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Danh sách Quiz
INTRODUCTION
1. Reason for choosing the topic
In the context of increasingly deep globalization, studying abroad is not only an
opportunity to access advanced education but also a long-term investment strategy for
the careers of many Vietnamese students. According to statistics from the Ministry of
Education and Training, the number of Vietnamese students studying abroad has
increased steadily over the years, with countries such as Australia, Canada, the US,
Japan, and South Korea being the most popular destinations. Students' decisions about
where to study abroad are influenced by many factors, of which economic factors play
an extremely important role.
Tuition fees, scholarships, living expenses, exchange rates, the ability to work
part-time, and the level of financial support from family are economic factors that
have a direct impact on the choice of destination. Especially in the context of many
economic fluctuations after COVID-19, the ability to pay has become one of the major
barriers for students wishing to study abroad. Therefore, it is necessary to carefully
understand the level of influence of each economic factor so that students can make
decisions that are appropriate to their actual conditions.
Although there are many international and domestic studies on the behavior of
choosing a study destination, most of these studies focus on academic factors, learning
environment, culture and language skills. Very few studies systematically and
specifically approach the role of economic factors – especially from the perspective of
Vietnamese students – in orienting study destinations.
Based on the above reality, the topic "The influence of economic factors on the
choice of study abroad destination of Vietnamese students" was chosen with the desire
to clarify the key financial factors affecting decision-making behavior, while
providing a practical database to serve students, parents, study abroad consulting
organizations and international universities themselves in adjusting strategies to attract
foreign students.
2. Research objectives
The general objective of the study is to identify and evaluate the level of
influence of economic factors on the decision to choose a study abroad destination of
Vietnamese students in the current context.
Specifically, the study aims to:
(1) Identify the main economic factors that influence the decision to choose a
country to study abroad, including: tuition fees, scholarships, living expenses,
exchange rates, part-time job opportunities, and long-term economic benefits.
(2) Measure the level of influence of each economic factor on the behavior of
choosing a study abroad destination through a student survey using a 5-point Likert
scale.
(3) Compare the differences in perceptions between student groups by gender,
financial ability, and intended country of study abroad.
(4) Propose some practical recommendations for students, parents and study
abroad consulting units based on the survey results.
3. Research questions
Based on the above objectives, the study focuses on answering the following
four main questions:
+ What economic factors influence Vietnamese students' decision to choose a
study abroad destination?
+ Which economic factor do students consider to have the greatest influence in
the decision-making process of studying abroad?
+ Are there significant differences in the level of assessment of economic
factors between student groups according to financial conditions or target study
abroad country?
+ What suggestions do the survey results have for advising and supporting
Vietnamese students in choosing a financially suitable study abroad country?
4. Research objects and scope
The research subjects of this topic are Vietnamese students studying at
domestic universities, intending to study abroad or in the process of researching and
preparing their study abroad application. This is a group of people who have a clear
awareness of financial factors and are in the decision-making stage of choosing a
suitable study destination.
The scope of the study focuses on economic factors that influence the choice of
study abroad country , including: tuition fees, scholarships, living expenses, exchange
rates, travel expenses, the ability to work part-time, and expected return on investment
after graduation. The study does not delve into non-economic factors such as
language, culture, education system, politics or security in the host country.
The spatial scope is in Vietnam, in which the survey was released in online
form (Google Forms) to students at universities mainly in Hanoi, Ho Chi Minh City
and some other provinces.
The research period was conducted from April to May 2025, including the
following stages: questionnaire development, survey distribution, data collection and
processing, and synthesis report writing.
5. Structure of the report
The research report is structured into 4 main chapters, with a list of references
and appendices as follows:
Chapter 1: Theoretical basis and research methods
Chapter 2: Survey results and analysis
Chapter 3: Conclusion and recommendations
CHAPTER 1: THEORETICAL BASIS AND RESEARCH METHODOLOGY
1.1. Theoretical basis
1.1.1. Overview of study abroad destination selection behavior
The decision to study abroad is a long-term decision for students, affecting not
only their academic performance but also their career and future. According to
Maringe and Carter (2007), the behavior of choosing a study abroad destination is a
complex process, in which students consider and evaluate many factors at the same
time, such as the quality of education, scholarship possibilities, costs, living
environment, visa policies, and employment opportunities after graduation. This
process is often influenced by information from friends, family, study abroad
consulting centers, as well as from the media and mainstream channels.
