INNOVA Research Journal, ISSN 2477-9024  
Agosto, 2017). Vol. 2, No.8.1 pp. 117-138  
(
DOI: https://doi.org/10.33890/innova.v2.n8.1.2017.353  
URL: http://revistas.uide.edu.ec/index.php/innova/index  
Correo: innova@uide.edu.ec  
Movilidad internacional de estudiantes: tendencias entre mercados  
emergentes como herramienta estratégica para las oficinas de reclutamiento  
de estudiantes internacionales  
International student mobility: trends among emerging markets as strategic  
tool for international student recruitment offices  
María Fernanda Mina Ponce  
Isidro Fierro  
Universidad de Especialidades Espíritu Santo, Ecuador  
Autor para correspondencia: isfierro@uees.edu.ec  
Fecha de recepción: 01 de Agosto de 2017 - Fecha de aceptación: 10 de Agosto de 2017  
Resumen: El comercio de dinero y productos fluye libremente entre los países, así como el  
conocimiento. Hay alrededor de cinco millones de estudiantes que reciben educación superior  
fuera de sus países de origen, este número es tres veces mayor que en 1990. Las naciones con la  
falta de capacidad de una educación superior avanzada están aumentando el número de estudiantes  
que buscan nuevas oportunidades en el extranjero. Este nuevo entorno de Educación Internacional  
está ampliando la competencia entre las instituciones educativas y está conduciendo a estrategias  
más poderosas para el reclutamiento basado en una comprensión profunda de las tendencias de  
movilidad internacional de estudiantes. Este artículo se centró en cinco países emergentes: Nigeria,  
Brasil, Vietnam, Indonesia e Arabia Saudita, que han aumentado el número de estudiantes salientes  
durante los últimos años. Se analiza la situación actual de la educación internacional, comparando  
las tendencias entre los países emergentes y proponiendo enfoques y estrategias para mejorar los  
modelos de contratación en nuevos mercados emergentes.  
Palabras clave: mercados emergentes; instituciones de educación superior; estudiantes salientes;  
estudiantes internacionales; movilidad estudiantil; reclutamiento internacional de estudiantes  
Abstract: The trade of money and products is flowing freely across countries as well as  
knowledge. There are around five million students getting higher education outside their nations  
of origin, this number is three times bigger than in 1990. Nations with lacking capacity of an  
advanced higher education are increasing the number of students seeking for more new  
opportunities overseas. This new International Education environment is expanding competition  
among educational institutions and it is driving to more powerful strategies for recruitment based  
on a deep comprehension of international student mobility trends. This article was focused in five  
emerging countries: Nigeria, Brazil, Vietnam, and Indonesia and Saudi Arabia which have  
increased the number of outbound students during the last years. It is analyzed the current situation  
in international education, comparing the trends among the emerging countries and suggesting  
approaches and strategies in order to improve the recruitment models into new emerging markets.  
Key words: emerging markets; higher education institutions; outbound students; international  
students; student mobility; and international student recruitment  
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Introduction  
Nowadays, becoming international is easier than staying local as globalization continuous  
to open plenty of opportunities and new challenges for both students and universities. Higher  
education, has come through significant system’s transformation as a result of communication  
and information revolution as well as the demand of new knowledge and international  
understanding of the future citizen who most perceived the world as a whole (Tremblay,  
Lalancette, & Roseveare, 2012). The driving force of globalization is creating a competitive  
international educational market, which is coming up with different marketing strategies to  
attract the rising number of students seeking for higher education overseas (Verbik &  
Lasanowski, 2007).  
The increasing demand for international higher education from fast-growing economies  
and the rising number of scholarships programs promoted by home countries of international  
students is the major cause for the expansion of international student mobility (British Council,  
2
014).  
Higher education institutions (HEI’s) are starting to reinforce their efforts to recruit  
international students as they start to acknowledge the value and inmediate fisical benefits that  
come with international recruitment in a shrinking world and know the importance of preparing  
citizens with a global mindset. (Levitz, 2008)  
HEI’s should expand and improve their recruitment strategies and ensure they are  
sustainable in order to attract more international student enrollments by actively seeking for a  
better understanding of behavior, needs, and decision making process of specific international  
student markets.  
Importance of Education  
Education according to Cambridge (2016) is the process of teaching or learning  
knowledge, and skills by attending an academic institution. John Dewey (1916) defines  
education as “reconstruction and transformation of experience”. According to UNESCO (2016)  
education is a human right, as well as, an important factor in the social and economic growth of  
communities because it is linked to all the development goals. Therefore, education does not  
only help nations to escape poverty by developing the skills needed to improve the level of life  
but also influences in the productivity promoting a substantial economic growth (UNESCO,  
2
016).  
In 1965, The Pacific and East Asian countries spent approximately 2.7 more years in  
school than those in sub-Saharan Africa. After a period of 45 years, the average annual growth in  
income per capita was 3.4% the Pacific and East Asia , but 0.8% in sub-Saharan Africa. The  
difference in growth is the result of the difference in education levels (UNESCO, 2013). This  
was explained by Neil J. Smelser & Seymour Martin Lipset (1964), when declaring that  
importance of education for lower social classes individuals by getting economic progress  
opportunities, better social mobility and developing competitiveness.  
