SCHOOL OF BUSINESS, ECONOMICS AND ITDepartment of Business Administration

Marketing ResearchThesis

University West of

Trollhättanat International level

Marketing Research (MUC

500)

Spring term 2014

Authors:

Quentin Lefranc

Béatrice Bruzzone

Supervisor:

Ellinor Torsein

Thesis

International Openness,Image of University West of TrollhättanImpact on attachment, expectations and behaviour of students.

How University West of Trollhättan can improve

its attractiveness at international level?

AbstractSince many years, the market of higher study keeps on changing and

moving towards different direction. Around the 80’s years, superior

study was not consider as crucial to find a good job. Then it appears

that student should at least keep on study to get a bachelor. In most

part of the world, especially in Western University, the master became

more common for student that desire to have a good salary later. In

recent years, research highlighted the benefits of going abroad to

improve knowledge of linguistic, culture and integrating different kind

of academic practice. With the development of such program as the

Erasmus one, students have so many opportunities to go abroad that they

became selective on their choice’s apply based on specific criteria.

This phenomenon also results from the raise of the concurrence inside

the market of superior study. The aim of the research is to identify

through the example of University West of Trollhättan what students

feel about their experience, what were their expectations and what

could improve their image of the university.

Overview of the content

INTRODUCTION..............................................................................................................4

Background..........................................................4

Problem Definition..................................................4

Problem Research....................................................4

Limitation..........................................................4

METHOD.........................................................................................................................5

The choice of subject...............................................5

The research approach...............................................5

Collection of data..................................................5Secondary data...........................................................5

Primary data.............................................................6

Reliability and validity............................................6

Objective of the thesis.............................................6

LITERATURE....................................................................................................................8

Analyses of the study..................................................................................................12

Personal information part..........................................12

Education part.....................................................16

Environment part...................................................21

Future plan part...................................................25

Discussion.........................................................29

Conclusion.........................................................32

References.........................................................33

Index: Interview questionnaire.....................................34

INTRODUCTION

BackgroundAs for any company, Universities in the Market of Higher-Education need

to raise the number of customer in order to gain market-share.

Considering the competition is more and more intense, there are many

and various opportunities of high-study. Thus, the need of consumer

concerning high-quality and high-satisfaction is raised. Moreover, as

we leave in a globalized and high international competitive world,

being competitive at national level is insufficient to survive and

Universities need to enroll student overseas.

Problem DefinitionUniversity should improve their image holds by International Students

in order to raise their rank, investment and profit. They need to

benefit from the word-mouth from students overseas and integrate them

in the system. The more similar a prospective student perceives

him/herself to the students of a particular university, the more likely

he/she will want to enroll at that university (Dutton et al., 1994).

Problem Research“How the University West of Trollhättan can improve its attractiveness

at international level?

LimitationOur research has only for aim to understand how University can impact

on the feelings/ experience of International students for improving

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their reputation through the example of the University West of

Trollhättan. It means that our results are unavailable for others

Universities; it will only be useful as direction or as secondary

source. Moreover, as we based our study at international level, we only

target people overseas.

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METHOD

The choice of subjectFirstly, we made a brainstorming in aims to find an interesting

subject. We decided to focus on University West and its relationship

with international student. But the subject was not too deep. That is

why we broadened to have a more overall subject. Our subject is now:

University West of Trollhättan and the international openness. After

having our subject, the next step was to define a problem in aim to

give some answers to it. The problem: “how the University of

Trollhättan can improve its image at international level?” is the most

complete, in our opinion, to talk about the subject.

The research approachWe decided to conduct our research to use a qualitative method.

Considering we have for aim to understand how students manage their

experience abroad, how do they feel about what do they think, this

approach is totally adapted. The main question was about conative and

affective aspect e.g. what did they know before coming? What do they

think about their stay, about the university?

Collection of dataOur resources can be divided into two categories.

Secondary data Our study starts with the collection of information through secondary

data about study abroad, because that was the subject that we were

interested to explore more. This kind of data will give us information

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and findings related to primary data. Thanks to this, we don’t have to

start the research since the beginning as previous research has been on

the subject. Thus we will critic and compare different hypothesis about

the subject, it will give us a direction, clues about we has been done

and what we have to do to go deeply on it. We mostly get the

information and data in articles found at the University West Library

online and it will constitute our framework and literature.

We wanted to base our work in two important factors: the image and

reputation of the university hold by student in our case from overseas

and the other one is about their experience and feelings. The articles

gave us the necessary information that we needed.

The keywords we used when searching was for example international

universities, study abroad, Erasmus experience, international

integration, and international enrollment. The information searches

lead to a development of the problem definition for this report.

Primary data Primary data has for aim to give the “raw data” that will test and

support the hypothesis and study in order to find concrete findings.

For our research, we decided to collect this data through a semi-

conducted open interview support with an elaborated questionnaire. We

constructed it with four main themes: personal information, University

view; Environment view and future plan. We did in this way in order to

get more information about themselves, discover who they are and might

make a link with what they feels and think. According to Bryman & Bell

(2011) this is called an interview guide.

We decided to choose an open interview to let to students the freedom

of expression without any influence of us. Mostly, each interview was

about one hour and we interview face-to-face seven students among it

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one group interview of two students that are roommate with the same

past experience and nationality.

Reliability and validityAccording to Chisnall (2004, p.40), “validity refers to how well a

specific research method measures what it claims to measure”. We have

chosen interviews as research method, and we believe that our interview

guide as it is constructed will measure the consumer’s feelings and

thinking concerning their experience abroad in the University.

Therefore, we think the study have validity.

“Reliability refers to the stability and consistency of the results

derived from research: to the probability that the same results could

be obtained if the measures used in the research were replicated”

(Chisnall, 2004, p.40). If the interviews we conducted were replicated,

we believe that the results would be quite similar. Depending on where

the interview takes place and who the person is conducting the

interview, the results could differ.