Chen (2007) emphasizes that choosing a study abroad destination is not a
spontaneous act, but a deliberate process, formed through many stages, including:
recognizing the need to study abroad, learning and comparing options, and finally
making a decision based on the most suitable factor. According to this author, students
often build their own personal criteria to evaluate options such as cost-benefit, career
development opportunities, safety, learning environment and financial support.
Many recent studies also agree that economic factors play an increasingly
important role in the behavior of choosing a study destination, especially in the
context of the global economy being affected by the pandemic and financial instability
(Perkins & Neumayer, 2014). Studying abroad is not only a pursuit of knowledge but
also a large financial investment with the expectation of benefits after graduation.
1.1.2. Economic factors affecting the decision to study abroad
Economic factors are one of the key aspects that influence the decision to
choose a country to study abroad, especially for students from developing countries
like Vietnam. Economic factors are often divided into 5 main groups:
(1) Tuition and scholarships
Tuition fees are a major part of the total cost of studying abroad, especially in
countries like the US, UK, and Australia. According to a survey by the OECD (2022),
the average tuition fee at public universities in the US is more than $20,000/year,
while in Germany, many schools offer free tuition to international students. Access to
scholarships, especially full or partial scholarships , can make a significant difference
in the choice. Scholarships not only help reduce the financial burden but also
demonstrate the student's personal values and academic ability.
(2) Cost of living
Living expenses include housing, food, transportation, healthcare, books, and
other necessities. According to research by QS Top Universities (2023), in cities like
London or Sydney, living expenses can account for up to 40–50% of the total cost of
studying abroad. This makes many students tend to prioritize cities or countries with
lower living costs such as Germany, Poland, or South Korea (Nguyen & Nguyen,
2021).
(3) Exchange rates and money transfer costs
Exchange rates and money transfer costs are often overlooked factors but
directly affect the actual costs that families have to pay. Fluctuations in exchange rates
between Vietnamese Dong and foreign currencies such as USD, EUR or AUD can
cause the total cost of studying abroad to increase unexpectedly. In addition, countries
with strict financial policies, requiring tuition fees in advance or large deposits also
make many families reconsider their financial capacity (Tran, 2020).
(4) Ability to work overtime and stay-at-home policy
Another important economic factor is the ability to work part-time while
studying and the opportunity to stay and work after graduation. In Australia,
international students can work up to 48 hours per fortnight and are allowed to stay
and work for 2 to 4 years after graduation depending on the level of study. This
increases the potential return on investment in education and becomes an important
“pull” factor for international students (Perkins & Neumayer, 2014).
(5) ROI – Expected Return on Investment after Graduation
Finally, students and their families often ask the question: “Is the investment in
studying abroad worth it?” According to the Return on Investment (ROI) theory, the
decision to study abroad will be considered reasonable if the expected income after
graduation in that country is capable of offsetting or exceeding the initial investment
cost. This is especially true for high-paying fields such as IT, finance, medicine, and
engineering (Pham, 2019).
1.1.3. Push–Pull model and application in studying abroad
The Push–Pull model is a classic and popular theoretical framework used to
explain international migration behavior, including study abroad behavior. This model
originated from Lee’s (1966) migration theory and has been adapted to education
studies by many scholars such as Maringe and Carter (2007), Chen (2007), and
Maringe and Gibbs (2009). According to this model, study abroad behavior is
motivated by two main groups of factors:
+ “Push” factors: are negative factors in the home country that make students
want to leave, such as low quality of education in the country, limited labor market,
pressure of exams, or lack of access to modern technology. These factors motivate
students to seek a better learning environment abroad (Soutar & Turner, 2002).
