MOTIVATION FOR INDONESIAN STUDENTS TO JOIN INTERNATIONAL STUDENT MOBILITY

AcademCraft, Volume 1, 2024

by

Aziz Aulia Luqman, Kirana Nilla Chandra, Faculty of Administrative Science, Universitas Brawijaya, Indonesia

Felicia Stefania Arshanty, IISMA Awardee, Universitas Gadjah Mada, Indonesia

This study is to determine the motivation of Indonesian students to participate in International Student Mobility. The motivation of students is viewed from the need for achievement, the need for affiliation and the need for power. The research was conducted on UB and UGM students as a representation of Indonesian students who are interested in participating in International Student Mobility. The research method was carried out with a descriptive qualitative approach with data analysis using the method of 1) data collection 2) data condensation 3) data presentation 4) conclusion drawing. Data collection techniques are done through observation, interviews, and documentation studies. The results of the study state that the motivation of Indonesian students to follow International Student Mobility is to improve achievement, get a better education, face new challenges, gain relationships and have the opportunity to get a job abroad.

The process of globalization takes place in the dimensions of space and time in all areas of life such as the fields of ideology, politics, economics, and education. The main supporting factor in the globalization process is the rapid development of information technology. Today, various forms and interests of rapidly developing information technology are widespread throughout the world. Therefore, globalization cannot be avoided, especially in the field of education (Salim, 2014).

Higher education plays an important role in determining the quality of human resources of its students. The advancement of science and technology accompanied by the increasingly rapid globalization of the world has its own impact on the world of education. The globalization of education is carried out to answer the market needs for a quality workforce that is getting tighter. With the globalization of education, it is expected that the Indonesian workforce can compete in the world market. The globalization of education can be formulated as the practice of providing education, teaching and training that does not recognize the geographical boundaries of the country (Wayong, 2017).

In line with globalization, internationalization can be seen as a process of increasing international relations, where countries have intense and interdependent relationships with each other in meeting their respective needs. In the higher education sector, it can be said that universities are the fruit of the internationalization of science, arts, and culture. (Wayong, 2017). The spirit of internationalism has also been stated in the Preamble of the 1945 Constitution which reads "...participate in implementing world order based on independence, lasting peace, and social justice...".

According to Fuadi (2016) Higher education internationalization is a process that involves internationalization of curriculum, administration and management, research and collaboration as well as student and lecturer exchanges. Universities must be able to send their students to take part in education programs abroad so that international improvement can be realized. Based on data from the OECD, it shows that there is an increase in student mobility around the world.

Factors driving student mobility include an increase in globalization in higher education, the interest of high school graduates to continue their studies in foreign universities, special policies that support student mobility and internationalization in the workforce needs of students who have special skills. On the other hand, the lack of jobs in students' home countries has also increased the interest in studying abroad as a way to gain a competitive advantage (OECD, 2022).

UNESCO (United Nations Educational, Scientific and Cultural Organization) as an organization in the field of education, science and culture that aims to contribute to world peace by means of cooperation between countries. Cooperation is carried out through the exchange of students, lecturers, professionals and so on in the form of government and university scopes. In line with globalization, today a person can access education anywhere according to their wishes either through cooperation from UNESCO, their own costs or through scholarships for those who excel. (Assegaf, 2019).

In building international cooperation with universities abroad, there are three things that concern the university. Namely:

• Mobility (inbound and outbound);
• International publication;
• Joint research.

Mobility needs to be developed into Mobility of People (student mobility and staff mobility), Mobility of Programs (Licensing/ franchising and Articulations) and Mobility of Institutions (branch campuses). These elements are important for universities in improving academic quality and promoting international reputation. If this is not done, it is certain that in the next 25 years universities will continue to lag far behind and only produce graduates who lack skills and are difficult to accept in the international job market (Mali, 2020).

In research Yue & Lu (2022) explained that the determinants of students participating in International Student Mobility (ISM) can be seen from the push-pull theory. The study results state that the push factors for students to participate in ISM are student motivation to compete in higher education, the lack of quality domestic educational institutions, the availability of special courses that students want to study, and student admission policies in their home countries. Meanwhile, there are pull factors including reputable academic institutions and degrees, strengthening employability after graduation, employment opportunities in the destination country, and the availability of scholarships or other financial assistance.

In line with this, (Yue & Lu, 2022) (Yue & Lu, 2022) consider the personal factors of students participating in ISM including career development, intercultural awareness development, family influence, communication access to the destination country, living costs and escape from the daily life that has been lived. These are included in the motivation for students to join ISM.