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Background & International Education  
International Education is based on a phenomenon named as “global student mobility”  
which is the movement of students to other nations seeking for education (UNESCO, 2014).  
According to William (2015), International Education was born after the Second World War  
from economic and political changes as a result of the broadly international development, where  
industrialized nations came together. So, schooling became the aspiration of the modern men &  
women and their nations, seeking for progress and economic development.  
Within a few decades of the end of World War II, poor countries looked to their higher  
education systems as a way to raise standards of living and to reduce poverty as there was a  
belief that education could help societies to be more democratic (World Bank, 2000). Since  
1
960s, higher education had to face “new realities” in society such as: differentiation,  
internationalization, and expansion and knowledge revolution. All of them influencing  
developing countries and their policymakers to put more thought into higher education. (World  
Bank, 2000)  
Since the 1970s, a great expansion in higher education across the world occurred. In  
1
985, approximately 1.1 million students were enrolled in higher education abroad. The number  
slightly increased in 1990 to 1.3 million and it tripled to 3.4 million in 2009.Today, there are  
approximately 5 million international students worldwide and this populations is forecast to  
increase to 8 million by 2025. (UNESCO, 2015)  
Not only has the number of international student mobility grown the last decades, the  
country of origin has changed dramatically as well. In contrast, with the last century where  
students were from the most privileged sectors of society (World Bank, 2010). International  
Education is no longer a niche area reached only by a segment of the elite population, instead, it  
is now measured by billions of dollars going across borders and millions of students seeking for  
new educational opportunities in order to improve their quality of life.  
United States, Canada, Australia and United Kingdom represent around 44 % of the  
world’s student international destinations. (Wilkins & Huisman, 2016). These countries have  
benefit from having English as the language of instruction and established systems of higher  
education with worldwide accreditation. In the United States, international students has been a  
source of economic sustainability and growth during the recession. They have contributed  
around 27 billion dollars in 2014, value that grew to 30, 5 billion in 2015 (NAFSA, 2016). The  
grown is driven by students from upper-middle-income economies and countries with a high  
quality of national scholarship program. It is projected by 2017, an increase in the global middle  
class expenditure in educational services by around 50 percent. Being that, a result of  
international organizations coming together and providing funding to low-income countries for  
education added to policies or programmes that aim to increase the outflow of students to pursuit  
HE overseas. (NAFSA, 2016)  
The educational sector has come a long way in a short period of time: economic growth,  
higher incomes and governmental policies are determining where the students come from and a  
variety of factors influence to where they choose to go. For instance, studies have shown that  
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quality of education and lack of educational opportunities in the home county as well as the  
employment rates and the desire of a worldwide qualification, are the most important drivers  
leading students to pursue education abroad (Mazzarol & Souter, 2002).  
Ambitious education plans equals aggressive economic development (Williams, 2015).  
Higher education, is now considered an important element to human and economic growth  
where student mobility has become a subject of political discussion in national and international  
organizations like the World Bank, UNESCO among others, who recognize that the possibilities  
to archive a sustainable development in emerging countries becomes nearly impossible without a  
strong higher education system. (World Bank, 2009).  
As the demand for a cross-border education raises, the desire to attract these international  
student’s population has grown with it. International Student recruitment is becoming the main  
source of financial health in many HEI’s worldwide, so schools are starting to redouble and  
enchance their efforts to recruit international students as they start to acknowledge the value and  
prompt fisical benefits that come with international recruitment in a shrinking world and know  
the importance of preparing citizens with a global mindset (Levitz, 2008).  
Universities wiew international students as a way to boost their brand and image  
providing that multicultural learning enviroment by bringing different perspectives into the  
classrooms, as well as a quick fix financial contribution to their budgets. That being the case,  
there is a growing need for universities to look for new ways on how to respond to the fast grow  
and changes in the educational environment. Therefore it has become very important for the  
academic institutions to analyze the strategic processes related to student recruitment and  
investments in optimizing and diversifying their approaches to the international student’s market.  
Purpose  
Even though the global student mobility is expected to grow, institutions have a difficult  
mission to compete for those talented and self-funded students. The problem is that many  
universities are not prepared to attract those students in a proactive way. International student  
recruitment is a complex, expensive and competitive activity that requires sustainable  
international student enrollment strategies. The main error is that institutions are relying all their  
budget and time on traditional recruitment sources, where the market is driven by the same group  
of countries like China and India, as a result, universities are focusing all their efforts in  
countries that are already over represented.  
The trend of students going overseas was led by Asian countries (Vincent-Lancrin, 2015)  
but after improving their higher educational systems, left a pattern and doors open to new  
markers and a more diverse community of international students aiming to go abroad. A report  
made by World Education Services (2015) shows that there are new challenges and opportunities  
for institutions with new potential emerging markets like Nigeria, Brazil, Indonesia and Vietnam  
and Saudi Arabia which can be exploded, so having the right strategy or approach will lead to a  
successful student recruitment beyond the traditional markets.  