Objective of the thesisThe purpose will be to compare the results of the theory and the

framework. Also, about the brainstorming methodology, as our quality of

student, the environment, for us, seems really important for the

influence of a university. That’s why there is a part of the interview

which talks about the environment. About the people who responded to

us, we chose just international students. The influence of the

university in the world depends a lot of the partnerships and as well

international students. We chose different nationality in aim to have a

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lot of different opinion as possible. That is why we interviewed two

Turkish who are in Erasmus; a French who is a free mover and who has

already studied abroad; a German who has the almost the same profile

than the person before; a Chinese who seems to us really important,

because Chinese people represent a lot of international student and

their culture and their expectations seem to be completely different; a

Czech who is in Erasmus, and an Austrian who is in Erasmus. This entire

people are in a different year of studies. Also, for the data

collection, we decided to interview all of them face to face. It was

not so difficult because everyone is living in the same building. We

made an interview in a relaxing moment: the time, with cookies and

cigarettes… in order that people would not be bored twenty minutes

after. By this method, every interview takes around 45 minutes.

About the analysis and interpretation, we analyzed every answers of the

interview. But we also analyzed the literature. It was interesting to

mix the data of literature and the data of the interview.

Moreover, by this mix, we can know if the literature and the interview

results are similar or are different, which lead to us to think that

some ideas are very relevant and important, and others, less. Also for

the interpretation, we compared literature and interview data, and we

wrote also some advices about how could be better the image of

University West and how to improve it.

At the end, to write the report, we followed the classic frame. And we

shared efficiently the work that we had to do.

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LITERATURE

The particularity with University image is changes that occur over the

time spending from the perception of existing for the public good to a

profit-driven organization that needs strategies to improve their rank

in the market of higher study. Research through the thinking of Wilkins

argues that with the increase of students who go abroad, international

campus focus on the income and profit rather than carrying about the

teaching quality as well customer satisfaction. But the creation of a

specific identity requires from university manager to understand and

get to know the students and external stakeholders’ perceptions (as

investor, teacher…) and mostly understand how messages are received,

the process of transformation into university image and which criteria

for the evaluation of attractiveness has been used. (Article 1)

Research shows that international students based their motivation/

university applies on the institutional ranking and on the perception

they have of academic quality and prestige which is about image and

reputation. These aspects are important for inciting the student to be

engaged in supportive behaviors for the university. Both have an impact

on the experiences of student abroad. The image is what the university

wants stakeholders to think about them. It is based on their knowledge,

experience, feelings and beliefs. Whereas reputation is what

stakeholders really think and based overtime. Thus, reputation can be

both an antecedent and consequence of image formation. It influences

the decision-making process of students that apply in University.

(Articles 1)

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Some authors based their research on defining criteria used by

international students to evaluate the image of university and the

impact hold on the students’ attachment as well as showing that a

favorable evaluations impact the desire of the student to belong to the

university and thus how it affect its choice of institution. (Article

1) Some studies had use the concept of academic practice to show that

University can affect experiences abroad mainly from the point of view

of course content, assessment requirements, and teaching approaches.

(Article 2) Then it has been notice that the requirements and the

envies of students can differ depending on their study year. (Article

3)

Indeed, according to the national student survey which have been

realized in the universities of England, Wales and Northern Ireland,

the requirements and the aspirations of students can defer from them

level of formation

The “year 1” students have the priority of being social. In this

way, students are favorable to “course” because they consider it

as “fantastic”, “being a really good fun”. We can also note the

fact that students of the first year like to have course when

they have the feeling to belong to something and when they feel

integrated. They want also to have opportunities to work with

other people. So, we can see that the social aspect is really

important, and this is one of the key to attract post graduated

high-school students. Besides, students praise the work of the

staff, they like the interaction with him, and they recognize the

12

willingness to help of them. Also, the lack of clear

communication and clarity is criticized.

For the “year 2” students, the priority of what they want from

their university change. Students want to improve their

knowledge, learn more. They also say, as a suggestion: “how my

learning could be improved?” They are willing to increase their

ability to understand, learn, and produce high quality work. They

consider, as well, that lectures create a lack of opportunity for

learning. We have to note the fact that long gaps and

inconvenient timetables is problem for their extern life,

particularly having a part-time job and having a social life.

And for the “year 3” students, the fact of learning is still

really important, but students are more focused on their futures.

Indeed they want practical knowledge during their courses, and

that the main thing. But we can notice that students are anxious

about marking because of classification and because they don’t

trust the marking process. (Article 3)

According to Horwitz, one of the most important aspects of Academic

practice is the language. Indeed, it has directly an impact on the

experiences of studying abroad as students follow courses in a language

that is not their home one. It depends on capacity of the students to

perform efficiently a second language. It can make the experience more

difficult to live and can bring anxiety, have an impact on the social

life through interaction, and can represent an obstacle for the

participation of discussion and self-expression.

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Speaking about the social aspect, we don’t have to neglect the

importance of the integration with the host community. In the

University of Newcastle, local people and international student don’t

have friendly relationships and international students were

marginalized by the host community. And for these students, it’s easy

to talk with the local community, but it’s difficult to develop it in

friendship. Moreover, when students just arrive, the change of culture

is for them a source of frustration and disorientation and for them,

the principal fact of loneliness is family, friends, social network,

and familiar culture. And a lack of integration with local people could

represent a problem. However, friendship with the host community can

help (Church, 1982; Furnham & Bochner, 1982). It helps their maps of

culture which lead to integration. And a social integration is

essential for mental and emotional health. The fact of having local

friendship brings sense, and meaning about their sojourn; indeed, the

authors argue that social integration is a factor of “successful,

engaging, and satisfying learning experiences”. Friendship with the

host communities avoids failures, facilitate the integration. That’s

what universities don’t have to neglect this aspect, and have to

enhance it. Newcastle University realized it by a program.

The community connection program is born in aims to help and develop

the integration by mixing international students and population of the

host community. Also this program tries to develop cross cultural

friendship. To realize it, there were 1000 volunteers. A coordinator

manages and recruits and realizes the training. Since the program,

there is an increase of student from Middle East. Indeed because during

their stay, they knew more about Australia, the culture, and the

developed friendship. It’s also the case of students from South East

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Asia, and they call their friendship with local people “their own

special friends”. Because there is a trust feeling about their relation

with local people, international student are able to ask question,

gather information, participate to activities which is lead to a

rebuilding of their culture mapping. (Article 4)

According to Barton and Hamilton, the process of learning and

acquisition of new skills in the context of international experience

require from students to give a sense to the practice and the scholar

system of the hosted university in order to assimilate it.