+ “Pull” factors: are positive and attractive factors of the country receiving
international students, including academic reputation, high-quality study programs,
international environment, scholarship opportunities, reasonable tuition fees, and
international student support policies. These factors can help students achieve their
academic, career, and personal development goals (Maringe & Carter, 2007).
In this research context, the Push–Pull model is particularly useful in analyzing
the role of economic factors in the decision to study abroad. Factors such as low
tuition fees, attractive scholarships, the ability to work part-time, and the opportunity
to stay and work are considered to be very strong economic “Pull” factors. On the
contrary, the situation of high domestic university tuition fees, training quality that
does not meet expectations, or limited career opportunities may be “Push” factors that
make Vietnamese students choose to study abroad.
In addition, the Push–Pull model does not stop at the descriptive level but also
helps to analyze in-depth the interaction between factors – for example, while high
living costs may be a “Push” factor for a country, full scholarships can act as a “Pull”
factor to reduce financial barriers. This interweaving makes the behavior of choosing
a study destination more multidimensional and complex (Bodycott, 2009).
1.1.4. Rational choice theory
Rational Choice Theory (RCT) is a theory in economics and sociology used to
explain human decision-making behavior based on the assumption that individuals
always act rationally to maximize benefits and minimize costs (Scott, 2000).
According to this theory, each decision is made after carefully weighing the costs and
benefits that can be achieved.
Applied to the study abroad context, students and their families will analyze
economic factors such as tuition fees, living expenses, scholarship levels, exchange
rates, and expected benefits after graduation (e.g. job opportunities, salary, settlement
potential). From there, they choose the country and study program that best suits their
financial and academic goals.
Goldthorpe (1996) argues that in the field of education, rational choice can
clearly explain the trend of stratification in educational opportunities: students from
lower socio-economic groups are often more sensitive to costs and financial risks, and
therefore choose less risky study programs or destinations. This is also true for
Vietnamese students, especially in the context of studying abroad requiring a large
investment and not everyone has access to adequate financial resources.
An important aspect of this theory is the concept of opportunity cost – what a
student will have to sacrifice (e.g. income if working instead of studying, time,
stability) to pursue a study abroad program. If the expected benefits such as high
salary, settlement opportunities, or career networks are not attractive enough to offset
this cost, students may abandon their study abroad plans, or switch to lower-cost
countries.
However, it should be noted that the “rational” choice in this theory does not
mean completely “logical” according to objective standards. In reality, many decisions
still have emotional elements, influenced by family, friends or the media. Therefore,
Rational Choice Theory needs to be used flexibly, combined with specific contextual
factors when analyzing the behavior of choosing a study destination (Zemach-Bersin,
2009).
1.2. Research method
1.2.1. Research process
The research process is the foundation to help implement the research steps
scientifically, logically and in accordance with the set objectives. Within the
framework of the topic "The impact of economic factors on the choice of study
destination of Vietnamese students", the author applies the descriptive quantitative
research method, specifically a survey using a questionnaire using a 5-point Likert
scale. The process is implemented through 6 main steps as follows:
(Source: Author's own proposal)
Figure 2.1: Research process
Step 1: Identify the problem and research objectives
Based on the practical overview and academic gap, the research problem was
identified as how Vietnamese students are influenced by economic factors when
choosing a country to study abroad. The objectives, research questions, scope and
subjects were clearly defined from the beginning.
Step 2: Overview of documents and construction of theoretical framework
The study synthesizes domestic and foreign works related to the behavior of
choosing study abroad destinations and economic factors affecting this behavior. On
that basis, the main theoretical framework selected includes the Push-Pull model and
the Rational Choice Theory, as the basis for orienting the content of the survey.
Step 3: Design the survey
Step 1: Idenfy the problem
and research objecves
Step 2: Overview of
documents and construcon
of theorecal framework
Step 3: Design the survey
Step 4: Release the survey and
collect data
Step 5: Data processing and
analysis
Step 6: Summarize results and
draw conclusions and
recommendaons
The survey questionnaire is designed in two parts: personal information and
groups of questions assessing the level of influence of economic factors. The main
content uses a 5-point Likert scale with groups of factors such as: tuition fees,
scholarships, living expenses, exchange rates, part-time job opportunities, ROI after
graduation, etc. to collect quantitative assessments from students.