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Institution’s ability to adapt to external factors influencing international student mobility  
leads to a successful recruitment. In order to maximize the resources of institutions and to  
archive the recruitment goals, universities are encouraged to have a deeper understanding of the  
global mobility trends, the different decisions driving higher education abroad, the different  
segments of international students in order to channel their efforts and to adopt the right strategy  
to recruiting.  
It is important to understand emerging markets from an overall perspective and to also  
define the needs from a unique context. The purpose of this article is to provide a thorough  
understanding of the trends and issues related to international student recruitment in 5 emerging  
markets so it can work as a guideline for a new business approach for institutional leaders  
worldwide in order make informed decisions and effectively set priorities that will increase the  
profits by improving the effectiveness of international student recruitment.  
Top Emerging Markets  
Currently, worldwide one in five international students is from either China or India, with  
approximately 712,157 and 181,872 students correspondingly (UNESCO, 2014) enrolled in  
higher education outside their home countries. Becoming the two most famous nation’s leading  
international student mobility. The main reason in the mobility among Chinese students is the  
growing demand of high school graduates that are able to afford education abroad and in the case  
of Indian students is the lack of good Universities in India providing quality education.  
United States is still the most popular destination for Chinese and Indian students but is  
recently falling away, according to ICEF Monitor (2016) the last two years China has had a  
slowly decreased in the number of students going abroad, this as a result of the increase in the  
capacity of the Chinese higher education system caused by a massive governmental investment  
in its own education over the past decade. In addition, data indicates that in 2015 a record of  
4
2
09,100 Chinese students rebound home due to their strong home economy (ICEF Monitor,  
016). A similar trend is taking place in India, with a slow decrease among enrollments due to  
global economic issues (ICEF Monitor, 2012). In contrast with Chinese, most of Indian students  
abroad rely on scholarships or financial support to fund their education so many of them are  
pursuing education while having huge debts which has become difficult to payback during the  
last years (ICEF Monitor, 2012). In order to avoid falling in huge debts Indian students are  
changing their patterns and are in search of new destinations like China or even Germany which  
are closer to home and that provides high quality education at a cheaper value (ICEF Monitor,  
2
012).  
As no other countries like China and India send as many students overseas, the  
contraction of outbound student’s mobility of these key countries will cause a dramatic impact  
on the global student recruitment market. In the last years, institution in the main student  
destinations as United States, United Kingdom, Australia and Canada have had a substantial  
dependence on international students from these two countries, which has raised alerts in the  
industry (ICEF Monitor, 2015).  
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Even though China and India are still big enough to disregard, there are other developing  
nations, for which enrollment efforts should be polished and cultivated (WES, 2012).  
Governments of the fastest emerging economies are intensively contributing in higher education  
by investing in scholarship programmes for their students to gain the necessary skills abroad and  
then bring back home that knowledge so this will help to boost competitiveness, positive impact  
in incomes, as well as economic growth (British Council, 2014).  
Therefore, there is a relationship between the nation’s political and economic powers and  
the demand for higher education overseas (British Council, 2014). For this reason, Universities  
around the world are being encouraged to broaden their international enrollments, so there must  
be a shifting patterns into new sources to be considered.  
In 2016, international educators have seen the significant entrance of emerging markets  
like: Brazil, Nigeria, Vietnam, Indonesia, Saudi Arabia (WES, 2015). These countries have  
shown an important increase in the number of outbound students as well as economic growth;  
thus it is important to take a closer look to this 5 promising targets.  
Nigeria  
African countries still struggle to provide and meet the demand for higher education.  
Even though the governments are investing in a better higher education quality, these initiatives  
will take time in order to have the expected results. Meanwhile the youth population who can  
afford to go abroad are choosing this way to improve their quality of life (NAFSA, 2015)  
In Africa the increase in the number of outbound students is particular shown in Nigeria,  
which is the most crowded nation in Africa, expected to exceed US population by 2050 (United  
Nations, 2015). According to ICEF (2016) one –fifth of the 181 million people in Nigeria is  
between 15 to 24 years. So it has been targeted by experts as the next big education market.  
For HEI’s who are seeking to have diversify international student population, there are  
plenty of reasons to consider Nigeria. Population is not the only thing boosting the country, they  
also possess one of the tenth largest oil reserves worldwide and (INICEF Monitor, 2014) even  
with the collapse of the oil prices, Nigeria is expected to have one of the highest GDP growth in  
the world by 2050 according (ICEF MONITOR, 2016) . The merge of an increasing population  
and economic growth that is allowing the middle class to have access and to create demand for  
quality higher education that cannot be satisfied domestically, where around 1.7 million Nigerian  
students seek for a university and only half of them are able to get it (WENR, 2013). That is the  
main reason why Nigeria is now a source full of opportunities for international recruiters who are  
looking to fulfil that demand.  