Cummins and Man argue that the most important influence in the process

of learning is the teacher as they give to the student the way of learn

and assimilate academic practices through direct instruction,

explication and modelling of significant meaning, linguistic features

and strategies. Following the idea, Cazden argues that this is the role

of teachers to give the opportunity to the student to feel more

integrated and incite them to adapt to the system.

Indeed, Margaret argues that the most determinant of the experience’s

perception is the teacher approach that characterized the modelling of

critique, activation of student knowledge through interaction and

participation and instructions. They also have for role to communicate

the rules of academic discourse and can sometimes be the only access of

it for students. Her research highlight the importance of teaching for

learning in order to give the opportunity to practice new and

unfamiliar academic technics in a new environment of support.

There is another aspect that affects the processes of learning. It is

about the referencing of knowledge received in home country with the

new knowledge teaching in the hosted University that is linked with

15

expectation and task demand of student. (Article 1) Students based

their perception of the University related both to home and abroad

campus. (Article 2) This means that reputation of hosted campus can be

front by the perceptions of the home campus that are rarely similar in

terms of quality of academic staff, physical environment, learning

resources and social facilities (Altbach, 2010). Home reputation can be

an important lever at same time downside. Indeed, expectations of

students are based on the reputation of the home campus.

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Analyses of the study

The data collection presented here was generated in a case study of the

seven students’ international experience from the University West of

Trollhättan. In order to keep safe their identity, we will keep the

name anonymity and rather call them with letter. We added a

particularity to our data by making a group interview of two students.

Student T1 and T2 come from Turkey; Student CR come from Czech

Republic; Student A come from Austria, Student F come from France;

Student C come from China and finally student G come from Germany. For

all of them, English were their second language. One answer has been

really interested in order to be discussed later, student CR speaks

also German and has good notions in Swedish. The diversity of

nationality makes the answer interesting considering their home

environment, their culture and their way of thinking. Besides all of

them are used to practice English as second language so it was not a

problem for interaction and create a dialogue.

Personal information part

In order to have a better understanding of international students that

answer to our question and maybe to find a link with the difference

between their answer, we asked them their main area of study, in which

year of study they are and finally information about their home

university.

17

Student T1&T2: “We study economics. We are in our two years of bachelor.

Our home university is a public school. We came as Erasmus student for one

semester. This is the oldest one of our country and considered now as a model. We

have several courses at same time, means for one semester. Then we have exams

and after a break of two weeks. It is not the most known university. The most

important in system is about teacher because they teach us so many things in

classes. They work at full time and most of them were previously professional. We

have two teachers for each classes, on that teach us the theory and the other one

the practice. Usually we don’t have homework, we do everything in classes. And the

Bachelor is in four year and master in one year.”

Student CR: “I study political science. I am in my second year of bachelor. My

university is a public school and in the second bigger in my country. My school is

for free, I don’t have to pay anything. Every semester I get money to support my

travel because I don’t live their so I have to take transport public that is expensive.

Czech lectures are much more crowded as 50 60 people in lecture; not like here

where the maximum is 20 people. Here is much more common to have some job

during study but in Czech you are only student, they don’t have student job. My

school is very big divided by faculty and each have like 3 buildings. You can study

many kind of branch campus. I have to make three years of bachelor but if you

want to have a serious job you have to go to the master. Discussion during courses

is not so common, it is more about listening the teacher and may be you ca ask

some question at the end. And they may don’t want to listen students. The biggest

amount 80% of information, I get at courses but then I have to read books at

home and so others. I have courses during the whole semester and after that there

is three weeks when all exams take place. One lecture by week but for whole

semester and for each courses and I have to take at least 8 / 10 courses but I can

choose as many I want. I already knew when all exams will take and thus can

make some plans. Here it is much more confusing. You cannot make so huge plan

18

because you have to be here for prepare exam. And best thing at home is that all

exams are together.”

This both answer can be interpreted for some aspects together. When we

analyzed those answers, it is interesting to notice that their academic

practice at home are totally different of the one is Sweden mostly

concerning courses that are more condenses and the teaching that is

done more directly from teachers. This gave us some clue about what we

will find and which direction the interview will take. Concerning T1

and T2, the interesting part is that their university is a model which

means that we can generalize their impression on turkey academy. It is

also interesting from CR view as it is the second biggest university

much bigger than here. Indeed, with less people in class, student CR

might do some comments about the support she can find here. And as

previous course was mainly about listening teacher, next answer would

be relevant for our research. And is notice student CR, all of them

have fix dates for exam known a lot of in advance. But it reflects the

Swedish system and directly influences the image they hold about it.

Student A: “I study Business management and I am in my 2nd year of

bachelor. My home university is a Public one. I am only allowed to go abroad once

semester in the Bachelor. But for the master, I am allowed to go again. It is more

like schools, fix schedule; I have to show up at least 80% in school. If I don’t do this

and I have failed to a re-exam I have to quit the University. It is more practical,

visit lot of companies in order to see how it works in real world. Normally, not full

time some of teachers are professional but sometimes specialists come like guess

lecturer.”

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This home university also differs from here because schedule are fix so

we don’t find the aspect of self-government but in some way it is

linked from the practical aspect more turn in the professional view.

Student C: “I study mechanical engineering. This is my forth year for bachelor. My

home university is a public university; students should choice 10 courses every semester.

To pass you have 2 chances, otherwise you have to pay to pass again. There is an

international university, there are some foreign people, but the teaching language is

Chinese, but we have some partnerships”.

This answer doesn’t give us any information that could help us to

discover thematic that can influence the image student has of the

university and how he adapt to the new environment except that the

quantity of courses are much more important there. Nevertheless what is

interesting to notice is that he is in last year of Bachelor which

means student C has the possibility to stay here next year to do a

master.

