INTERNATIONAL STUDENTS' SATISFACTION WITH UNIVERSITY

MALAYSIA SARAWAK

SIAGINGNA

This project is submitted in partial fulfilment of the requirements for a

Bachelor of Science with Honours
Human Resource Development

Faculty of Cognitive Sciences and Human Deve10pment

UNIVERSITI MALAYSIA SARAW AK
2011
 ACKNOWLEDGEMENT

First of all, I would like to thank the almighty God for His blessings for assisting,
guiding and supporting me in accomplishing this research. His love and grace had
sustained me along the process in doing this research.

Secondly, I would like to express my deepest appreciation and gratitude to my

supervisor, Associate Professor Dr. Hong Kian Sam, for his guidance, advice and
support throughout the duration of this research. His willingness in providing ideas,
assistance and kind support were vital for assisting me to complete this research. In
addition, I also would like to show my appreciation to the International Affairs
Division (lAD) of University Malaysia Sarawak (UNIMAS) for their support in
providing the essential data regarding international students enrolled in the master
and doctoral programs in lTNIMAS for the purpose of this research.

Thirdly, I would like to express my gratitude to all those who had assisted, guided
and supported me throughout this research. I definitely cherish the participation and
cooperation of overseas master's and doctoral's students enrolled in UNIMAS as my
respondents in helping me with the completion of this research.

Lastly, but not least, I would like to sincerely express my thanks and appreciation to
my beloved family for their continuous support and encouragement in assisting me to
conduct and complete this research.

May God bless you all.

 ABTSRACT

INTERNATIONAL STUDENTS' SATISFACTION WITH UNIVERSITY

MALA YSIA SARAWAK

SiaGingNa

This study aimed to identifY the factors that influence international students' level of
satisfaction with UNIMAS. By using a cross-sectional survey research design, the
required data of this study was collected from a total of 40 international students
enrolled in the master and doctoral program in UNIMAS through the distribution of a
questionnaire. The questionnaire for this study consisted of three sections, namely,
section A, section B and Section C. Section A related to the demographic
characteristics of the respondents. Section B related to the international students'
satisfaction with UNIMAS. Section C related to factors influence international
students' level of satisfaction with UNIMAS including academic experience, campus
environment experience and interpersonal relationships experience. The results of the
independent t-tests obtained in this study indicated that demographic characteristics
of international students such as gender and faculty did not significantly impacted on
the international students' level of satisfaction with UNIMAS. Likewise, the findings
of one-way ANOVAs revealed that age factor was not considered as an important
determinant towards international students' satisfaction with UNIMAS. However,
country of origin and English ability among international students were found to
effect on their satisfaction level with UNIMAS. The results of Pearson Moment
Correlations showed that there were no statistically significant relationships between
international students' level of satisfaction with UNIMAS and their academic
experience, campus environment experience and interpersonal relationships
experience. It is essential for UNIMAS to continuous improve the facilities and
services provided in order to enhance international students' level of satisfaction
towards UNIMAS.