In order to support the internationalization of education in Indonesia, the Ministry of Education, Culture Research and Technology through the Directorate of Learning and Student Affairs organizes the International Learning program as an effort to improve international learning, competency development, and student insights obtained through cooperation between domestic and foreign higher education institutions.

The International Learning Program in the form of academic credit transfer is part of the MBKM policy to facilitate students in an effort to strengthen and increase competence through learning in foreign universities. Cooperation with universities abroad is important to prepare students with global competencies and also as an effort to anticipate the tight global competition in various aspects.

In addition, there is the “Indonesian International Students Mobility Award (IISMA)” program which opens opportunities for students to be able to take courses or activities outside their study program at overseas universities. With this program, students are facilitated to achieve learning outcomes according to their interests and talents so that after graduating from the undergraduate program they can compete in employment not only at the national level, but also more broadly at the global level. IISMA aims to develop and prepare Indonesian students to become human resources that are resilient and relevant to the development and progress of the times, and able to face global challenges in the future. In addition, this program is also a step of diplomacy through cross-cultural education, and opens the door for students to develop an international professional network that can be useful in their future careers (Ministry of Education, 2023).

Based on the description that has been presented, the researcher is interested in conducting research on the factors that influence International Student Mobility in Indonesia from the perspective of Indonesian students. The results of this study are expected to be practical input for the government and universities that want more students to participate in similar programs.

Research conducted (Javed et al., 2019) about the perception of international student mobility, a study conducted on Pakistani students resulted in findings that the determining factors for students to follow Student Mobility are seen from three aspects, namely social motivation, academic motivation and professional motivation. The results of research on student perceptions of following student mobility are the existence of new cultural experiences, immigration opportunities, better quality of education in foreign countries, university reputation, recognition and professional growth, and opportunities for high salaries at work.

Research by J. Wang (2008) suggests that the first determinant of International Student Mobility is their ability to pay tuition fees at high quality universities in the destination country. Second, there is government support in the form of scholarships. The third factor is globalization and the number of countries involved in the global economy. Fourth, the awareness of the younger generation who are looking for opportunities to study in other countries.

Wang & Wang (2022) conducted a comparison between international student mobility in China and Hungary. This study produced findings that the internationalization of higher education is carried out with a strategy of increasing student mobility. The increase in student mobility that occurred in China and Hungary resulted in the internationalization of higher education. There is government support for student mobility by promoting the internationalization of higher education and making other countries as partners. The development of internationalization of higher education is necessary because it will have an impact on aspects of globalization, economy, culture and politics between countries.

Internationalization is a series of internationalization activities such as academic mobility for students and lecturers, international networks, partnerships and projects, new international academic programs and research initiatives. Internationalization according to Purwanto Subroto in (Universitas Islam Indonesia, 2020) is defined as a form of delivering education to other countries through various forms of delivery, such as branch campuses or franchises with various forms of face-to-face or distance (e-learning). Internationalization as a tool to improve institutional rankings, both on a national and global scale.

Internationalization in the education sector can be interpreted as the process of reaching the international stage while the internationalization of higher education can be interpreted as the purpose, function and delivery of education in higher education in accordance with international components. This is one way to deal with global human needs. Higher education has a role in the growth of new knowledge that is disseminated through education and training, information and communication technology through research conducted (Stier, 2004). (Stier, 2004)

Article 50 of Law No.12/2012 on higher education states that international cooperation in higher education is a process of interaction in integrating the international dimension in academic activities to play a role in international relations without losing Indonesian values. Cooperation must be balanced between the two parties and aimed at increasing the effectiveness, efficiency, productivity, creativity, quality and relevance of the tri dhama of higher education which leads to an increase in the nation's competitiveness (Permendikbud No.14 of 2014).

Permendikbud 03 of 2020 concerning National Higher Education Standards and Decree of the Minister of Education and Culture of the Republic of Indonesia Number 3/M/2021 concerning Main Performance Indicators for State Universities (IKU-PTN). Each institution is expected to carry out a transformation of higher education that is in line and harmonious with the 8 (eight) KPIs:

• Students get a decent job after graduation;
• Students gain experience outside of university;
• Lecturers with activities outside the university;
• The existence of teaching practitioners in higher education;
• Application of lecturer research by the community;
• Improved quality of curriculum and learning with world-class study program partnerships;
• Collaborative and participatory classroom learning;
• International accreditation of study programs.

Student mobility refers to students who enroll in academic institutions by crossing national borders for part or all of their education. UNESCO defines international student mobility as individuals who physically cross the international border between two countries for the purpose of participating in educational activities in the destination country, where the student's destination country is different from his or her country of origin (Migration Data Portal, 2023).