Step 4: Release the survey and collect data
The survey was published online via the Google Forms platform. The online
survey format is quick to access, saves time and is suitable for students who use the
Internet regularly. The survey form was distributed to Facebook groups, Zalo, study
abroad forums and through direct referrals. The data collection period lasted about 2
weeks to ensure a sufficient number of valid samples.
Step 5: Data processing and analysis
The collected data were compiled and processed using Microsoft Excel
software. Analysis techniques included: frequency statistics, calculating the average
value, standard deviation for each survey variable. Data were grouped according to
each economic factor to determine the level of influence of each factor in the whole.
Step 6: Summarize results and draw conclusions and recommendations
From the analysis results, the study synthesizes the main findings, compares
them with the theoretical framework, draws comments and discusses academics.
Finally, the study provides practical recommendations for students, families,
consulting organizations and international educational institutions to help improve the
effectiveness of financial information in the process of choosing a study abroad
destination.
1.2.2. Survey method using 5-point Likert questionnaire
Within the framework of the topic, the study uses a descriptive quantitative
survey method to measure the level of influence of economic factors on the decision
to choose a study destination of Vietnamese students. The tool used is a clearly
structured questionnaire , with closed questions based on a 5-point Likert scale - a
popular form in social, educational and consumer behavior research.
5-point Likert scale
Likert scale is one of the popular and effective measurement tools in
sociological and management research, developed by Rensis Likert in 1932. In this
study, the scale is used according to 5 levels as follows:
Level Meaning
1 Totally disagree
2 Disagree
3 Neutral
4 Agree
5 Totally agree
Using a 5-point scale makes it easy for respondents to understand and choose,
and allows researchers to assess the perceived intensity or influence of each factor in
detail, instead of just a simple "yes/no" answer.
In the context of studying study abroad country choice behavior – which
involves perceptual factors such as “level of influence”, “level of interest”,
“importance”, the 5-point Likert scale is particularly suitable. This scale not only
supports descriptive statistical analysis (mean, standard deviation, frequency) but can
also be extended to group comparison analysis if necessary.
According to scholars such as Boone & Boone (2012), the 5-point Likert scale
has high stability, helps limit the tendency of respondents to choose extremes and is
recommended for use in studies with moderate sample sizes such as the case of this
topic.
1.2.3. Questionnaire design
In this study, a survey was designed to measure the influence of economic
factors on Vietnamese students' decision to choose a study abroad destination. The
questionnaire has a clear structure, is easy to understand, and is suitable for students.
Questionnaire structure
The questionnaire consists of two main parts :
Part A – Basic personal information:
To collect demographic and background data of participants, including
questions such as:
+ Gender
+ Age
+ School/geographic area
+ Countries considering studying abroad
+ Forms of study abroad funding (self-funded, scholarships, family support,
mixed)
Part B – Questions on economic factors:
Divided into 5 main factor groups , each group consists of 3-5 affirmative
questions assessing the level of consensus, using a 5-point Likert scale , specifically:
Group 1: Tuition and scholarships
I prioritize choosing countries with low tuition fees.
A full scholarship was the most important factor for me.
The ability to get a scholarship determines which country I choose to study
abroad.
Group 2: Living expenses
Monthly living expenses were an important factor in my decision to study
abroad.
I prefer countries with low or middle standard of living.
I have a detailed comparison of the cost of living between countries before
choosing.
Group 3: Exchange rates, travel costs and money transfers
I am concerned about exchange rate fluctuations when choosing a country to
study abroad.
International transfer costs may influence my decision.
Airfare and geographical distance are factors I consider when choosing a
destination.
Group 4: Ability to work overtime and opportunity to stay and work
I want to choose countries that allow students to work part-time legally.
The policy of staying and working after graduation is my priority.
I want to study abroad in a country with higher settlement opportunities.
Group 5: Long-term financial benefits (ROI)
I believe that studying abroad in an expensive country is still beneficial if the
graduate income is high.