According to ICEF (2016), there were around 50,000 Nigerian outbound students all over  
the world, and only in 2014 Nigeria spent about $8 billion dollars to cover scholarships, tuition,  
living expenses, health insurance, among others of their students abroad (University World  
News, 2014). Currently, around 17,920 students are in United Kingdom (UK Council for  
International Students Affairs, 2016) which is considered the first destination followed by 10,000  
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students in United States with a 20% increase over the previous year, other destinations chosen  
by Nigerians are: Canada, Australia and Germany (ICEF Monitor, 2015).  
Based on the data mentioned above, it is not a surprise that UK is the most popular  
destination for Nigerian students this is the result of cultural and historical ties among these 2  
countries, however, the Association of International Educators (2015) notes that the increase  
number of self-funded students will allow more Nigerians to choose to go to United States  
instead of United Kingdom changing the trend. At the time, US is not a leading destination due  
to financial, historical and the difficulties presented for processing the visa, so this is expected to  
change as a result of economic growth providing more student mobility.  
The main fields of study chosen by Nigerians are: Engineering especially in Petroleum  
and Gas, Computer Science, also Medicine and Business courses and are in this areas where  
most of the Government scholarships are granted (ICEF Monitor, 2015).  
The expectations of Nigerians studying abroad is to get a global market standard and to  
have better job positions in their country than those who studied local, as Multinational  
corporations prefer those who have an international degree (ICEF Monitor, 2015). A research  
done in Nigeria reported a skills discrepancy between what the employer was requiring and what  
the graduates were displaying, especially in decision making (University of World News, 2014).  
In view of that, the British Council has projected a strong annual growth of Nigerian  
student mobility by 2024 (+8.3%) (ICEF Monitor, 2016). In brief, the forecast demand of higher  
education abroad is a useful indicator for education providers that Nigeria tends to be one of fast  
growing emerging markets in international education (ICEF Monitor, 2015).  
Brazil  
Latin America during the past ten years has grown its middle class around 50% which  
represents almost one third of all the population of this region. This growth is attributed to the  
demand of improvements in education (WES, 2015).  
During the past 20 years, Brazil has emerged, and become the fifth largest population in  
the world and the biggest in Latin America with around 210,157,003 million people  
(Worldometers, 2016), as well as, the sixth largest economy in the world (Campbell, 2015).  
Since late 90’s Brazilian middle class had a boom, their incomes increased and around 70% of  
Brazilians ascended to middle class (McKinsey & Company, 2015) which means their  
purchasing power increased allowing those citizens to spend in luxury items including  
international education (Higher Education Marketing, 2014).  
In consequence of the economic development, Brazil is in need to pursue more research  
and to develop technological skills so foreign experience will become soon a requirement for  
employment (United Nations, 2013) this is why international student mobility plays a huge role  
in Brazilian society.  
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To encourage internationalization and innovation Government invested 10% of its GDP  
on education (Campbell, 2015). Jointly with the investment, the country implemented “Brazil  
Scientific Mobility Program” a scholarship program that was launched in 2011 to send 100,000  
students abroad to promote scientific research by specializing in (science, engineering,  
technology and mathematics) in order to enhance country’s competitiveness (Institute of  
International Education, 2013) .  
According to Higher Education Marketing (2014), approximately 200 million people  
were under the age of 19 transforming Brazil in a hub for international recruiters. So, it was not a  
surprise for teachers the presence of more Brazilian students in foreign classrooms.  
Brazil has converted in one of the world’s top pool countries sending students abroad. In  
2
3
014, there were around 7,241,405 students seeking for higher education and approximately  
0,729 were enrolled overseas (WES, 2015). Mostly in countries like: United States, Canada,  
United Kingdom and France (UNESCO, 2014)  
Even though according to The Consulate General of Canada in Sao Paulo (2009) the most  
popular destinations United States and United Kingdom among Brazilian students were losing  
market share with Canada, as it was becoming more attractive due to the lower living cost and  
more job opportunities offered compared to other countries. Last year, there was a 78% increase  
with approximately 23,000 Brazilians studying in USA, so now Brazil is the number six sending  
country to USA compared to number ten from previous years (Institute for International  
Education, 2015)  
One of the most common challenges for Brazilian students is the language skill required,  
according to CGS International Graduate Admissions Survey (2014), ESL (English as a second  
language) short programs are the most requested by Brazilians, as, not only the capacity to adapt  
to a global environment but also having an English proficiency level will be requested to  
advance in their careers. In addition to this, Business programs are also famous among students  
but a shift towards STEM fields is expected as a result of the government scholarships (WES,  
2
014).  
To sum up, Brazil seems like a promising market for International Student recruitment  
looking not only for HE but also for ESL programs influenced by governmental support as vital  
skills for the global economy.  
Indonesia  
Asia has always been number one priority for international recruiters as it is the continent  
with the largest markets of students overseas (India and China). Aside from those countries,  
there are more regions showing a valuable potential for international recruitment initiatives such  
as South East Asia with around 300,000 students abroad (Higher Education Marketing, 2016).  