Student F: “I study Science in international business and I

am in my last year of master. ’m a free mover so I don’t have

a home university anymore.”

Student G: “I study International business in master program.

I am in last year of master and I’m a free mover; I don’t

have any university at home. At each year, I apply at any

university in the world e.g. Germany, Netherland, Korea, and

Russia.”

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Both of this answer are interesting considering they are from different

nationality but both are free mover. In order, we will see how answer

differs without the influence of home University.

What is relevant in this first part is that when we speak about the

University, all of them spoke about courses and the teaching practice.

It is a crucial step that gave us some clues to understand who

respondent are and where we can find information that may reveal

important elements for our survey.

After the part discovering of the identity of respondent, we decided to

go deeply in their feelings about their experience. Firstly we try to

understand why they chose to do an experience abroad.

Student T1&T2: “We came to develop our knowledge of culture. We also wanted

to discover social democracy and how it works! One of the main reasons was to

improve our English.”

Student CR: “I came abroad in Erasmus to meet different people and of course

learning English. Before leaving, I was a little bit nervous because it was during

chrismas and schedule was short.

Student A: “Meet new people, see different country, and improve English. I also

decided to go in Erasmus because my university has partner. It wasn’t difficult to

move; actually I was really looking forward.”

Student F: “The first reason is because the education is

free, I wanted to improve my English, I liked my first

experience in USA, that why I study abroad this year. Also to

see others cultures. But the main reason is because it’s

free.”

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Student G: “New experience, learn something about different

culture, also to improve my English. It was really easy to

apply for Sweden”

Student C: “We can get two degrees, we can take every course

that we want, and also because of the scholarship, we can

have different education system like in Europe, also for the

project in PTC. I came here to improve my English”.

Analyzing data together, the main reasons to go studying abroad are to

improve knowledge of language (English here), of culture e.g. meet

people; discovering new country; then it appears that this is the entry

and formation characteristic that influence their choice e.g. free

scholarship; facilities to come; diversity of formation;

The interest in this part is that it is all about the discovery

e.g. with the first answer when they said that they were looking

forward the social democracy. It is directly link with the next part

about their feelings. (Image)

Education part

Then, after trying to understand the reason to study abroad, we ask

them why they chose Sweden especially Trollhättan which imply the

reputation of the University, what do they think about with a scale

from one to five (worst and better); and also regards courses which

implies the image and finally what do they thinks about the system.

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Student T1&T2: “T1: I give the note 2 for the university”. “T2: for me it is a 3.”

“Trollhattan was the only city we can go in Sweden, and was our first choice. We

already knew how people will be, cold and individual. We also knew how the

system will looks like e.g. one courses by time. Courses system is better than our

home university because we can focus on only one subject at time.” But one

prefers their system the other one prefer the one in Sweden. “The best part is the

building, classes because it is very bad in turkey. The worst part is teachers

because their English is not so good, and they don’t care too much about

international students, and about what they are teaching. We both choose

macroeconomics and microeconomics for now. And for both there are no group

discussion, no seminar just like at home university. We also don’t have homework.

We think that the relation with teacher is not so far, they care but only at the end

of the courses. For us, it is not a real interest.”

Note: 2 and 3

For both of them, Sweden was the first choice but they didn’t choose

Trollhättan, it was their only opportunity to come here. They had only

little information before coming e.g. mentality, system. Concerning the

system, it is interesting because they made a comparison, it is better

here than at home because they can focus one subject at time but one

prefer here the other one prefer at home. The reason is that they have

all information in classes. Concerning the content it is quite the same

so they don’t meet difficulties to adapt. For their mind the relation

student/teacher is not so bad but there is a real lack of interest even

if teachers are here for any help.

Student CR: “In Czech everybody said that Sweden is the best example of state,

know how to do the public services, and as I study political science it is good to see

by myself. It was my first choice, and Trollhättan was the only opportunity so I

didn’t care about coming here but about Sweden. I heard only good things, almost

23

everyone go to school and they are very good but I didn’t know so much. I don’t

think that the system is so good. Finally you have to study by your own, nobody

cares about how you are managing your study, because they just give you some

lecture to read and then want to hear about what you think and they not teach

you anything. For me courses in my home are much harder. I am not satisfied and

expected much more. The university is really much more modern and all people

are ready to help you, in your side e.g. the international office. I heard it is not one

of the best so maybe I should not expect such more but I did. But the worst thing is

really teacher. I give the note of 2 but 3 counting the people personality. I took

Swedish for beginners and power gender and other inequalities. The first one was

the worst language courses I ever had because the teacher doesn’t work with

student; they just tell you what to do in book but not interact with you as person.

English of the teacher is not good as I expected. The second one, I made a mistake

to take this one. Because in my study, we study power so much but in this one is

almost social care that is not the most important. So it is not exactly what I study.

Almost everything was seminar, they tell us what to read and then give us question

in courses that we had to answer. Always discussion is really good but has to be

productive and it was not and results were not useful. There is not so much

relation with teachers, actually we can’t talk with teacher. But we can contact them

easily if we want. The good thing is that if you study on your home, is good

because you have time. But the bad things is that you want to go to school to get

information not bring it at home.

Note: 2

Sweden was the first choice. The student CR heard many good things

about the country that is considered as a model at home country

concerning the political aspect and as it is in relation to the main

study, the student CR decided to come here. But she feels disappointed

about the system and the difference of the reputation. In the mind, it

is too se too self-governing and teaching is not so high compare at

24

home university. The student also thinks that discussions that miss at

home university is a good concept in general but here it is not

productive. The student also thinks that there is no real presence of

teacher for any help.

Student A: “Sweden wasn’t my first choice, I wanted to apply to Malta, then didn’t

answer and then it was too late so I chose Sweden because it was better than

nothing. I had the opportunity to go to other cities but I didn’t care so just pick one

of them, the one nearest the south. I made some research but wasn’t prepared. I

only knew that it is a little bit different than at my home university more, that they

are more self-independent. Normally, should be a good university but for

international students it is not so good, teacher are not that competent. No one

explains you first what to do, I am use to get explain what to do. Here you have to

do more independent but I am not used to it, to the system. I have some difficult to

adapt. They don’t care that much. The University is really beautiful, design and

other students (Erasmus). Courses are the worst thing. Student union because get

discount with the cards almost everywhere. Organization is good, they care more

than university. About the communication, I don’t have the feelings that they do a

lot. I don’t follow them on Facebook, maybe I like the page. Only one course a

week and that really long, I would prefer shorter and split. Have to read a whole

book like in marketing communication and only know like one week before.