ii
 ABSTRAK

KEPUASAN PELAJAR ANTARABANGSA TERHADAP UNIVERSITI MALAYSIA

SARAWAK

Sia Ging Na

Kajian ini bertujuan untuk mengenal pastt faktor-faktor yang mempengaruhi tahap
kepuasan pelajar antarabangsa terhadap UNIMAS Dengan menggunakan
rekabentuk kajian kerataan rentas, data yang diperlukan dalam kajian ini dikumpul
daripada 40 pelajar antarabangsa yang berdaftar dalam program sarjana dan
kedoktoran di UNIMAS menggunakan borang soal selidik. Borang kaji selidik bagi
kajtan ini terdiri daripada tiga bahagian, iaitu bahagian A, bahagian Band
bahagtan C. Bahagian A berkaitan dengan Giri-Girl demografi responden. Bahagian
B pula berkaitan dengan kepuasan pelajar antarabangsa terhadap UNIMAS.
Bahagian C menyelidiki faktor-faktor yang mempengaruhi tahap kepuasan pelajar
antarabangsa terhadap UNIMAS merangkumi pengalaman akademik, pengalaman
kampus persekitaran dan pengalaman hubungan interpersonal. Keputusan analisis
ujian-t tidak bersandar menunjukkan bahawa Girl-dri demografi pelajar
antarabangsa seperti jantina dan fakulti tidak menunjukkan mempengaruhi tahap
kepuasan pelajar antarabangsa terhadap UNIMAS Keputusan anaUsis ANOVA satu­
hala menunjukkan faktor usia tidak mempengaruhi kepuasan pelajar antarabangsa
terhadap UNIMAS Namun, negara asal dan kefasihan dalam Bahasa Inggeris di
kalangan pelajar antarabangsa merupakan faktor-faktor yang boleh mempengaruhi
tahap kepuasan mereka terhadap UNIMAS. Keputusan analisis Korelasi Monen
Pearson tidak menunjukkan hubungan statistik yang ketara antara tahap kepuasan
mahasiswa antarabangsa terhadap UNIMAS dengan pengalaman akademik,
pengalaman kampus persekitaran dan pengalaman hubungan interpersonal. Ini
adalah penting bagi UNIMAS untuk meningkatkan kemudahan dan perkhidmatan
secara berterusan bagi meningkatkan tahap kepuasan mahasiswa antarabangsa
terhadap UNIMAS.

iii
 TABLE OF CONTENTS

ACKNOWLEDGEMENT I
ABSTRACT 11
ABSTRAK iii
T ABLE OF CONTENTS IV
LIST OF TABLES Vll
LIST OF FIGURES IX

CHAPTER 1: INTRODUCTION

1.0 Introduction 1
1.1 Background of the Study 2
1.2 Problem Statement 5
1.3 Research Objectives 7
1.4 Research Questions 8
1.5 Research Hypotheses 9
1.6 Research Framework 10
1.7 Significance of the Study 11
1.8 Limitation of the Study 12
1.9 Definition of Tenns 13
1.9.1 International Students 13
1.9.2 Student Satisfaction 13
1.9.3 Academic Experience 14
1.9.4 Campus Environment 14
1.9.5 Interpersonal Relationships 15
1.10 Summary 15

CHAPTER 2: LITERATURE REVIEW

2.0 Introduction 16
2.1 International Students 17
2.2 International Students in Malaysia 19
2.3 International Students' Satisfaction Level 22
2.4 Factors Influencing International Students' Satisfaction Level 24
2.4.1 Academic Experience 24
2.4.2 Campus Environment Experience 28
2.4.3 Interpersonal Relationships Experience 31
2.5 Differences in International Students' Satisfaction Level based 35
on Selected Demographic Characteristics
2.5.1 Gender 35
2.5.2 Age 37
2.5.3 Country of Origin 38