I chose my study abroad destination based on my expected salary after
graduation.
Studying abroad is an investment, and I expect to “pay it back” in 5–10 years
after graduation.
1.2.4. Sampling method
To collect suitable and feasible data within the research framework, the topic
uses convenience sampling method - that is, selecting samples based on the
availability and voluntariness of participants.
Survey subjects
Vietnamese students currently studying at university, college or have graduated
within the last 1-2 years.
Intend , plan or are in the process of researching to study abroad in a specific
country (USA, Australia, Canada, Germany, Japan, Korea, etc.)
Expected sample size
100 samples , ensuring sufficient basis for descriptive statistical analysis and
drawing general trends.
Survey form
Online survey , using Google Forms with the link shared on Facebook/Zalo
groups about studying and studying abroad, international student communities, or sent
directly through personal networks.
The survey is expected to last 7–10 days to ensure a sufficient number of valid
and quality responses.
1.2.5. Data processing and analysis methods
Data collected from the survey will be compiled and processed using Microsoft
Excel software , with basic descriptive analysis techniques to clarify students'
evaluation trends for each group of economic factors.
Using Excel ensures simplicity, efficiency, suitability for research objectives
and the ability to process within the time limits of a final report.
1.2.6. Ethics in research
The project is committed to fully complying with ethical principles in social
and educational science research. Specific measures are applied as follows:
No sensitive personal information collected : The survey does not ask
respondents to provide their full name, phone number, email address, or any other
identifying information.
Participation is completely voluntary : Participants are clearly informed about
the research objectives, the content of the questionnaire, and the right to refuse to
answer any questions if they do not feel comfortable.
Information security commitment : Survey data is stored in a secure
environment (personal Google Drive, not shared publicly) and is only used for
academic research purposes within the scope of the subject.
No Harm or Pressure : The questionnaire content is designed to be neutral, not
related to sensitive issues of politics, gender, religion, or cultural prejudice.
CHAPTER 2: SURVEY RESULTS AND ANALYSIS
2.1. Overview of survey samples
Based on the results of statistical analysis of the survey sample, we have:
Table 2.1. Survey sample statistics table
T
T
Content Criteria
Number
(people)
Ratio (%)
1 Sex
Male 153 153
Female 147 147
Total 300 100
2 Age
Under 18 55 55
18 – 20 75 75
From 21 – 23 51 51
From 24 – 26 70 70
Over 26 70 70
Total 300 100
3 Study area
Hanoi 69 69
Ho Chi Minh City 55 55
Central region 66 66
West 61 61
Other 61 61
Total 300 100
4 Education level
High School 73 73
University 74 74
Master's degree 66 66
Other 87 87
Total 300 100
5 You are Students who want to
study abroad
64 64
Parents whose
children want to study
82 82
abroad
Study abroad
consultant
78 78
Other 76 76
Total 300 100
(Source: Data processing results of the author group)
The survey results from 300 people showed that the sample had a fairly diverse
distribution in terms of gender, age, area of residence, education level and role related
to the need to study abroad. In terms of gender, the proportion of men and women was
almost evenly distributed, 51% men (153 people) and 49% women (147 people),
respectively, helping to ensure gender objectivity in the analysis results.
In terms of age, the group from 18 to 20 years old accounts for the highest
proportion (25%), followed by the group from 24 to 26 years old and over 26 years
old (each group accounts for 23.33%), showing that the majority of respondents are in
the preparation or consideration stage of choosing a study abroad destination. The
group under 18 years old accounts for 18.33%, reflecting the group of students who
are orienting their international study plans early.
In terms of residential area, the survey sample was distributed relatively evenly
among regions: Hanoi (23%), Ho Chi Minh City (18.33%), Central region (22%),
Western region (20.33%) and other regions (20.33%). This shows that the survey
reached subjects in many different localities, increasing the representativeness of the
study.
In terms of educational level, the proportion of people who have studied at
university (24.67%) and high school (24.33%) accounts for the largest proportion,
followed by graduate school (22%) and other groups (29%). This proportion is
consistent with the age characteristics and the subjects who want to study abroad, and
also shows that the majority of the respondents have an educational background
suitable for studying abroad.