The concept of international student mobility (ISM) includes international students at their own expense, joining community and exchange programs with scholarships. International student mobility is referred to as an important aspect of the internationalization of higher education and these students can also be referred to as the "soul" of diplomacy so that public diplomacy can occur. (Snow, 2021).

At Migration Data Portal (2023) it is explained that international student mobility has two general definitions of international students, among others:

1. Foreign Student. Foreign students refer to non-citizens enrolled in higher education. Usually, such students have a visa to stay and settle in their destination country.
2. Credit-Mobile Student. Credit-mobile student refers to a "study abroad" or exchange student. The student remains enrolled in his or her home country's college and takes some credits at another country's institution or college.

Sussex Center (2004) in its report defines ISM as any form of international mobility that occurs within higher education. The period of study may be short or of full duration. The UK Higher Education Statistics Agency (HESA) suggests three classifications of ISM namely:

• Mobility for an entire program of study;
• Mobility for part of a program (credit mobility);
• Other voluntary moves were undertaken for a range of personal reasons.

Such mobility can be inward or outward, and can be reciprocal (student exchange) or one-way.

Motivation comes from motive which means encouragement or in English "to move". Motive is defined as the power contained in an individual that encourages to do (driving force). Motives do not stand alone, but are interrelated with other factors, both external factors, and internal factors. The things that influence motives are called motivation. Michel J. Jucius in Prihartanta (2015) mentions motivation as an activity to provide support to someone or yourself in making decisions. Motivation can be called a psychological symptom where a person has the urge to take an action with a specific purpose and then he feels satisfied with it.

Gibson (1996) (in Anas & Aryani, 2014) states that motivation theory is broadly divided into two categories:

1. Satisfaction theory, which focuses on factors within the individual that drive, direct, maintain, and stop behavior, and determines the specific needs that motivate a person;
2. Process theory, which focuses on factors from outside the individual by explaining and analyzing how to encourage, direct, maintain and stop a person's behavior.

Vroom's theory (1964) cited by (Prihartanta, 2015) Vroom's theory of cognitive theory of motivation explains why a person will not do what he believes he cannot do. According to Vroom, the high and low motivation of a person can be seen from 3 aspects:

1. Expectation or hope in the success of a task;
2. Instrumentalist is an assessment of the success of a task to obtain an outcome;
3. Valence is the response to the outcome such as positive, neutral or negative feelings. Motivation is high when an individual's effort results in something higher than expectations. Conversely, motivation is low when effort results in something lower than expectations.

Retrieved from Prihartanta (2015) also suggests the theory of achievement motivation according to McClelland (1961) which states that there are three important things that drive human behavior:

1. Need for achievement or the need for success / achievement means that these needs are measured based on the standard of perfection in a person. This need directs human behavior to achieve certain achievements;
2. Need for affiliation or the need for social relationships means directing human behavior to establish a familiar relationship with others;
3. Need for power or the urge to organize is the need to influence or control others. This need sometimes causes people to care less about what others feel.

This research uses descriptive research with qualitative methods expressed in sentence form to describe the facts obtained instead of numbers or numbers. Qualitative research according to Creswell (2014) relies on text and image data, has the uniqueness of data analysis and is described by different designs. In qualitative research, the researcher plays a very important role in producing specific research. Qualitative research is conducted in natural settings or natural conditions. The point is that the condition of social reality is seen as something intact, complex, dynamic full of meaning and interactive relationships. The research object is natural and not manipulated by the researcher so that it develops as it is (Sugiyono, 2015).

Researchers set the boundaries of the problem containing the subject matter called the focus of the research. Sugiyono (2015) explained that in qualitative research, problem boundaries are set which contain general issues. The focus of the research is determined so that the research is more focused. In this study, it focuses on the perspective of Indonesian students on the International Student Mobility Program in accordance with the theory of motivation.

The research was conducted on students of Brawijaya University (UB) and Gajah Mada University (UGM) who participated in Student Mobility during their studies. The researcher chose UB because the university is located in the city of Malang which holds the number 1 education city in East Java. Furthermore, UGM is located in Yogyakarta which is also the best education city in Indonesia. UB and UGM are also ranked stable in the ranking of universities according to webometrics. In 2023 UGM is ranked 2nd and UB is ranked 3rd. (Web Ranking of Universities, 2023). Based on data from 2020 Higher Education Statistics, UB is a state university that has the most students in Indonesia. So that these two universities are a representation of Indonesian students.