IV
 2.5.4 English Ability 39

2.5.5 Faculty 42

2.6 Summary 42

CHAPTER 3: RESEARCH METHODOLOGY

3.0 Introduction 43

3.1 Research Design 44

3.2 Samples 44

3.3 Research Instruments 44

3.3.1 Section A: Demographic Characteristics of the 45

Respondents

3.3.2 Section B: International Students' Satisfaction with 45

UNIMAS

3.3.3 Section C: Factors Influence International Students' 46

Satisfaction with UNIMAS

3.4 Data Collection 46

3.5 Data Analysis 47

3.6 Summary 50

CHAPTER 4: RESEARCH FINDINGS AND DISCUSSIONS

4.0 Introduction 51

4.1 Reliabilities of the Research Instruments 52

4.2 Demographic Characteristics of the International Students 52

4.3 International Students' Satisfaction with UNIMAS 56

4.4 Descriptive Findings of Factors Influencing International 57

Students' Level of Satisfaction with UNIMAS including

Academic Experience, Campus Environment Experience and

Interpersonal Relationships Experience

4.5 Research Findings 64

4.5.1 International Students' Satisfaction with UNIMAS 64

4.5.1.1 International Students' Overall Level of 64

Satisfaction with UNIMAS

4.5.2 Differences in International Students' Level of 66

Satisfaction with UNIMAS based on Demographics

Variables

4.5.2.1 Gender Differences in International 66

Students' Level of Satisfaction with

UNIMAS

4.5.2.2 Differences in International Students' 67

Level of Satisfaction with UNIMAS based

on Age

v
 4.5.2.3 Differences in International Students' 70

Level of Satisfaction with UNIMAS based

on Country of Origin

4.5.2.4 Differences in International Students' 73

Level of Satisfaction with UNIMAS based

on English Ability

4.5.2.5 Differences in International Students' 76

Level of Satisfaction with UNIMAS based

on Faculty

4.5.3 Relationship between International Students' Level 77

of Satisfaction with UNIMAS and Their Academic

Experience, Campus Environment Experience and

Interpersonal Relationships Experience

4.5.3.1 Relationship between International 77

Students' Level of Satisfaction with

UNIMAS and Their Academic Experience

4.5.3.2 Relationship between International 79

Students' Level of Satisfaction with

UNIMAS and Their Campus Environment

Experience

4.5.3.3 Relationship between International 81

Students' Level of Satisfaction with

UNIMAS and Their Interpersonal

Relationships Experience

4.6 Summary 83

CHAPTER 5: RECOMMENDATIONS AND CONCLUSIONS

5.0 Introduction 84

5.1 Summary of the Study 85

5.2 Summary of Research Findings 86

5.3 Recommendations for Practice and Recommendations for 88

Future Research

5.3.1 Recommendations for University Malaysia Sarawak 88

(UNIMAS)

5.3.2 Recommendations for Future Research 90

5.4 Conclusions 91

5.5 Summary 92

REFERENCES 93

APPENDIX 107

VI
 LIST OF TABLES

Table 3.1
Interpretation of Pearson Correlation Coefficient 49

Table 3.2
Data Analysis of the Study 49

Table 4.1
Reliability Coefficients of Academic Experience, Campus Environment 52
Experience and Interpersonal Relationships Experience

Table 4.2
Demographic Characteristics of the International Students 54

Table 4.3
International Students' Satisfaction with UNIMAS 57

Table 4.4
Descriptive Statistics of Factors Influencing International Students' Level of 59
Satisfaction with UNIMAS including Academic Experience, Campus
Environment Experience and Interpersonal Relationships Experience

Table 4.5
Descriptive Statistics of the International Students' Overall Level of 65
Satisfaction with UNIMAS

Table 4.6
Independent T-Test Results for Differences in International Students' Level 67
of Satisfaction with UNIMAS based on Gender

Table 4.7
Descriptive Statistics of the International Students' Level of Satisfaction 69
with UNIMAS based on Age

Table 4.8
One-Way ANOVA Results for Age Differences in International Students' 69
Level of Satisfaction with UNIMAS

Vll
Table 4.9
Descriptive Statistics of the International Students' Level of Satisfaction 72
with UNIMAS based on Country of Origin

Table 4.10
One-Way ANOYA Results for Differences in International Students' Level 72
of Satisfaction with UNIMAS based on Country of Origin

Table 4.11
Descriptive Statistics of the International Students' Level of Satisfaction 75
with UNIMAS based on English Ability

Table 4.12
One-Way ANOYA Results for Differences in International Students' Level 75
of Satisfaction with UNlMAS based on English Ability

Table 4.13
Independent T-Test Results for Differences in International Students' Level 77
of Satisfaction with UNIMAS based on Faculty

Table 4.14
Pearson Moment Correlation between International Students' Level of 79
Satisfaction with UNIMAS and Their Academic Experience

Table 4.15
Pearson Moment Correlation between International Students' Level of 81
Satisfaction with UNIMAS and Their Campus Environment Experience

Table 4.16
Pearson Moment Correlation between International Students' Level of 82
Satisfaction with UNIMAS and Their Interpersonal Relationships
Experience

Vlll
 LIST OF FIGURES

Figure 1.1
Research Framework of the Study 10

IX

 CHAPTER ONE
INTRODUCTION

1.0 Introduction

This study attempted to investigate the factors influencing international students'

satisfaction with University Malaysia Sarawak (UNlMAS). This chapter provides the
background of the study, problem statement, research objectives, research questions,
research hypotheses, research framework, significance of the study, limitations of the
study, and conceptual and operational definitions of the terms used in this study.
TI

