The Proposed Research Aims To Determine The Core Reason/S For International Students To Study In The UK. Essays Example

1.0. Introduction
According to the findings of the most recent research, the UK is one of the most attractive abroad destinations to be considered for study by international students. Around 4,30,000 students study in the UK every year belonging to 180 different nations around the globe. The total number of students getting education over there is on steady increase (i.e. 3% growth from 2013 to 2014) (UK Council for International Student Affairs, 2015).
1.1. Research Aim

1.2. Research Objectives

Some of the core research objectives are as follows:

2.0. Philosophical Considerations for Study in the UK
There are several philosophical explanations to be taken into account when not only it comes to study in the UK alone, but at any foreign destination. Indeed, studying abroad has been a greatly inspiring topic for philosophers around the world in every era and every school of thought has treated it as per its own specific perspective (mostly positive in nature). Some of the key benefits accepted generally and agreed among majority are discussed below:
2.1. Religious and Cultural Harmonization
Studying abroad gives students a chance to come into touch with totally different people, culture, geographical details, and set of beliefs. Hence, the study does not remain confined only to the concerned module or course of study, but also extends its scope to many other dimensions. Students studying in the foreign country take a chance to observe the difference of norms and approach of people to different matters (religious or others) while viewing from their own cultural standpoint and try to comprehend the reason behind those tendencies. Hence, it creates a good sense of universalism among students helping them get rid of prejudiced approach based on narrow scope of belief (ed. Lewin, 2010).
2.2. A Chance to Explore the World
Caton (2008), in his journal, is of the view that studying abroad, especially in such charming country as the UK is dually advantageous for students with a craze for tourism. They can visit healthy resorts and many other attractions while staying there for the purpose of study. Hence, it provides them satisfaction of greatest of their desires, which also reflects in their growth as students.
2.3. Learning an International Language
English is an international language and it is essential for every student to have at least basic grip on it before stepping into practical life. Learning English offers indefinite relations both on domestic and international level. While studying in the UK, an expatriate has fair opportunity to learning English in the same way as the natives do. This experience is not limited to class-room setting only, but a student can also be adding to his linguistics knowledge and communication skills through social interaction (Hotcourses, 2006).
Apart from all discussed above, the philosophical angle of treating the underlying case of the study perceives many other benefits i.e. social freedom, true experience of life, lifelong friendships and relations, better career growth opportunities, etc. (Caton, 2008). Therefore, it is well in place to state that studying in the UK is not only study in itself, but it also offers a comprehensive platform of learning, exploring, and observing the life from a critical angle.
3.0. Background
3.1. A Brief Overview of the History
There is a general agreement on the fact that the offer for foreign students to study in the UK has its roots in the last quarter of nineteenth century. It was in 1870 when the faculty of Indiana University offered studies on natural history, culture, and language to the U.S students at several locations in Europe. With the passage of time, the UK kept enhancing its foreign student-base involving many other Asian countries as well as American states. And it has now grown into one of the biggest educational hubs for foreign students (Fischer, 2008).
3.2. Variety of Institutions and Quality of Programs
Foskett (2006), in his comprehensive book dealing with the case of the study, presents his findings of the survey based on the questions asked from the foreign students in the UK to know the reasons for their preferring to study over there. According to the author, one of the most dominant reasons behind this is the broad range of options. Students find a plethora of universities and other educational institutes (in the UK), especially at post graduate level. Hence, the students can opt easily for the specific category of the programs that interest them the most offered by their chosen university. Students, especially from developing countries, move to the UK due to the mismatch between their future aims and the educational routes provided by their domestic institutions.
Greenway, and Rudd (2014 pp. 41), also support this idea by relating an incidence from the life an expatriate student who migrated to the United Kingdom to get education on a specific business discipline. She could not find even a single institution providing the quality education on her chosen subject. While staying in the foreign country, she acquired cutting-edge knowledge and professional skills relating to her selected category of business education. It enabled her to play leading role in that business dimension on domestic level.
3.3. Influential Culture
British culture is one of the most established, renowned, and civilized cultures across the world. Therefore, the students are mostly attracted to the option of studying in the UK, as they can also seize the opportunity to have a first-hand experience of this influential culture. They consider it to be helpful to shape their personality as professionals (Higher Education Business Enterprises, 1995).
3.4. Dominant Marketing
It is important to note that some of the scholars and students give more credit to the marketing campaigns initiated by the British universities and other institutions than the quality of education or any other kinds of benefits for attracting international students. Believers of this idea also believe that the same variety and the same kinds of educational programs are also offered at several other international locations. What makes the UK different is its giving the best exposure and conveying the message to the maximum of its international audience in more appropriate and comprehensive manner than others do (Foskett, 2006).
3.5. Importance of Degrees
The research shows that a high percentage of the students also prefer to study in the UK universities, because many well-reputed international organizations weigh highly the degrees obtained from the these institutions. It helps them in their practical life as they can get their dream jobs with comparatively less effort and with fair chances of career advancement (Foskett, 2006; Sovic, and Blythman, 2012).
3.6. Relationships of the British Universities
