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The internationalization of higher education has seen significant growth in international student mobility. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2019), over 5.6 million students are currently pursuing tertiary education in foreign countries, and this number is expected to reach 8 million by 2025 (Roshid & Seraj, 2023). Traditionally, most international students move from economically less developed countries in the Global South to more affluent ones in the Global North (Stein & de Andreotti, 2016). This is typically centered in economically developed, English-speaking regions of North America, Europe, and Oceania, forming the core of the global higher education system (Chen & Barnett, 2000). Nevertheless, changes are underway as countries like China, Singapore, and Hong Kong, once known for sending students abroad, are now adopting strategies to internationalize their own higher education systems, aspiring to become regional hubs of advanced education (Knight, 2011). In recent years, the fundamental elements of the global macro-environment in general and higher education, in particular, have been threatened by the COVID-19 pandemic (Altbach & Wit, 2020).
Organizational image today is a primary concern for managers of both public and private organizations (Vigoda-Gadot et al., 2003) and plays an important role in forming student decision-making (Shehzadi et al., 2020). Member perceptions of how others view their organization play an important role in how they respond to the demands made by the organization (Dutton et al., 1994). A favorable organizational image can not only affect the attitudes and behavior of organization members and enhance positive opinions (Mishra et al., 2012), satisfaction, and loyalty (Duarte et al., 2010) but also may serve as a tool for obtaining a competitive advantage for organizations (higher education institutions).
The surge in demand in the latter half of the 20th century prompted an enhanced supply of education, both in terms of accessibility and diversity (Maringe & Gibbs, 2009). This growth was further fueled by global phenomena like globalization and a decline in public funding. Globalization, in particular, played a role in the increased internationalization of higher education, leading to a significant rise in the number of international students (Altbach et al., 2009). Universities, recognizing the importance of this trend, intensified their efforts to attract these students, sparking heightened competition for both local and international students, resources, and esteemed faculty (Alves & Raposo, 2007; Drydakis, 2015). As a result, universities have prioritized building a positive image and reputation among stakeholders, viewing these as key differentiators that shape stakeholders’ emotional responses and behaviors towards the institution (Curtis et al., 2009). Consequently, universities are dedicating increased resources to enhance their overall image.
Existing university models exhibit a gap in their capacity to retain international students within higher education institutions (HEIs). This challenge arises not only due to foreseeable factors, such as individual students facing financial difficulties in paying tuition fees, but also due to unpredictable and more severe circumstances like the COVID-19 pandemic (Altbach & Wit, 2020). Many Asian institutions offer lower tuition fees than those in the West (ICEFMonitor, 2019). This has triggered the researchers of this study to look back to the global south and redefine HEI image factors. Interestingly, at least six Asian countries have adopted national strategies to position themselves as primary destinations for international students, with many establishing specific targets for attracting students from abroad, triggering intra-regional mobility in Asia. In response to such situations, many international students in Asia opt to pursue their studies in higher education institutions located in proximity to their home country.