1.1 Background of the Study

An international student is "one who undertakes all or part of his/her higher education
experience in a country other than the home country" (Project Atlas, 2004, cited in
Kishun, n.d., p. 1). According to Otsu (2008), international students referred to
foreign students from different countries around the world, studying abroad to further
their studies for degrees, such as bachelor's degree, master's degree and doctoral
degree. While studying abroad, majority of the international students were fmancially
supported by the government while others were self-funded or supported by their
family (Otsu, 2008). Some of them were offered scholarship by universities or
company. They were given opportunities to learn new languages as well as to adapt a
new culture and lifestyle (Otsu, 2008). International students also need to adapt
themselves to a new environment in order to equip themselves to face the challenges
and obstacles ahead of them (Otsu, 2008).

According to Morshidi Sirat (2008), "the flow of international students in Malaysia

has increased steadily since 1996, when various higher education reforms were
introduced to facilitate the entry of the international students in higher education
institutions" (p. 79). Based on the National Higher Education Action Plan, 2007-2010,
Malaysia's target was to meet 100,000 international students at institutions of higher
learning (Morshidi Sirat, 2008). Morshidi Sirat (2008) further stated that the
government had intervened by broadening the capacity and quality of Malaysian
higher education and organized many seminars and exhibitions annually in order to
attract and retain more international students to pursue their studies.

This study was conducted at University Malaysia Sarawak (UNIMAS), Kuching,

which is one of the public universities in Malaysia. UNIMAS was officially
incorporated on 24th December 1992. There were eight faculties in UNIMAS.
Currently, UNIMAS have student exchange agreement or understanding with 29
universities in 13 different countries (International Affairs Division, 2010). These

countries were Australia, Cambodia, Canada, China, Demnark, France, India,

Indonesia, Japan, Korea, Thailand, USA, and United Kingdom (International Affairs
Division, 20 10).

According to the Malaysian Ministry of Higher Education (2009), the statistics

indicated that there was an increasing trend in the number of international students
studying in UNIMAS from year 2008 to year 2009. In year 2008, there were only 35
international students studying in UNIMAS. However, in year 2009, the number of
international students had increased to 48 students. Since the number of international
students in UNIMAS was increasing, there was a need to study the factors that
influence international students' degree of satisfaction with UNIMAS.

Student satisfaction is defined as "the student's perceived value of his or her

educational experiences at an educational institution" (Astin, 1993, cited in Bolliger
& Wasilik, 2009, p. 104). In today's competitive academic enviromnent, international
students' satisfaction is a priority for the university. Kara, DeShields, and Kaynak
(2005) stated that universities focused on fulfilling students' changing demands and
expectations in order to maintain their high level of satisfaction with the universities.
Butt and Rehman (2010) stated that universities provided quality education and
positive enviromnent for their students to enhance their satisfaction and retention.
Based on students' viewpoint, better learning opportunities were provided by good
quality education for students to increase their academic perfonnance (Aldridge &
Rowley, 1998). Aldridge and Rowley (1998) suggested that students' success or
failure of learning was highly influenced by their level of satisfaction or
dissatisfaction. Thus, students' satisfaction was strongly connected to their retention
and loyalty with the university (Helgesen & Nesset, 2007).

A study done by Abadi (2000) on international students' satisfaction towards

Oklahoma State University reported that majority of international students were
satisfied with their academic experience at their university. Several researchers had

stated that students' satisfaction was associated with their academic success and
retention as well as their academic performance (Helgesen & Nesset, 2007). One of
the most important variables in measuring students' satisfaction with their academic
experience was academic performance in terms of cumulative GP A or expected
semester GPA (Aitken, 1982). International students' English language ability and
their study skills might also affect their academic performance (Stoynoff, 1997).