In qualitative research, the instrument used is the human instrument, namely the researcher himself. Nasution (1988) in Sugiyono (2015) stated that the researcher is the main research instrument because in the process, the research is still unclear and uncertain, so during the research everything still has to be developed by a researcher himself.

Data sources were obtained from in-depth interviews with UB and UGM students who participated in Student Mobility. This research uses purposive sampling so that the sample size is determined by certain considerations and objectives. The determination of the sample in this study was carried out when the researcher began to enter the field and during the research by selecting certain people who were considered to provide the necessary data; then based on the data or information obtained from the previous sample, the researcher determined other samples that were considered to provide more complete data. Sample addition is stopped when the data is saturated (Sugiyono, 2015).

Data analysis techniques in skinative research are carried out during data collection. The data analysis technique in this research is an interactive cycle according to Miles et al. (2014).

Data obtained from documentation, observation, interviews, and recorded in field notes that contain reflective and descriptive. Reflective means notes that consist of comments, opinions, impressions, and interpretations of researchers regarding the findings encountered, and are material for data collection plans for the next stage. Then descriptive notes are natural notes (heard, seen, experienced by the researcher without the researcher's interpretation and opinion of the phenomena experienced.

Data condensation is the process of selecting, focusing, simplifying, summarizing, and transforming the data obtained in such a way that the final results can be drawn and verified. It takes the form of written field notes, interview transcripts, documents and other empirical sources. When data collection is complete, the next stage of data condensation is writing summaries, coding, developing themes, generating categories, and writing analysis notes.

Data presentation can take the form of pictures, words, writing, or tables and graphs. The goal is to combine information so that researchers do not have difficulty mastering information either as a whole or certain parts of the research results. In qualitative research, researchers compile narratives to facilitate mastery of the data or information. This is intended so that researchers draw conclusions wisely and not carelessly.

The conclusions put forward will answer the problem formulation but are still temporary and will develop after research is carried out in the field. In qualitative research, conclusions are expected to be new findings that have not previously existed. Research objects that are supported by credible data can be used as a conclusion. (Sugiyono, 2015).

The data validity test technique is carried out to prove the truth or trustworthiness of the data obtained. Data validity testing can be done through triangulation in order to get truly valid data using a dual method approach. Triangulation can be interpreted as checking data from various sources in various ways and times.

• Source triangulation is done by checking the data obtained through several sustainable sources;
• Triangulation of techniques is done by checking the same source with different techniques but when the data obtained is different, the researcher conducts further discussion on the source under study;
• Time triangulation means that data collection techniques are carried out at different times and situations.

The research results were obtained from data collected through interviews with UB and UGM students who were interested in participating in International Student Mobility during their studies. Motivation arises because of a need which then moves a person to get these needs. The needs that must be met by everyone cause them to try as much as possible to achieve them.

The results obtained from this study are data on the motivation of students to follow International Student Mobility in terms of the need for achievement, the need for affiliation and the need for power. In this study, researchers want to know what are the things that motivate students to take part in International Student Mobility considering that students have to attend lectures abroad with different cultures and environments.

The concept of International Student Mobility can be interpreted as all forms of international mobility that occur in study programs in higher education. Student mobility is students who carry out part of their study period to pursue education abroad.

The results of the study state that the motivation for students to follow Student Mobility is to have a need to get achievement or achievement. the desire to achieve achievement is absolutely owned by everyone. The higher the achievement to be achieved, the harder the effort must be made. Students think they will get a better education when they join International Student Mobility. The motivation for students to study abroad is the hope of improving academic life or pursuing academic growth. Improving the quality of life in the destination country can influence the selection of students to study abroad.

Campus reputation in the destination country is considered as one of the factors that influence the choice of students participating in International Student Mobility. As said by one UGM student, he chose the Netherlands as his destination country because of its good education system and is included in the 10 countries with the best education. One of the UGM students stated that there was a desire to experience the education system in the Netherlands. Similarly, UB students chose Korea as their destination country for International Student Mobility in terms of more advanced technology. The destination country is considered better in several aspects such as in terms of technology and the quality of the education system.

The desire to learn the language and culture of the destination country is also included in the need for achievement. Students who are interested in the culture of a country are then motivated to learn the language and learn the culture. A UB student who was interested in participating in Student Mobility to Thailand stated that one of the reasons for choosing Thailand as his destination country was in terms of his language. The student has an interest in the Thai language because of his hobby, namely watching movies and series from that country.

In line with this, another UB student stated that the desire to study in his destination country, Korea, was to learn more about the culture of the country. Students feel they want to face new challenges, adapt to international cultures and experiences. Feeling familiar and familiarizing themselves with the culture of the destination country are factors that influence International Student Mobility.