Indonesia is the largest economy in South East Asia and it is forecasted to develop into  
top 10 in the world by 2030 (Higher Education Marketing, 2016).The political stability, the  
outstanding middle class development and the progress of urbanization are creating new  
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opportunities and challenges especially in the educational sector, transforming the country in a  
main target for international recruiters (ICEF Monitor, 2015).  
According to the British Council Report (2016) Indonesia has shown an active  
engagement to education, during the last years, an increase in government investments has been  
done in their education sector. However, despite the improvement, the domestic higher education  
system is still weak and many institutions are not been able to meet the demand of the increasing  
middle class. Indonesia still needs to concentrate its efforts in improving its human capital and  
overcoming the inefficiency of its labor pool.  
As a consequence, many Indonesians students keep seeking for institutions abroad for  
better opportunities (Higher Education Marketing, 2016) as degrees from foreign institutions are  
still considered a distinction in their marketplace. (ICEF Monitor, 2012).  
UNESCO published in Global Flow of Tertiary-Level Students (2014) that approximately  
3
9,000 Indonesian students were undertaking their Higher Education abroad, and their top  
destinations were: Australia (10,500 students), United States (7,500 students) and Malaysia  
4.500 students) as mentioned in Jakarta Post (2014). In addition, most of them were enrolled in  
undergraduate programs in Business and STEM field as well as language proficiency programs  
EHEF- Indonesia, 2015).  
(
(
Even though Australia is still at the top of the list as a destination for Indonesians, during  
the 2014 and 2015, USA had the highest number of Indonesian students (8200) enrolled,  
representing an increase of the ten percent since 2005, so Indonesia had been named top  
emerging market of international students for US and had been also rated after Brazil and  
Vietnam, the third most promising market for international recruitment (Jakarta Globe, 2015)  
The interested for the new study destinations is increasing specially towards Europe.  
Netherlands has become popular among Indonesian students due to the work visa they can get  
after graduation proportioning value and the opportunity of a global network which is at the top  
of the main facts guiding their decision making process when going to study abroad (Higher  
Education Marketing, 2016)  
As was previous stated, the ambition of a better education, the fast economic growth of  
the middle class and the lack of balance in demand and supply of a quality educational system,  
converts Indonesia in a promising and attractive emerging market.  
Vietnam  
Which was one of the poorest countries in the world has dramatically changed, Vietnam,  
is currently considered one of the Asia’s strongest and most populous economies worldwide with  
9
4 million people (British Council, 2016) and with a GDP growth of 6.7% in 2015. As a result,  
Vietnam is expected to become an upper middle-income country by 2035 (ICEF Monitor, 2016).  
The fact that economic growth has occurred, it has increased as well the number of  
students interested in higher education as families find themselves with enough purchasing  
power and interest in their children’s to have a better education. However, the domestic  
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education sector still struggle with systematic and structural changes and is concerned about the  
lack of quality and low standards in a developed global world.  
According to World Education Service (2015), there are inconsistencies between the  
classrooms and real marketplace so graduate students are unable to find jobs which means that  
universities in Vietnam are not producing the workforce that the society demands. That is the  
main reason why many students reject the idea to study in Vietnam and seek for new  
opportunities abroad (British Council, 2016). Seeing that, Vietnam is recognized as an important  
Asian emerging market for international education.  
According to ICEF Monitor (2014), the Ministry of Education and Training mentioned  
that around 125,000 Vietnamese students pursued education overseas in 2013, which represents a  
1
2% increase over the previous year. The Vietnamese market of international students is shared  
among top 3 destinations which are: Australia (26,015 students), United States (19.591  
students), Japan (13.328) accounting for about 2/3 of the total outbound enrollment that year and  
at the same time ranking Vietnam as the eight sending country to USA (WES, 2015).  
Australian visa situation is what puts this destination as number one for Vietnamese  
students but according to the World Education Service (2015), USA is considered by Vietnamese  
to have the best education in the world with technological and scientific qualifications, which  
makes it worth it for them the huge financial investment.  
Reports also show that more than 50 percent of Vietnamese students enrolled in USA are  
studying Business or Engineering degrees (WES, 2015). As an additional data, the middle class  
growth has also increased the number of younger age students in USA, who represent a pool of  
Vietnamese secondary graduate students as an emerging and significant recruitment channel for  
Higher Education Institutions (WES, 2015).  
According to a survey done by Institute of International Education (2014) , shows that the  
main obstacle for students to go to USA is the cost of tuition as it is more expensive that other  
destinations. Even though, Vietnam has a strong growth market, the country is still transitioning,  
so affordability is still an important issue to consider. The World Education Service (2015),  
mentioned that 90 percent of Vietnamese student abroad are self-funded but as their income is  
still relative low compared to other developing countries, many of them choose to study in  
cheaper colleges worldwide.  
Therefore, it is not a surprise that Vietnamese students are considered to be price  
sensitive, and that there is a growing trend for them to feel attracted by new educational  
destinations such as: China or Singapore, which are closer and more affordable (WES, 2015).  
To sum up, Vietnam is an important emerging market for international education, as a  
result of an increasing trend of outbound mobility and enrollment at a younger age based on the  
demand of a better quality education at an affordable price.  