Irungu (2010) described the campus environment as all the conditions and influences
including physical and social factors that affected the development of all the
individuals who stayed in it. The social conditions were indicated by the interactions
between individuals while the physical conditions included the facilities, size, and
location of the campus (Irungu, 2010). Students' perceptions toward campus
environment were important since it would directly contribute to the efforts they put
forth which might influence their satisfaction (Kuh & Hu, 2001). One of the
examples of campus environment was campus living environment such as students'
accommodation (Normazalila Binti Abu Bakar & Nor Mazlina Binti Abu Bakart,
2008). A research conducted by Roslina Binti Abdullah (2009) on students'
satisfaction towards the services provided by University Utara Malaysia (UUM)
indicated that majority of the students were satisfied with the facilities provided by
the university, including campus accommodation. Bekurs (2007) found that campus
accommodation had a positive influence on international students' satisfaction
towards their university. Good accommodation facilities and services assisted
students to attain intellectual competence as well as to gain their living experience
(Roslina Binti Abdullah, 2009).

Developing meaningful interpersonal relationships with others had a significant effect

on international students' satisfaction (Irungu, 2010). This helped the international
students to work with others cooperatively and effectively in accomplishing a given
task. Apart from interpersonal relationships with others, communication abilities
would also have significant impacts on international students' academic achievement

(Halawah, 2006). Researchers had found that students' satisfaction with their
university was influenced by students' interactions with faculty and peers (Eimers &
Pike, 1997). Students' interactions with faculty influenced their satisfaction with
university as well as positively affected their intellectual and personal growth and
academic experiences (Lamport, 1993). Administrative personnel and faculty
members were encouraged to facilitate student-faculty interaction (Halawah, 2006).

Thus, understanding international students' satisfaction was essential because

students' satisfaction was directly associated with their performance and productivity
as well as their loyalty and retention with the university (Bolliger & Wasilik, 2009).
The main purpose of this study was to identify the factors that influence international
students' satisfaction level with UNIMAS. These factors included academic
experience, campus environment experience and interpersonal relationships
experience.

1.2 Problem Statement

According to Wan, Chapman and Biggs (1992), international students always had
high level of stress with their academic experiences as they realized that their
academic demands were heavy. In addition, instructor-student interaction was often
fast-paced and their academic and social support mechanisms were not readily
available to them compared to their local coursemates (Wan et aI., 1992). These
academic problems, including language difficulties, lack of understanding in new
educational system, and difficulty with academic tasks such as writing assignments,
would influence their academic experiences. In this regard, academic experience was
related to the satisfaction of the international students.

Campus environment experience was another factor that might influence the
satisfaction of the international students. With better campus environment, the level
of satisfaction of the international students was reported to be higher. Grebennikov

5
T

and Skaines's (2007) study indicated that overseas students at the University of
Western Sydney (UWS) were significantly less satisfied with course outcomes,
provision of various facilities and resources, and services provided. The findings of
their study indicated that access to sport facilities and public transport were not
viewed as satisfactory by the international students. Furthermore, provision of shops
and news agencies, sport and fitness facilities, and sport activities and programs
failed to satisfy the international students. However, there were relatively few
empirical studies conducted to examine the campus environment. Hence, there was a
need to conduct more studies on students' satisfaction based on campus environment.

Cotten and Wilson's (2006) study revealed that international students had limited
social interactions with faculty members outside the classroom, and they also did not
realize the importance of interactions with faculty members. There were limited
frequent and quality student-faculty interactions (Cotten & Wilson, 2006). Students
who tended to experience more difficulties in interpersonal relationships with other
students would affect their ability to make friends and build close relationships with
other students (Arslan, Hamarta, Ure, & Ozyesil, 2010). In fact, Zhao, Kuh, and
Carini (2005) reported that relatively little was known about the extent to which
international students were satisfied with their educational experience, peer and
student-faculty interactions, and participate actively in various meaningful
educational activities.