Swedish for beginners, they don’t really know what to do, just put a Swedish

person that doesn’t speak so much English. Presentation PP everything is okay but

kind of boring. I wasn’t boring at home university. Normally I do exercise in school

and not everything at home it is more interacting in the lesson and not separated

like here have the theory at university and do the rest at home; It is more

productive at home university. Relation is quite good, teacher are nice, can talk to

them if you need them. Kind of the same but here we don’t have so much time.

More lessons in the university, unmotivated student don’t works. I would like fewer

projects as assignments.

25

Note: 3

Sweden wasn’t the first choice but student A chose it because it was

the last opportunity to go abroad; the city choice’s wasn’t such

important. And there was no knowledge of here before coming. It is

interesting because the student think that University could be could

for people who live here but not for students overseas. It would be

rather more classes by weak and shorter. The student met some

difficulty to adapt because use to have information of what to do in

advance and thinks that it is more boring than at home university. It’s

rather study and learn in classes.

.

Student F: “the reason was because it’s free. My first university in France had a

partnership with this university, that’s why I know it. The teachers are not really

good, if I compare with the others university that I’ve been. The building is good,

the facilities are nice. The library is fine also, and most of the time is quiet. The

university is located downtown which is pretty convenient. About the education

level, it’s really low, my written exam happened at the second semester. There is a

big difference with written assignment, and written exam. The level of courses is

ok, but the rest of the students are bad. I was shocked about how are the exams, I

mean we don’t have to answer to the question, but we have to tell everything

about what we know. Also the written exam keep a good level compared to written

assignment. Best: it’s the environment university, about the facilities and where it

is located. Worst: There are not enough teachers, so then we have our result too

late, when we send an email, we don’t have any answer. I love Per Asmo. I’ll give a

3. I didn’t choose my course; it was included in my program. The staff of the library

is always available, which is good. But the teacher is too busy. The system of

evaluation is good; the method of evaluation is effective. The program is mixed,

with assignment, exam, presentation, and seminar. In my sense this is a good

thing

26

Note: 3

Sweden was the first choice because it is free and knew the University

of Trollhättan thanks the previous University. He thinks that the

system is goof and effective but education level really low. He didn’t

choose the classes, only the master. It is good that system mix with

assignment, exam, presentation and seminar.

Student G: “I came because I was interested for the program; they did a good job

for hosting, organizing and helping people. Just came here for the program. It’s a

good program, interesting lecture, good teachers. Trollhattan was a partner of my

first university (Dortmund) and my friend recommend it to me. Best: Coffee is really

cheap; you can have close contact with your teacher and your supervisor. Worst:

some teachers have bad English. The communication is clear, and quick. Also the

service is good; the student center is efficient, because you can have a fast answer

of what you are looking for. I’ll give 4. I didn’t choose any subject, just because I‘ve

taken a program. The content is also okay, the level of the education is not really

hard, but for example the group discussion is great.“

Note 4

Sweden is his first choice and he came for the reputation of the

program and knew the University thanks its previous University that was

partner. He also has been influenced by his friends. He didn’t choose,

just the program but discussion is great. He thinks that student can

have a close contact with teacher.

Student C: “Nice facilities, totally different of china. The teachers are serious,

responsibilities, they help students. The communication is perfect because of

DISCO, it is more convenient. Best: my coordinator help me the first time to choose

my subjects, also, I failed a subject, but my teacher found a solution in aim that I

27

can be graduated, and teacher switch in English because I can’t speak Swedish.

Bad: when I failed, I try to discuss to the teacher about my fail, and to check again

my work, but he didn’t want. I’ll give a 4. I took those classes: Automation

technology, quality management, CAD, CAE, numerical analysis, Swedish for

beginners. My courses are good, except quality management. The university

support is good, if I have any problem, people will help me. If I have a problem in

a course I can ask to the teacher, it will be no problem, and we can communicate

by email easily. Sweden is better, because in china after high school, we have a big

exam to go to university, during one year; I studied between 5am and 2pm every

day. It’s pretty unequal. And the system to go in university in china is unequal,

because we have to pay.

Note: 4

It is interesting because the student come from China that is a

completely different culture than European. It is one of the reasons he

came here. It said that it is totally different than home country but

better because have to pay in China and have to work too much for exam

at the end of the year. Teachers are present for him and courses are

good.

Concerning the question about the best and the worst thing, all of the

answers were quite the same.

The modernity of the building is often the best aspect mentioned. The

student A also mentioned the student Union and student F about the

library and localization. But the worst is mostly about teachers that

don’t speak English well and the lake of real interest. It is also

about the content of the classes. Most of them would like to learn more

in classes from teacher and not by themselves at home.

28

This part is interesting because we have a better understanding

of what are their feelings about the University and all of them made a

comparison with their home University. This part deals with the image

and reputation of the University.

Environment part

Then, we will analyze the question of environment for

international student. This part is as important as the parts above.

Indeed, even if the education is good, students need also a good

environment in aims to enjoy their sojourn. So we asked them what their

feelings about the environment are. It’s a very open question, so the

answers that we have are the most relevant as possible.

Student T1&T2: For us, the town is too small compare to Istanbul that is three

times bigger. The good aspect is that it is really cleans. Erasmus environment is so

good because everyone is in the same building and it helps to create friendships.

Also the accommodation is so good because we have our proper apartment. The

school environment is bad because Swedish people are too cold. The social

activities is not enough here, there is no SHV activities. What we like the most is the

Erasmus society. Everyone here come from so different countries, we like the

culture exchange. What we dislike the most is Swedish people that are too cold.