Saudi Arabia  
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When thinking about Saudi Arabia, it is not a surprise that the first thing coming to mind  
is “oil”. It is the largest Arab country in the Middle East and it covers around a quarter of the  
world’s most known oil reserves, converting it in a very wealthy country. (WES, 2012).  
However, during the last years, Saudi government has put more effort into expanding  
their economy aside from oil in order to obtain a feasible growth, and part of this changes  
includes investments in education. Consequently, the education system in Saudi Arabia is open  
and free for all citizens (Higher Education Marketing, 2014).  
After understanding the emphasis in education as a mean to development, Saudi Arabia,  
is among the countries with most investment done in education with approximately 25% of its  
GDP going into improvements in this area. As a result of this huge investment, the country has  
managed to educate approximately 6 million people in less than 8 decades. In a short time, the  
country went has increase of 73% in the literacy rates (SACM, 2015).  
Despite the investments, the education system is still no adequate to prepare qualified  
young students for a global modern economy. According to the University World News (2015),  
the reason for this lack of quality in education, is that the first university in the country was not  
established until 1957 and since then the education system has been focused in Arabic and  
religious studies. Therefore, Saudi students have had no other choice than to go abroad for a  
better education that can prepare them for the globalized world.  
For HEI’s around the world, Saudi Arabia represents an important source of international  
students but also an unknown emerging market for international student recruitment with around  
2
00,000 students abroad in 2015 and recognized as the number one country sending students  
from the Middle East (Oxford Business Group, 2015).  
The dramatic outflow of Saudi students is a result of the need for an open minded society  
pushed by government ambitious scholarships “King Abdullah Scholarship Program” that was  
created in 2005 in order to provide complete funds to students and to increase the number of  
outbound mobility (Higher Education Marketing, 2014)  
According to the University World News report (2015) most of Saudi Arabian students  
head to more familiar education environments having as a preference English speaking countries  
such as United States by being the host of the biggest number of Saudi students with  
approximately 92,618 in 2015 which represents an 54.8% of all Saudi Arabian students abroad  
(
ITA, 2016) and also considered the fourth largest market of international students in U.S,  
followed by United Kingdom, Canada and Australia as top destinations.  
Based on the Higher Education Marketing report (2014) the most frequent areas of  
studies chosen by Saudi students are more likely to be in engineering and business administration  
with 40% enrollment. Additionally, English as a Second Language programs are also common  
because of the poor English skills presented by students.  
In 2015, in U.S. were 51.5% of Saudi Arabian students enrolled at a Bachelors level, 21%  
at a Masters level and around 27.6 % enrolled in a different program all of this contributing to a  
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1
.7 billion dollars to the U.S. economy (IIE, 2015). Consequently, Saudi Arabia has a bright  
future as an international recruitment hub based on its government support and powerful market.  
Strategies to approach these markets  
When doing international recruitment it is important to keep in mind: what moves  
students to go study overseas? The interested in undertaking education abroad, has been  
motivated by the linkage it has with economic prosperity of graduate students. In emerging  
countries, as mentioned previously, the growth of the middle class but the limited access to  
education within their own nations drives to an increase in the quantity of students going  
overseas. (Mazzarol & Soutar, 2002).  
The flow of international students abroad could be explained by the “push and pull”  
factors. Referring to push, factors those within the source country and where the initiative of  
undertaking international education is set up. On the other hand, pull factors are those that take  
place in the host country, making the place engaging for the international students (Mazzarol &  
Soutar, 2002)  
For students, international mobility is a challenge and important decision. Therefore,  
intensive research is done, highlighting: university’s ranking, student’s reviews, language,  
financial support, tuition & fees, living expenses, visa requirements, work permission, weather  
which are within the most important factors (Ross, Grace, & Shao, 2013).  
While emerging countries improve the access to domestic higher education, Nigerian,  
Brazilian, Indonesian, Vietnamese and Saudis, analyzed in this article, will continue to increase  
the desire of expanding their education overseas. Working with emerging markets presents  
rewards as well as challenges to meeting the international student enrollment goals of finding  
academic prepared and financial supported students. As coming from divergent backgrounds,  
different strategies must be put in place in order to attract the right students from these sources.  
So, how can foreign educators approach African, Latin American, South-East Asian and  
Middle Easter markets? According to ICEF Monitor (2016), international education is based on  
building relationships with institutions overseas, students, and their families. In Nigeria, Africa,  
the market is continuously changing and uncertain, therefore when planning students’  
recruitment an open to change and malleable strategy must exist. One of the greatest challenges  
are corruption and logistics as bureaucracy is high, so things not always move as fast as  
expected. Thus, connections are key, working with locals and governments will improve the  
process.  
As relationship building is important in Nigeria, student ambassadors could be a great  
living proof of the value of the academic program offered by universities and work as inspiration  
for students. In addition Nigeria is a social country, data proves that there are 70.3 million of  
internet users in the country and 76% of web page views come from a mobile device so Nigeria  
is an easy market to get and communicate with, via social media (INTEAD, 2016).  