Demographic factors, which referred to the background of international students such

as gender, age, country of origin, English ability, and faculty, were not central to
many researches carried out on international students' satisfaction. Selected
demographic factors investigated in this study included age, gender, country of origin,
English ability, and faculty. According to Trice (2004), the difficulties with English
language ability might cause international students to have a number of negative
outcomes, such as facing difficulties in their academic experiences and social
interactions with other people (Nicholson, 2001). However, Azleen lIias,

Hishamuddin Fitri Abu Hasan, Rahida Abd Rahman and Mohd Rushdan bin Yasoa's
(2008) study had indicated that some selected demographic factors, including age and
gender, did not play important role in measuring the level of student satisfaction.
Therefore, more studies were needed on how demographic factors affected students'
satisfaction in order to have a more accurate picture of the effects of these variables.

In general, a search of the "Perpun Portal" and "Malaysian Theses Online" website
check showed that there was a lack of research in areas of international students'
satisfaction because international students were relatively new phenomena in
Malaysian tertiary institutions. Therefore, this study intended to identify whether
there were differences in international students' level of satisfaction with UNIMAS
based on selected demographic factors, including age, gender, age, country of origin,
English ability, and faculty. The present study also aimed to determine the
relationships between international students' level of satisfaction with UNIMAS and
their academic experiences, campus environment experiences and interpersonal ,
,
.
'

relationships experiences.

1.3 Research Objectives

/1

.
~, '
..
.~

,: I
"
The main objective of this study was to identify the factors influencing international , '

students' satisfaction with University Malaysia Sarawak (UNIMAS). The specific

objectives of this study were to:

1. Determine the international students' level of satisfaction with UNIMAS,

2. Identify differences in international students' level of satisfaction with
UNIMAS based on gender,
3. Identify differences in international students' level of satisfaction with
UNIMAS based on age,
4. Identify differences in international students' level of satisfaction with
UNIMAS based on country of origin,

7
F
T'
I

5. Identify differences in international students' level of satisfaction with

UNIMAS based on English ability,

6. Identify differences in international students' level of satisfaction with

UNIMAS based on faculty,

7. Determine the relationships between international students' level of

satisfaction with UNIMAS and their academic experience,

8. Determine the relationships between international students' level of

satisfaction with UNIMAS and their campus environment experience, and

9. Determine the relationships between international students' level of

satisfaction with UNIMAS and their interpersonal relationships experience.

1.4 Research Questions

Based on the research objectives stated in section 1.3, this study aimed to explore the
questions as follows:

;
1. What was the international students' level of satisfaction with UNIMAS? l
2. Were there differences in international students' level of satisfaction with

UNIMAS based on gender?

3. Were there differences in international students' level of satisfaction with

UNIMAS based on age?

4. Were there differences in international students' level of satisfaction with

UNIMAS based on country of origin?

5. Were there differences in international students' level of satisfaction with

UNIMAS based on English ability?

6. Were there differences in international students' level of satisfaction with

UNIMAS based on faculty?

7. Was there a relationship between international students' level of satisfaction

with UNIMAS and their academic experience?

8
T

8. Was there a relationship between international students' level of satisfaction

with UNIMAS and their campus enviromnent experience? and

9. Was there a relationship between international students' level of satisfaction

with UNIMAS and their interpersonal relationships experience?

1.5 Research Hypotheses

Based on the research questions, the research hypotheses were written as null
hypotheses in this study. The null hypotheses to be investigated in this study were
stated as follows:

Ho 1: There were no differences in international students' level of satisfaction with

UNIMAS based on gender,

Ho2: There were no differences in international students' level of satisfaction with

UNIMAS based on age, :' :

Ho3: There were no differences in international students' level of satisfaction with

UNIMAS based on country of origin,
.,"
Ho4: There were no differences in international students' level of satisfaction with
UNIMAS based on English ability,

Ho5: There were no differences in international students' level of satisfaction with

UNIMAS based on faculty,

Ho6: There was no relationship between international students' level of satisfaction

with UNIMAS and their academic experience,

Ho7: There was no relationship between international students' level of satisfaction

with UNIMAS and their campus enviromnent experience, and

9
Ho8: There was no relationship between international students' level of satisfaction
with UNIMAS and their interpersonal relationships experience.