We don’t meet or speak with one of them. We were expected that but not so much,

but it’s not a big problem even if It would be good to know some information

about Swedish culture. About our international group, we like the Erasmus

community, there is people that we don’t like, but we enjoy being with our little

group, like a family, but Erasmus feeling is one of the main reason of Erasmus,

and it’s more important maybe because we are in a small city.

29

They gave a 4. Turkish persons think Trollhättan is too short, and

there is a lack of activities in the city and also from SHV.

Nevertheless, the fact of being in Erasmus is a fact that they like. In

fact they have a group of international friends and they consider them

like their “family”. Also, they don’t like Swedish people.

Student CR: I think I like Trollhättan because much smaller than I am used to. I

can ride my bike, school is closed everything I closed. I like the proximity with the

nature. I also enjoy the community of Erasmus in Lantmannavägen. We help each

other. Swedish are nice and really know how to help you but they have no sense of

humor and they don’t like having fun. I know enough of them to say this but as

much as I would like.

She gave a 4. She likes that the city is not too big, because it’s more

convenient. She likes the also the Erasmus environment, but not too

much the Swedish and the cost of life of Sweden.

Student A: It’s awesome except Sweden is quite expensive. Otherwise it’s really fun

and the city beautiful but it’s kind of boring after a while. Worst: nothing will

happen, the weather not so good; Like: people here in Trollhättan are very nice,

they all speak English, accommodation sometimes don’t care but good.

He gave a 3. His first impression is it’s expensive. But he likes the

cities even if he thinks it’s boring. But he likes the people in

Trollhättan and the fact that they can speak English.

Student F: Sweden is a pretty good country, tiny town, but a lot of activities (gym,

karting, bar, mall, restaurant, nightclub, bowling...). Swedish are cold, but nice.

30

The city is very clean, the weather I really bad. But the cost of life is too expensive,

the accommodation is good, but I’d prefer to mix with Swedish. International

students, it’s good, even if there is a big gap with Asian students and the rest. Like:

Sweden, city, I live closed to everything, the common transportation is well

organized. Dislike: the weather, cost of life, the fact of depending of EIDAR because

of the deposit back

He gave a 4. He likes the country, the city, but he complains about the

cost of life and the fact that Swedish are cold, and don’t mix with

international student. Also he is scared about his non-deposit back.

Student C: I feel good, but the winter there was no sun. But it’s boring, every shop

were close. It’s too expensive. The night is too long during the winter. But the

environment is pretty good (trees, flowers…). I like people here, if there is problem,

they will give you advices… I don’t find activities that I have in china (karaoke…). In

china we don’t party like in Europe, but we go to the restaurant, watching moves

together, karaoke. Like: the experience, you can talking with people who came

from all over the world, you can test foods. Dislike: the shops close too early, like

bars, and it’s too boring here. I’ll give a 3

He gave a 3. He doesn’t like the fact that there is no sun the winter,

and also the fact that shops close very early. He complains also about

the cost of life. He also likes Erasmus people.

Student G: The town is pretty nice, the student community is also fun, and there

are also activities for student like student pub. But the cost of life is too hard, but

it’s good to go to the gym, the public transportation is nice because is convenience.

Generally, the accommodation is ok. But I would like to have a better

accommodation and I‘d like a higher level of education. Like: You can have

discount for student even if the cost of living is high. Dislike: the high cost of living

31

especially the alcohol. Trollhättan is not so much to do. I like the atmosphere and

the Erasmus group because of different culture.

He gave a 4. He likes the town and its activities, and being in

Erasmus. But he says, like the others, that the cost of life is too

much high, especially for alcohol, but he claims he can have some

discount.

Every people are talking about the city. Everyone say is a small

city. It’s interesting to see that for someone the size of city is a

problem, but for the other people, it’s an advantage. Also someone is

saying that Trollhättan is boring, and someone is saying there are a

lot of activities. We can note that the Chinese and the Turkish are

complaining about Trollhättan because they live in very big town

(Shanghai and Istanbul). Still about the city, two people say it’s

really clean.

About the accommodation, people are talking about it (4/6).

Globally, they are satisfied of it, but one of them is complaining

about Eidar, especially because he is scary to have his deposit back.

Also nobody is complaining about Lantmannavagen.

Also, three persons are talking about the Erasmus life, these

people really like it, because for them, it’s the occasion to discover

new culture, make great friends, and they like also the feeling of

Erasmus community in Lantmannavagen. But also, it is interesting to see

that three others persons are not talking about the Erasmus aspect in

the environment part.

We have to note also that people doesn’t like the weather of

Trollhättan and its cost of life.

32

The next question is how they consider their integration in

Trollhättan. It’s a question more based on their integration with

Swedish people. It’s interesting to know it, in aims to compare with

our framework, especially the article 4.

Student T1&T2: We don’t feeling integrated here, maybe because we come from

turkey, people are so individualistic, we could live here, people seems to be

unhappy. If we had to live here it would be too hard to be integrated. Moreover we

don’t like Swedish people mentality.

Student CR: I don’t feel like part of the community, of the Erasmus students yes but

not in Trollhättan. Sometimes, when I want to meet some of them, they say yes but

at moment to realize they have to speak English, they just run away.

Student A: I integrate myself pretty good. Everyone likes me. Swedish people stay

together but I met some of them pretty cool.

Student F: I arrived late, but at the end it was okay, I used the French network that

helped me. The relationship with Swedish people doesn’t exist. It’s not a problem,

but it’s a pity…

Student C: I know Swedish people, I met them in classes, and they help me to

translate it because it was in Swedish. Also with my Swedish friend, I will realize my

final project. At the beginning they are shy, but when you are talking, they are

really great.

Student G: I’m not feeling integrated with local, just with international people. It

could be a thing to improve. It would be nice to have local contact, but it’s not a

problem.

33

Here, we suggest students to give their opinions to improve this

situation

Student T1&T2: For one; If I have Swedish friend it would be so much better, and

will help a lot. For the other one: If my family and my friend would be here, I would

stay.

Student CR: Language, if I know Swedish, would be easy to speak with them but it

is not possible in three months.