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Data suggests that international students are heterogeneous and dived in 4 groups:  
Strivers (high level of academic preparation and low financial resources), Highfliers (high  
academic level and high financial resources), Strugglers (low academic level and financial  
resources) and Explores (low academic level and high financial resources) (WENR, 2012).  
Based on the different group of students, approximately 80% Nigerians are considered to  
be Strivers and Highfliers, as both are academic prepared where language is not a barrier as it is  
an English speaking country but the decrease in the value of Naira (national currency) against  
dollars is what makes them struggle when deciding their study destination. (WENR, 2012). It is  
important to keep all these pattern in mind when approaching Nigerian market.  
In Brazil, Latin America, the students are considered to be strivers by 45% according to  
World Education News (2015) report, showing that Latin American students have as a priority  
the cost and financial help offered by the university when choosing a destination.  
Explorers, are also quite common in Brazil as most of students are in need for an English  
proficiency program prior attending higher education abroad as the language barrier continues to  
be a challenge for Brazilians, therefore ESL programmers, providing conditional acceptance and  
attractive financial options are ways to create competitive advantage when approaching this  
market (ICEF Monitor, 2014).  
According to ICEF Monitor (2016) Brazilian students are more aware of the quality of  
education provided by international institutions as well as post work opportunities when applying  
to universities overseas, those factors have strong influence on the destination chosen. In  
addition, Brazilians highly value personal relation and the market is known to be driven by  
agents. So in order to meet the recruitment goals it would be important concentrating resources  
on building strong relationships with local education agents, especially on cities like Sao Paulo  
or Rio de Janeiro considered to have education institutions that are key, as well as the highest  
amount of wealth accumulated (ICEF Monitor, 2014).  
Even though personal relation is important, a new cost- effective method to increase  
awareness of international institutions among Brazilian students is by using social media. In  
2
015, approximately 119 million people could be reached by it as 96% of the population was an  
online user and 90% of them were between the age of 15 and 32. It is expected that in 2018  
th  
Brazil will become the 4 largest advertising market (Sprinklr, 2015) so institutions taking  
advantage of this method will gain competitive advantage when recruiting.  
For instance, in developing Vietnam and Indonesia representing South-East Asia, an  
important focus on employability, accessibility and brand reputation is needed by international  
recruiters to win these competitive markets, therefore, HEI’s that can adjust with these  
requirements have higher possibilities to succeed with recruitment goals (Boumphrey, 2016).  
Both, Vietnamese and Indonesian students, are considered to be mostly strivers because  
they are still highly price sensitive (WES, 2015). Mentioned this, Vietnamese and Indonesian  
students show attraction by scholarships that help compensating the costs.  
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In Vietnam, a recruitment method to create brand awareness is to focus high school visits  
on smaller cities like Hanoi that according to World Education News and Reviews (2015) offers  
more prospective students than bigger cities. And in Indonesia, they are concern about overseas  
qualifications, therefore, promotion must emphasize that the institutions are internationally  
recognized (Net Netives, 2015).  
Although the most used method in South- East Asia is domestic recruitment, the use of  
social media is expecting to have more impact in the future. Facebook is the most know social  
media, with 69 million users in Indonesia and 31.3 million users in Vietnam (Chabrol, 2015),  
values that are expected to grow by 2018 (WES, 2015). Therefore, and effective use of social  
media is key when reaching students from these two countries.  
Furthermore, in Saudi Arabia the Middle East, HEI’s must understand the preferences  
and information-seeking behavior shown by prospect Saudi students interested in going abroad  
in order to reach this market. Approximately 50% of Saudis are considered to be explores as they  
have a strong financial resources but low academic preparedness (WENR, 2012), specially  
shown by English language as key challenge to go abroad with a 29% of students enrolled in  
ESL programmes.  
As a result of the low academic preparedness shown by Saudis, make them more likely to  
use service of education agents to help them in the application process and university search in  
order to reach colleges abroad, so developing relationships with agents is a good way to enter the  
market (WENR, 2012)  
When deciding where to go, Saudis are more likely to choose a destination by its  
language of instruction as they preferred English speaking countries and the network support  
they offer (Higher Education Marketing, 2014). Therefore, a well-developed orientation and ESL  
program should be developed in order to avoid a strong cultural shock as this is considered the  
main challenges for Saudis going abroad.  
Universities’ exhibitions and conferences are key to brand foreign universities in the  
Middle East as students from all over the country go to the exhibitions to meet representatives of  
universities and work as an important marketing tool for those targeting the Saudi market. (WES,  
2
012)  
Additionally, a new emerging opportunity to communicate and create awareness among  
students in Saudi Arabia, is by social media networking. According to Higher Educational  
Marketing (2014), internet access has expanded during the last few years in the country, with 31  
million users, YouTube, is the most popular social platform among young population, followed  
by Facebook with 7.8 million users and Twitter with 1.9 million users.  
To conclude, 90% the country is unable to understand English (WES, 2015) so bilingual  
marketing strategies are necessary to reach this market as ambitious younger generations has the  
desire to study and improve their English level abroad.  