Notably, when classified by role related to studying abroad, 27.33% of
respondents were parents whose children wanted to study abroad, 26% were
consultants, 25.33% were students in need, and 25.33% were in other groups. This
shows that the survey not only collected opinions from direct learners but also from
those who influence the decision to choose a destination such as parents and
consultants, helping to provide a more comprehensive view.
Overall, the survey sample was designed and collected reasonably, representing
many different demographic groups, creating a good premise for further analysis of
factors influencing Vietnamese people's decision to choose a study abroad destination.
2.2. Descriptive analysis of economic factors influencing destination choice
2.2.1. Factor 1: Tuition Fees and Scholarships
Table 2.2. Descriptive statistics of Tuition and Scholarship factors
ST
T
Content
Sam
ple
size
Average
value
1
I thoroughly research tuition fees and scholarship
policies before choosing a destination.
300 3.07
2
My ability to afford tuition plays a decision role in
choosing a study destination.
300 3.1
3
I feel more confident studying abroad in countries with
transparent and accessible scholarship programs.
300 2.98
4
I'm willing to choose a more expensive country if the
scholarship offer is attractive enough.
300 2.93
(Source: Data processing results of the author group)
The survey results show that factors related to tuition fees and scholarships
have a moderate level of influence on the participants' decision to choose a study
abroad destination. Of the four evaluated contents, although none achieved a high
absolute average score (above 4.0), the indices all fluctuated around the average level
(≈3.0), reflecting a certain level of consensus.
Specifically, the statement “I carefully researched tuition fees and scholarship
policies before choosing a destination” had an average score of 3.07 , indicating that
most respondents tend to proactively seek financial information before making a
decision. This is a common and reasonable behavior in the context that studying
abroad is a large investment.
The statement with the highest mean score was “My ability to pay tuition fees
plays a decisive role in choosing a study abroad destination” with 3.10 , confirming
the clear importance of personal finance factors in choice behavior. This shows that
tuition costs are still a major barrier for many people who wish to study abroad.
The level of agreement for the other two statements was lower, with mean
scores of 2.98 (for confidence in the clear scholarship system) and 2.93 (for
willingness to choose a country with high tuition fees if the scholarship is attractive)
respectively. This reflects a cautious trade-off between costs and benefits. Learners
are unlikely to be willing to accept an expensive destination just because of a
scholarship, unless they feel the level of support is truly beneficial.
Overall, the results show that tuition fees and scholarships are factors that have
a significant impact on the choice of study destination, but the specific level of
influence depends on the ability to pay and the level of transparency and attractiveness
of the scholarship policy. This is the basis for universities and consulting units to
consider adjusting their financial strategies to attract international students more
effectively.
2.2.2. Factor 2: Living Costs and Hidden Expenses
Table 2.3. Descriptive statistics of factors Cost of living and hidden costs
ST
T
Content
Sam
ple
size
Average
value
1
I make a detailed estimate of living expenses
(accommodation, food, transportation, etc.) before
deciding.
300 3.07
2
I consider hidden costs such as insurance, visa fees, and
administrative charges.
300 2.83
3
I prefer studying in areas with lower living costs, even if
it means living in smaller cities.
300 3.06
4
I'm open to living in suburban or rural areas to reduce
overall expenses.
300 2.94
(Source: Data processing results of the author group)
Table 2.3 shows the level of concern of survey respondents towards living
expenses and hidden costs when choosing a study abroad destination. The question
with the highest mean value was "I make a detailed estimate of living expenses
(accommodation, food, transportation, etc.) before deciding." with a mean score of
3.07, showing that many people tend to proactively calculate essential expenses in
advance.
Next is the sentence "I prefer studying in areas with lower living costs, even if
it means living in smaller cities." (3.06 points), reflecting the fact that many students
are willing to choose a small city if this helps save costs.
