the most preferred branch amongst student and maximum students apply there through
IELTS examination.

30. 30
CHAPTER 9
REFRENCES AND ANNEXURE

31. 31
REFRENCES
https://www.routledge.com
https://www.educationcounts.govt.nz
https://en.wikipedia.org/wiki/Higher_education_in_India
http://www.hotcoursesabroad.com/study/all-subjects-courses/postgraduate-
degrees/uk/210/programs.html
• Articles:
▫ A parent guide to study abroad, published by IIE & AIFS*.
▫ SOME OF THE MAIN BENEFITS OF STUDY ABROAD,
published by FACULTY OF EDUCATION, MASARYK
UNIVERSITY.
▫ Study Abroad as an Academic Program: Past, Present and Future
by Paul Dorres as a part of STUDY ABROAD ACADEMIC
PROGRAM.
▫ AIFS* Student Guide to Study Abroad & Career Development by
Martin Tillman.

32. 32
ANNEXURE
QUESTIONNAIRE
STUDY ON SELECTION OF MOST POPULAR FORIEGN STUDY DESTINATION AMONGST THE
STUDENTS FOR MASTER DEGREE
Dear Respondents,
We are the students of G H PATEL POST GRADUATE INSTITUTE OF BUSSINESS
MANAGEMENT, MBA PROGRAM, SARDAR PATEL UNIVERSITY, V V NAGAR. We are
undergoing for research survey on “STUDY ON SELECTION OF MOST POPULAR FORIEGN
STUDY DESTINATION AMONGST THE STUDENTS FOR MASTER DEGREE” as part of the
research project. This research project is purely part of academic activity and it will be
confidential. We assure you that this data will not be disclosed to anyone else.
Name(optional):
Place:
1) Your age group ?
20 to 25
25 to 30
30+
2) Your gender ?
Female Male
3) Your Bachelor qualification ?
Bachelor of
Engineering Bachelor of Commerce
Bachelor of Science Bachelor of Business Administration

33. 33
Bachelor of Computer
Application Bachelor of Arts
M.B.B.S Bachelor of Pharmacy
Bachelor of
Architecture Bachelor of Education
Other:
4) For which exam(s) you are going to appear ?
IELTS TOEFL
GRE GMAT
MCAT SAT
Other:
5) Your area of Interest for the higher education in foreign country ?
Agriculture & Veterinary
Medicine Applied & Pure Science
Architecture & Construction Business & Management
Computer Science & IT Creative Art & Design
Education & Training Engineering
Personal Care &
Fitness Health & Medicine
Law MBA
Social Studies & Media Travels & Hospitality
Other:
6) Factors that influence your decision for selecting the foreign study destination for
the higher education ?
University Quality of education

34. 34
environment
Institute reputation Quality of life
Safety Ease of getting VISA
Range of available programs Culture
Career prospects Collaboration with agencies
Institute fees Scholarship
Communality of language Opportunity to learn second language
Ease of getting PR
Recommendation from family, friends
Other:
1
2
3
7) Give your preference rank wise for the below given foreign study destinations for
higher education ?
Ranking
• Canada -
• USA -
• Australia -
• UK -
• Germany -
• New Zealand -
• Sweden -
• Other: -
8) Reason(s) for giving first preference to a particular country as foreign study
destination in above 7th question ?
University
environment Quality of education
Institute reputation Quality of life

35. 35
Safety Ease of getting VISA
Range of available programs Culture
Career prospects Collaboration with agencies
Institute fees Scholarship
Communality of language Opportunity to learn second language
Ease of getting PR
Recommendation from family, friends
Other:
1
2
3