Key Findings & Global Market Forecast  
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As has been noted, the growth in GDP per capital is correlated to the increase in number  
of students enrolled in tertiary education and increases as well the interests of students to go  
overseas. In particular, middle class members in emerging markets are more likely to spend in  
education as it is at the top of their financial priorities (ICEF Monitor, 2014) .Consequently, an  
increase in the number of outbound students is expected. The table below demonstrates, the GDP  
growth forecasted by 2020 for the 5 emerging countries mentioned in this article as hub for  
international student recruitment.  
Table 1: GDP Annual growth & Outbound Mobile students forecast  
Outbound mobile students  
GDP Annual Growth Forecast 2020  
forecast (000´s)  
Countries/GDP  
Nigeria  
2016  
-2.24  
-2.1  
6.4  
2020  
3.98  
2.1  
2020  
67  
41  
Brazil  
Vietnam  
6.2  
50  
Indonesia  
Saudi Arabia  
-1.4  
1.4  
-0.8  
3.5  
59  
54  
Source: Trade Economics & U.S. International Trade Administration 2016  
Based on the table, all of these economies show a GDP growth by 2020, therefore, there  
is opportunity for student mobility ratios to increase. It is useful to mention that the recent global  
recession is not expected to largely affect the mobility of students at a global level.  
As an example, recession of 2009, where the world trade felt around 10% dragging 50  
countries worldwide including those considered international students pools. Surprisingly, in  
2
009 despite the world recession, there was an increase of the global mobile students abroad as  
these countries maintained the positive number of outbound students. For instance, this suggests  
that international student flows are not affected in the short term by recession as apparently those  
households affected negatively were less likely to send their children to study abroad (British  
Council, 2012)  
Consequently, this GDP growth forecasts by 2020, expects an increase in the outbound  
mobile student’s ratios having as leader countries: Nigeria, Brazil, Vietnam, Indonesia and Saudi  
Arabia with a forecast of minimum 41,000 students and a maximum of 67,000 students  
undertaking tertiary education abroad.  
As mentioned previously, the GDP does not affect the number of students going abroad  
but a decrease in the GDP impulse by recession, changing foreign exchange rates and political  
environments, does affect the study destinations chosen by students.  
U.S according to data, has been the number one destination for globally mobile students  
hosting almost 975,000 international scholars a year. But it is starting to lose market share, due  
to global competition becoming stronger, high prices of HEI’s in US compared to other English  
speaking countries and negative perception of students towards new president Donald Trump,  
who has shown dislike for foreigners during his political campaign (ITA, 2016).  
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Students are shifting their study abroad preference to more affordable study destinations  
and easier migration policies such as: Canada, Ireland, and Netherlands as well as Asian  
countries such as: China, Singapore and Malaysia that has been promoting over the last years as  
emerging centers of education (ITA, 2016)  
Additionally, traditional recruitment marketing is still the most used method in emerging  
countries, as stated previously, despite traditions, higher education is changing the way of  
branding by using a cost effective method: social media platforms. The 5 emerging markets  
described in this article, show a trend towards social media use by millions of students, the  
popularity of Facebook, Twitter and YouTube, presents and new alternative for HEI’s to  
approach a higher number of students and communicate with them at a lower price.  
In the end, the countries chosen as new emerging markets, share economic trends, as  
increase in the growth rates and middle class as well as large populations so it is expected that  
they are all moving towards the top 15 economies around the world during the next decades. As  
a consequence of the economic growth, spread of online access has occurred, therefore,  
institutions making greater use of online platforms and social media marketing and service  
providers will be using a crucial component to attract prospective students in a more efficient  
way.  
Conclusion  
To conclude, internationalization of higher education has created a new market place  
where middle class families and governments highly value international education as the main  
driver to economic growth and development. So, this article identified, that tremendous growth is  
expected in the education sector although the existence of political and economic variations in  
the coming years.  
Traditional markets of international students are changing for emerging countries which  
are considered a pool of opportunities for HEI’s seeking to fulfill their recruitment goals. It is  
expected that for 2024: Nigeria, Brazil, Vietnam, Indonesia and Saudi Arabia will be at the top  
sources of outbound students worldwide, promoted by their GDP growth, large populations and  
not well established education system. Therefore, putting efforts in cultivating this countries is  
an opportunity for attracting and ensuring future enrollments.  
English speaking countries like U.S, Canada and Australia are still expected to be at the  
top destinations for international students but a lost in market share is expected by the  
diversification of choices as a result of devaluation in currency in emerging markets and a trend  
of improvements in the education levels of Asian countries like China and Singapore which are  
expecting to host more international students in the near future.  
Even though student mobility is expected to increase, HEI’s have strong competition for  
talented students in target segments by understanding student mobility and information seeking  
trends. Rapidly changes in technology also means that exploring new emerging strategies such as  
the implementation of ESL programs, use of social media and the proper key stakeholder  
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relationships in specific countries will be needed to maximize opportunities in the international  
education market.  
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