Another of the core benefits of studying in the UK as perceived by the international students is the wide scope of the relationships held by them. These universities have a deep rooted historical background that is allowing them to be in contract not only with some of the well-reputed international organizations, but also with the governments of different countries. It allows for a chance to get a good job in either private or public sector after obtaining the certificate from these the British universities (Pattison, and Robson, 2012; Altbach, n.d.).
3.7. The British Hospitality
Foskett (2006), in his research, also found the group of students who joined the UK educational centers basing on tolerance and welcoming nature of its culture. According to them, even though there are plentiful options when it comes to acquiring quality education abroad, yet they opted for the UK, because they expect to enjoy religious and cultural freedom in that country. In addition to this, it is also enjoyable to come into interaction with people with biasfree friendly approach towards others regardless of gap of ideology or pattern of belief.
4.0. Research Approach
Basically, research approach extends into two different dimensions including inductive and deductive reasoning. Inductive approach refers to coming up with a new idea or theory having gone through the comprehensive analysis of a research. On the other hand, deductive reasoning is the name of confirming the validity of the theories covered in the literature through firsthand data collected from the target audience to reach generally accepted solution to the research problem (Hatch, and Hatch, 2006). Both these approaches have their own benefits and drawbacks. Inductive approach denies the conclusion of a generally accepted matter irrespective of agreement between primary and secondary research. Scientists and philosophers use this approach to prove their anti-thesis (Hatch, and Hatch, 2006).
On the contrary, the deductive method respects widely accepted and theoretically established notions and ideas and applies them to achieve the purpose of any study (Hatch, and Hatch, 2006). The Researcher also aims to use deductive approach for the proposed research, because it cannot be illogical. A universally accepted idea can be untrue, but agreeing to it on the basis of comprehensive research always has a rationale to support it. Furthermore, the deductive approach also suits a study of academic nature.
5.0. Methodology
Methodology is the set of methods or techniques utilized to conduct a research (Kothari, 2004). The researcher has devised the following methodology for the study being proposed:
5.1. Data Collection/Research Method
Two basic sources of data collection are primary and secondary. Primary is the firsthand medium of data collection i.e. online and offline interviews and surveys. On the contrary, secondary data is collected from already existing literature (a secondhand source of data collection) (Kothari, 2006). The researcher aims to use both primary as well as secondary method, and then, to assess the degree of agreement between both to make the research both reliable and comprehensive.
There is a variety of data collection methods and different channels can be utilized for this purpose. For example, target audience can be reached directly (in face-to-face interview) or a questionnaire can be conducted via phone or Email. A face-to-face interview based research is usually costly and time-consuming (i.e. transport expenses and traveling to each participant), but more reliable than its counterpart. However, reaching the respondents via virtual sources saves costs, but causes lower level of reliability (it is hard to differentiate between conscious and unconscious responses collected thus) (Kothari, 2004).
However, seeing the limitation of resources, the researcher has decided to rely on online questionnaire. To mitigate the threat of unreliability, target participants will be reached via phone call before referring them to Email interview. In a friendly style, the researcher will request and encourage them to record their feedback having the purpose of the study and all ethical considerations made clear. Furthermore, higher part of questionnaire (80%) will consists of simple close-ended questions, so it is very unlikely for the participants to provide unconscious responses basing on the misunderstanding to the topic. For the ease of measuring and analysis, mostly the method will be centered on quantitative research. But qualitative and descriptive details will also be taken into account to give it a comprehensive touch.
5.2. Target Audience
It is devised that the target audience will be around 20-25 international students coming from 6 to 7 different geographical locations. For a more accurate and specific approach to the matter, the researcher will try to achieve a good mix of both genders.
5.3. Data Sampling
Having gone through the collection of required data, the very next task to be performed by the researcher is the sampling of the collected data. Data sampling is a statistical phase of the research that refers to the process of converting the collected data into distinctly measureable information (Kothari, 2006). Probability sampling, which is the most straightforward and the simplest method of sampling will be utilized to assess the general behavior of the majority of respondents towards the research question in hand. Questionnaire is supposed to cover several key factors acting as independent variables inspiring the preference of the students for studying in the UK. Sampling will allow for dividing the collected data with respect to the responses collected against each single predictive variable.
5.4. Data Analysis
The data analysis will be based on the comparison between secondary and primary data. It will be assessed to what degrees each of the variables is supported by the respondents when it comes to their choice for the UK for Study. Then, it will be analyzed how far is in agreement with the existing literature covered in the section namely ‘literature review’. Hence, the researcher will be able to come up with the most logical conclusion.
5.5. Time Horizon
In research, there are two types of time-scales relating to the application of the core findings. They include cross-sectional and longitudinal time horizon. Cross-sectional time horizon is like a snapshot in a given time without giving any further or prior information. To oversimplify, a longitudinal scale is used to consider the findings valid in long terms, while cross-sectional standard does not consider the rule of “cause and effect” based on the findings beyond the given period of time (Saunders, Lewis, and Thornhill, 2003).
The proposed research will be based on cross-sectional time frame, because any sudden change in near or remote future in the external factors (i.e. the UK government policies, increasing popularity of other international universities than that of UK, disturb law and order situation, etc.) can put the question mark on the validity of the findings of the research. Therefore, it is safe to consider them applicable in short terms by complying with cross-sectional horizon of time.
6.0. Ethical Considerations