However, the remaining two statements had an average score below 3,
especially "I consider hidden costs such as insurance, visa fees, and administrative
charges." with only 2.83 points - showing that some people do not really pay attention
to unexpected costs. Similarly, accepting the option of moving to the suburbs or the
countryside to reduce costs is also not a popular choice (2.94 points).
Overall, the results reflect that the majority of respondents are quite aware of
basic living costs, but are not fully aware of indirect costs and are hesitant when faced
with alternatives such as living in remote areas.
2.2.3. Factor 3: Currency Exchange, Money Transfer, Travel
Table 2.4. Descriptive statistics of factors Exchange rate, money transfer
and travel costs
ST
T
Content
Sam
ple
size
Average
value
1
Exchange rate fluctuations strongly influence my
decision-making.
300 2.98
2
I prefer countries where money transfer services are
affordable and stable.
300 2.99
3
Airfare and geographic distance are important
considerations for me.
300 3.01
4
I prefer countries geographically closer to Vietnam to
ease visits home.
300 3.1
(Source: Data processing results of the author group)
Table 2.4 reflects the level of influence of exchange rate, money transfer costs
and travel-related factors on the decision to choose a study abroad country of the
surveyed people. Among the four statements surveyed, the sentence “I prefer
countries geographically closer to Vietnam to ease visits home” had the highest
average score (3.10), showing that many people prioritize choosing countries close to
Vietnam to easily visit home and save time and travel costs - a factor that is
psychological, emotional and economic.
Next is the statement “Airfare and geographic distance are important
considerations for me” with a mean score of 3.01. This result reinforces the idea that
distance and airfare have a real impact in destination screening, especially for families
with limited financial resources or who want to maintain regular connections with
relatives back home.
The remaining two statements also had fairly even scores: “I prefer countries
where money transfer services are affordable and stable” scored 2.99 and “Exchange
rate fluctuations strongly influence my decision-making” scored 2.98. Although not
significantly above the 3.0 average, these two indicators still show that a significant
number of students and parents are concerned about financial stability, especially
international money transfers – a factor that directly affects the ability to support
themselves when studying abroad.
In general, the factors of exchange rate, money transfer cost and geographical
distance are assessed to have a moderate impact on the decision to choose a country to
study abroad. This result suggests that in addition to the main costs such as tuition and
living expenses, macro-financial factors and travel logistics are also an indispensable
part of the decision-making psychology of Vietnamese people when considering
studying abroad.
2.2.4. Factor 4: Part-Time Work and Post-Graduation Opportunities
Table 2.5. Descriptive statistics of the factors Part-time employment and
post-graduation opportunities
ST
T
Content Sam
ple
Average
value
size
1
I prioritize countries that allow international students to
work legally during studies.
300 3.02
2
Post-graduation work visa policies significantly impact
my decision.
300 3
3
I consider part-time work an important way to both
support myself and gain experience.
300 3.13
4
I'm interested in the possibility of staying and working
after graduation.
300 3.11
5
I consider long-term settlement as part of my study
abroad plan.
300 2.87
(Source: Data processing results of the author group)
Table 2.5 shows the level of impact of the group of factors related to part-time
work during study and the opportunity to settle down and work after graduation on the
decision to choose a study destination of the survey participants. In particular, the
statement "I consider part-time work an important way to both support myself and
gain experience" has the highest average value of 3.13 , showing that the majority of
the survey participants highly appreciate the ability to work part-time as a channel for
financial support and accumulation of practical experience. This clearly reflects the
need to balance between study and work, as well as the desire to have more income
while studying abroad.
The statement “I'm interested in the possibility of staying and working after
graduation” ranked second with a mean score of 3.11 , and the statement “I prioritize
countries that allow international students to work legally during studies” scored 3.02
, both above the neutral threshold (3.0), indicating that legal mechanisms allowing
work, both during and after studies, play a significant role in many people's decisions.
This is clear evidence that the choice of country is not only based on the cost of
studying, but also influenced by future career and settlement prospects.
Notably, the statement “Post-graduation work visa policies significantly
impact my decision” has an average score of 3.00 – indicating a fairly average impact.
This reflects a “cautious” or “unclear” mentality about visa information, or perhaps
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