Student A: do more things not only with international party, would mix, making

trips to the city, how it works, offer from the university

Student F: to improve the integration of Erasmus: nothing. But they should create

mix events with Swedish and Erasmus.

Student C: I‘ll change my mind to be more sociable, because at the beginning I

was afraid…, I want more event. More free

Student G: They should organized more events with more Swedish, to have a

share.

When we asked about their integration in Trollhättan (question

more based on integration with the local), 4 people are complaining

about the fact that it’s really hard to have a friendship with Swedish.

They said, Swedish are cold and not unfriendly. One of them say

“individualistic”, “unhappy” and he said it’s a shocked for him because

he is from Turkey and he lives in a Mediterranean culture area.

Moreover we can note that everyone want to develop some Swedish

friendship. We can notice that it’s a Chinese who have the strongest

34

ties with Swedish people. Also, in the question about any suggestion to

improve it, most of them suggest to make event, not only with

international people, but with Swedish also.

Future plan part

We asked just simply what their future plans are, in aims to have an

idea.

Student T1&T2: We will go back to turkey for next year and for last year of

Bachelor we would like to go abroad in Australia or United Kingdom or United

States.

Student CR: I will do my last year of Bachelor at home, do my master and find a

good work.

Student A: Finish bachelor at home university, maybe looking for a job and then

maybe master. Running out to support because have only until 24 so have to work

because parents can’t support my studies. Master in Austria, but want to do

something international. Definitely want to go abroad again?

Student F: I’d like to realize a VIE, go to Alstom, LVMH, a good corporate culture.

Student C: I want to stay in Trollhättan if I have the scholarship, or maybe go to

another university or find a job here, because if I don’t have it, I’m not allowed by

the government to stay here. I don’t want to go back to work in china, but if I have

no choice I will go back. I want to stay here for study.

Student G: I’ll start to work, when I will be graduated from here. I hope I’ll be

graduated.

35

But it is interesting to know if they consider Trollhättan as a future

plan for their studies.

Student T1&T2: We don’t think about Trollhättan but maybe Goteborg or

Stockholm, Trollhättan is too small, and doesn’t have international reputation.

Student CR: I know the city deeply and I think it is enough. I can imagine leave in

Sweden but in another place.

Student A: No way, not a place for me to stay longer one semester is nice because

of the student life but not for settle here.

Student F: If I realized a bachelor here, I ‘d stay in Trollhättan. But realize a

master here’d be a great option, as well because I’m doing it.

Student C: look above

Student G: But If I was a in a bachelor, I could consider master like an option here,

because the program is good, and the life here is good.

Most of them don’t want to stay here. We have to note that for the free

movers, the question is different, and we can consider by their answer

that they will consider Trollhättan as an option. Also the Chinese

wants to stay here.

At the end, we asked them what they want to change in order to stay

here.

Student T1&T2: Maybe increase reputation, becoming really famous other not.

36

Student CR: I will stay if there were cheaper, bigger and if my family was here.

Student A: The whole infrastructure, nothing I will no stay.

Every Bachelor people want to realize their studies in their home

university. Also when we asked to these people if Trollhättan could be

an option, they don’t want to stay here, “one semester is enough for

living in this town” is main reason; they want a cheaper cost of life

and more things to do because of the city. Also, our two free mover,

who decided to came here by their self didn’t regret there choice,

because they think that their master program is a good program,

especially a master program in one year. We have to notice that the

Chinese would like to stay here, but it depends if he is allowed or

not, because otherwise, fees for him would be too huge.

At the end, we asked a last thing to them: “what would be your perfect

university?” the purpose is to ask an utopic question but we are

looking for also an utopic answer. The global purpose is to help the

university to improve these points.

Student T1&T2: Like Harvard, social life in campus, historical reputation,

opportunity of being hire and get a good job, so close to business society.

Student CR: The building of University West but with teacher much more helpful

and much more knowledge or at least much more way to teach.

Student F: It would be a free Stanford: weather good, near the Silicon Valley, with

the corporate world, the campus is awesome, good quality of education.

Student C: You can get knowledge, easy to pass; you can get money to study

37

Student G: I wish more international people, with a lot of international, an

interesting program with a good teacher. Also I want more events, more trips, a

good pub.

They have, as model, American university, with a good reputation, a

really nice social life because of the campus, a lot of international

people, a good quality of education and a university which also belong

to the corporate world.

38

Discussion

In the previous step of the study, analysis of the student

interviews helped us to identify a clustering around themes including

their knowledge’s foundation (based on their experience and reputation

hold before coming) , the image they have about University and their

stay here (based on their experience and feelings) as well as their

future plan to help discovering some links that could be useful for the

University West of Trollhättan.

Our research’ result has some directly link with the thinking of

Kazoleas et al. that operationalized image from a variety of

perspectives including personal (e.g., socioeconomic background),

environmental (relative quality, location, financial reasons, entry

requirements) and organizational factors (buildings, landscaping,

sports facilities, campus size, academic programs, libraries, and

technical facilities). They found that each opinion, each attribute,

and each piece of knowledge about the institution could be used to

construct a separate image of the university, for example, relating to

academic programs, quality of education, environmental factors, and

sports programs. All of these aspects are present and influenced the

answer of every respondent.

Starting with the reputation of the University West of

Trollhättan, our results join the idea of the articles 1 which said

that students based them applies’ motivations on it. It appears that

except Student A, all the others one came in Sweden because they heard

many good thinks about how systems works here and twice it was also

39

thanks their previous University. Thus reputation should be considered

to improve the rank at international level.

Besides, as said in the literature, reputation can both influence

and be a consequence of the image which means what students thinks

about the University from their feelings and experience. Following the

idea in articles 2 it can affect their desire of belonging to the

University and can affect their attachment and behaviour. From the data

collected from the interview, it appears that for the fourth first

students, they don’t have a good image of the University especially

student CR that has been disappointed considering what she was expected

the note are around 2 and three. The two others give the note of 4 so

it means that they are pretty much satisfied of the University.

Nevertheless, they are the one who gave us the less information about

what they of courses, of the system and about the teaching practice.