The proposed research will follow the following code of conduct:

All the data will be collected with no involvement of bias or the reflection of the researcher’s personal viewpoint.
The data will be presented and analyzed in the most straightforward manners and no attempt will be made to modify or misinterpret it.
For secondary research, the researcher will rely only on peer-reviewed journals and books, and other authentic publications that conform to the majority’s opinion and represent the highest level of objectivity to avoid any kind of bias or self-deception.
There will be proper compliance with the laws regarding intellectual property and there will be acknowledgement (references) for all the contribution to the research.
The targeted participants will be informed about the purpose of research and only those participants who consent to respond will be reached via Email.
Both the information about the researcher and the data collected from them will be kept private and it will not be used for any other purpose than already specified.
7.0. Risks and Mitigating Strategies

Some of the most probable risks along with strategies to tackle them are given in the table below:

(Risks and Mitigating Strategies)
8.0. Conclusion
Overall, the research method is totally flawless and technically aligned with the nature and the core objectives of the proposed research. The underlying study will be dealing with different variables involved in an international student’s decision of studying in the UK from every critical angle. The study is also important, because it deals with the subject matter in a specific manner. Even though there are a handful of studies made on the topic in question, yet hardly any of them could be found treating this subject matter in such explorative manner as the proposed study aims. This gap in the literature makes the intended research touch the peak of significance. Furthermore, the methodology is well-constructed and cautiously devised leaving very minute chance of error very high probability of success.

List of References

Albach, P. G. (n.d.). Perspectives on Internationalizing Higher Education. Change Magazine
Caton, K. (2008). Encountering the Other through study abroad. (Dissertation Abstracts International, 69-5.
 Fischer, K. (2008). International Education Group's Report Provides Principles, but Not Prescriptions, for Study Abroad. The Chronicle of Higher Education. Available from http://chronicle.com/article/Code-of-Ethics-Is-Offered-to/558/ [Accessed 31 December 2015]
Foskett, N. (2006). Postgraduate study in the UK: The international student's guide. Thousand Oaks, CA: SAGE.
Hatch, S. A., Hatch, L. Z., & Vlk, S. (2006). The GMAT for dummies. Hoboken, NJ: Wiley Pub.
Higher Education Business Enterprises. (1995).Higher education in the UK: Research opportunities : the students' guide to research at UK universities and HE colleges. London: Higher Education Business Enterprises Ltd.
Hotcourses. (2006). Postgraduate UK study & funding guide 2006/07. UK: Author.
In Greenaway, D., & In Rudd, C. D. (2014). The business growth benefits of higher education. Hampshire: Palgrave
Kothari, C. R. (2004). Research methodology: Methods & techniques. New Age International (P) Ltd.
Lewin, R. (ed, 2010). The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship. London: Routledge
Pattison, S., & Robson, S. (2012). Internationalization of British Universities: Learning from the Experiences of International Counselling Students. International Journal for the Advancement of Counselling, vol. 35, no. 3, pp. 188-202. doi:10.1007/s10447-012-9176-2
Saunders, M., Lewis, P., & Thornhill, A. (2003). Research methods for business students. Harlow, England: Prentice Hall.
Sovic, S., & Blythman, M. (2012). International students negotiating higher education: Critical perspectives. New York: Routledge.
UK Council for International Student Affairs. (2015). International student statistics: UK higher education. Available from http://www.ukcisa.org.uk/Info-for-universities-colleges--schools/Policy-research--statistics/Research--statistics/International-students-in-UK-HE/# [Accessed 31 December 2015]