Cultural differences can be a big challenge for students and the more familiar they are with the culture of the destination country, the more likely they are to adapt and feel comfortable. Students have a positive impression of the culture of the destination country before they come to get an education in that country.

Further motivation is viewed from the need to obtain good social relationships (need for affiliation). This need is characterized by a person's tendency to want to establish friendships, wanting relationships that involve mutualism. In the context of students' motivation to join the International Student Mobility, this need can be seen from the students' desire to build relationships with the people they meet when they join the International Student Mobility.

Social relationships and international student connections in the destination country are important factors that influence students' decisions to participate in International Student Mobility. UGM students assume that after they participate in International Student Mobility then get to know people who also participate in International Student Mobility in the destination country with various cultures then can build relationships. Likewise, UB students also have the same motivation, namely the desire to make friends with the host country.

The connection between international students in the destination country is an important factor that influences their decision to join the International Student Mobility program. One UGM student admitted that he had joined AIESEC as a step to find information about International Student Mobility. With a community and platform for international students, this connection helps provide information about International Student Mobility especially for those whose primary language is not English. AIESEC is the largest international organization attended by more than 110 countries in the world including Indonesia. UGM students who joined the organization admitted that they had a bond with other AIESEC members. This influenced their decision to join International Student Mobility.

In addition, the desire to get to know educators from abroad is also one of the motivations for students to take part in International Student Mobility. As said by a UGM student, he wants to have a relationship with lecturers on his destination campus abroad. Motivation also arises when students will work on their final project or thesis, students can take relevant topics in the country they choose for International Student Mobility activities and consult lecturers at the chosen university.

The influence of famous people in the destination country is also a motivation for students to participate in International Student Mobility. As said by UB students as fans of Korean dramas and Korean artists. The student admitted that he was motivated to visit the home region of the Korean artist he liked. The culture of the Korean country that they see through Korean dramas makes students want to try to live in Korea and learn the culture.

Motivation can be seen from the need for power, which is the desire to have an influence on others. McClelland (in Ridha, 2020) details that someone who has a high need for power will tend to have a responsible character, strive to influence other individuals, enjoy being placed in competitive situations, and be oriented towards social status. In this case, students participating in International Student Mobility have a motivation for power, namely the opportunity to develop their abilities so that they will gain power.

Job prospects and career development are also the most important factors for students participating in International Student Mobility. According to some informants, one of the main reasons they want to study abroad is the possibility of getting a job in the destination country after they graduate. One UGM student thought that participating in International Student Mobility would be a stepping stone for their career.

Likewise stated by UB students who have the perception that there are job opportunities that will be obtained in their destination country. So that after graduation, they will return to the destination country and then look for work there. This is one of the biggest motivations for joining the International Student Mobility program.

Students who are motivated to participate in International Student Mobility believe that with their International Student Mobility experience qualifications and English language skills, they are more likely to get an international job. The university of choice in the destination country plays a role in the process of students getting a job. Students choose to study at prestigious universities and have internship programs so as to provide experience for students studying at the campus.

In addition, the ability to speak English and the language learned in the destination country is also a major motivation to seek employment in that country. Students feel that they have access to job information in the destination country so that there is a desire to live longer in the country after graduating from college. In addition, language skills are also considered a plus point when looking for a job in the home country.

The next motivation is that students feel better than those who do not participate in International Student Mobility. The opportunity to participate in International Student Mobility cannot be obtained by everyone, when students have the opportunity to participate in learning abroad, they feel better than students who do not participate in International Student Mobility. As said by UB students, one of the motivations for participating in the International Student Mobility program is that when they return to Indonesia, they want to share their experiences when studying abroad. Feelings of pride arise when they can follow and complete the International Student Mobility program.

International Student Mobility is an international mobility program for students. Students have the opportunity to study abroad for part of their studies. Indonesian students' motivation to join the International Student Mobility program is caused by several needs, namely the need for achievement, the need for affiliation and the need for power. They consider that by participating in the International Student Mobility program they will improve their achievements, get a better education, face new challenges, get relationships and have the opportunity to get a job abroad.

Based on the results of the research conducted, we suggest that the government, especially the organizers of international student mobility programs and universities use narratives of the three types of motivation for students to join the program in every invitation or announcement of the opening of program registration. Thus, it is expected that more students will be interested in registering because the organizers promise the experience that will be obtained based on the three types of motivation from the results of this study.

Original paper, i.e. Figures, Tables, References, and Authors' Contacts available at http://ivolgapress.com/journals/academ-craft/vol_01_article_10.pdf