Maybe they didn’t took it in account and make us thinks that those

aspects can definitely determine the image that student hold about the

University. What is interesting to understand now is what we can find

in the answer concerning each aspect of the Academic practice.

As Horwitz said, for him one of the most principal components is

the language that permits the interaction and the participation between

people. Actually, it might explain the thinking of those students that

all count the fact that teachers don’t speak so well English among the

worst aspect of the University. Maybe it would be better if students

could understand Swedish or if teacher would practice more their

English.

Concerning the thinking of Cummins and Man, the most important in

practice is the teacher. Indeed, they have for role to give the

40

opportunity to assimilate the practice in the hosted University. As

consider that almost all the students are complaining about the quality

of the teaching except the two last one, it could explains why they

didn’t give good notation. Besides, they all complain about the system

that requires of them too much self-independent work, that all the

information they want to learn come from their own studies and not from

the teacher in classes. This join the idea of Margaret who said that

teachers have for aim to help students practicing new and unfamiliar

academic studies in a new environment by giving them the rules of

academic discourses. If teacher would do this, maybe students would

adapt easier to this way of thinking and working. As Barton & Hamilton

said, it is important for student to give a sense to the new practice

in order to acquire knowledge and learn from it. Otherwise, they will

not be able to adapt. This is mostly here that all academies should

interact. But the fact is that here in the University of Trollhättan,

Students feels like teacher don’t care about them and as one notices,

this University must be good for local students but not for them.

Finally, the one of the aspects of Academic practice that cans

impact the most feelings of Students is the influence of home

university (Article 2). Indeed, all the students mentioned for each

question a comparison of the academic practice of their home or at

least previous university. Those perceptions can be considered as a

lever or as a downside. But here, even when the system is worst at

their home university, they still don’t have a good idea of the

university except again for the student C and G.

According to the article 3, we discovered, by the National

Student Survey that students don’t have the same needs and the same

requirements if there are in their first year, or their third year.

41

Which is interesting to do is to compare this survey, with the

interview. We can see that students complain about the quality of

education and especially of the quality of teachers. Thus, there is a

similarity between the survey and the interview because students

interviewed are all at least in their second year, and they pay

attention about the education. This article was really interesting in

aim to segment the requirements of students. It could be useful for

University West, not only for international student, but also for the

rest, to use this survey in aims to fit the will of students.

There is also a very striking thing. In the interview, people

were complaining about the non-existence of a friendly relationship

with the local people. Moreover, they want to develop a friendship with

local people. As well, in the article 4, it says that, to enhance the

integration of international student, we have to well integrate

international students with the host community. Indeed, it helps to

international student to “bring sense, and meaning about their

sojourn”. That’s why, for the wellness of international student,

University West should focus on this issue and tries to find a

solution. According to the suggestions of the interviewed, the

University should organize more events which concern local and

international student in aims to meet more easily local people. As

well, if international students feel more integrated, these, when they

will come back, would advise more easily the future international

students to come in university west. Indeed, according to the

University of Newcastle program, there were more students from the

Middle East who arrived in Newcastle than before.

Then, some people want to go back to their home university to

study and to finish their bachelor program. They don’t want to go back

42

here, because they think that Trollhättan is enough for a semester, and

because it’s expensive. But in our interview, two free movers came here

by themselves, especially because of the master program in

international business and because it’s free for European. So, maybe

the students who don’t want to stay no nothing about the possible

master program in University West. The university should, as well,

emphasize their communication on the post-Erasmus for international

student. A capacity to attract and keep international student belong to

the image of the university. That why it’s important to do not neglect

it.

Also, to interpret the question about inventing a dream

university, we have to understand that this question have been made in

aim to enhance university west and to tend to the standard of best

universities. If we have to listen the student, the best universities

are American, because of the campus that offer to the student a social

experience; a good education, good reputation and a good partnership

with the business world offer to the student a very good future.

43

Conclusion

All the aspect of the academic practice mentioned during the studies

are important considering that students rather than choose their

university with the criteria of prestigious famous for its high quality

teaching and high customer satisfaction. University need that student

are satisfied in order to benefit of the word of mouth that affect

their image and reputation.

The study reveals that the Swedish University has many potential for

students overseas. But considering most of respondents are not

satisfied, maybe the University of Trollhättan should change and adapt

its offer to the need of International students. After thinking about

the main problem and as we are ourselves student from a partner

University, we thought about some solution that could help the

University from this point of view.

Thus, according to the results about the integration, University

West should enhance a more efficient mix between international students

and local people, in aim to improve the wellness of them. A study

showed that be integrated is very important for international student.

The interview showed also the same results.

44

References

Article 1: Academic practice as explanatory framework:

reconceptualising international student academic engagement and

university teaching, written by Margaret Kettle

Article 2: Student Evaluation of University Image Attractiveness and

its impact on student attachment to international Branch Campuses,

written by Stephen Wilkins and Jeroen Huisman extract from Journal of

Studies in International Education.

Article 3: Quality in Higher Education written by Elena Zaitseva, Clare

Milsom and Martyn Stewart.

Article 4: Community Connections: a programme to enhance domestic and international

students' educational experience written by Ruth Gresham and Veronica Clayton

extract from the Journal of Higher Education Policy and Management.

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Index: Interview questionnaire

Part I: Information about student

1) Where do you come from? Which language do you speak? (LV1, LV2?)

2) What is you main study?

3) In which kind of establishment are you in your home country? (private/public) Can you tell more about your home university?

4) What is the level of your study?

Part II: Expectation about going abroad and in the University of Trollhättan

5) Factors/ Reason to go study abroad

6) Reason to come here and feelings about the University? On a scale from 1 (dislike the most) to 5 (like the most)?

7) Can you tell me about classes that you choose?

8) What are you thinking about the scholar system?

Part III: The student and the environment

9) Feelings about your stay here?

10) Can you tell me about your integration in Trollhättan

11) What will you keep and change in aims to feel more integrated. More expectation?

Part IV: The future plans

46

12) What is your future plan?

13) Could you consider Trollhättan as an option? Why?

14) If no, what would you change here, in order to stay?

15) If you should invent your “perfect” University what would it be?

47