1.6 Research Framework

The research framework of the study was formed to illustrate the factors that were
hypothesized to influence the international students' level of satisfaction with
University Malaysia Sarawak (UNIMAS) as shown in Figure 1.1. The dependent
variable of this study was the international students' satisfaction with University
Malaysia Sarawak (UNIMAS) while the independent variables of this study were the
academic experiences, campus environment experiences, interpersonal relationships
experiences, and demographic variables of the respondents, such as gender, age,
country of origin, English ability, and faculty.

" :

• Demographic characteristics
- Gender, age, country of origin,
International students'
'T15T~ 7~··
English ability, and faculty
satisfaction with
• Academic experiences
University Malaysia
• Campus environment experiences
Sarawak (UNIMAS)
• Interpersonal relationships
experiences

Figure 1.1: Research Framework ofthe Study

10

T l :

1.7 Significance of the Study

The findings of this study would give an indicator of the international students' level
of satisfaction as well as the factors influencing them. Thus, this research could assist
the institutions of higher learning to identify and work towards achieving
international students' needs and expectations. This would help to increase the
enrollment of international students as well as attract and retain international students
in UNIMAS and other institutions of higher education in Malaysia (Butt & Rehman,
2010). Hence, universities needed to put considerable efforts in order to take
appropriate actions to deal with international students' satisfaction effectively and
competently.

This study also aimed to identify problems and obstacles that international students
faced in their respective faculty at UNIMAS. This enabled international students to
share their opinions about obstacles that they might have faced and also the
dissatisfaction towards their respective faculty in UNIMAS. As international students
came from different countries over the entire world, the complexity of the
international students' community must be tackled (Otsu, 2008). The outcomes of
this study could also contribute in providing some useful guidelines for Malaysian
public universities to have a better understanding and knowledge regarding
international students' needs. When their needs and expectations were met, they were
able to equip themselves with personal growth and skills development in order to face
challenges and obstacles in their future.

Furthermore, the results from this study might also assist universities in moderating
existing curriculum and developing more effective instructional strategies to enhance
international students' level of satisfaction. This would increase their performance
and retention as well as to improve productivity and reputation of an institution. The
findings of the study also could contribute towards enhancing the quality of services
provided by Malaysian institution of higher learning and its effectiveness. Therefore,

11
T

the feedbacks from the respondents were valuable in helping the universities to
realize international students' changing needs and expectations. The findings from
this study was also beneficial to Malaysian institutions of higher learning by
providing better understanding of the various factors influencing international
students' satisfaction in order to meet their needs and expectations.

To date, there are limited researches done to examine the international students'
satisfaction and investigate the factors influencing their satisfaction towards
institutions of higher learning in Malaysia. Therefore, this study could contribute to
the small body of research in the Malaysian tertiary education settings. This
preliminary study also could be used as a reference and guideline for the future
research.

1.8 Limitations of the Study

This study had a few limitations. Firstly, this study only focused on international

"

students' satisfaction at one public university in Malaysia, namely University :i

l ,')
,. ,
" .
Malaysia Sarawak (UNIMAS). Hence, the results of this study might not represent
other public universities in Malaysia. Likewise, the results might not be applicable to j, ..

'I

private universities setting in Malaysia.

Secondly, only foreign postgraduate students enrolled in lTNIMAS participated in

this research. As such, the findings from this study might not be generalized to
international undergraduate students. In addition, this study only used a small sample
which represented the foreign postgraduate students enrolled in lTNIMAS.

Lastly, this study only focused on a few factors influencing international students'
level of satisfaction with University Malaysia Sarawak (UNIMAS). These factors
included demographic variables such as gender, age, faculty, English ability and
country of origin, in addition to factors of international students' satisfaction towards
UNIMAS, academic experience, campus environment experiences and interpersonal

12

relationships experiences. Thus, there might have other factors influenced the
international students' satisfaction towards UNIMAS which were not investigated in
this study.

1.9 Definition of Terms

This section provided definitions of the following terms that were related to this study:

1.9.1 International Students

Conceptual definition:

An international student is "one who undertakes all or part of his or her higher
education experience in a country other than the home country" (Project Atlas, 2004,

cited in Kishun, n.d., p. 1).

Operational definition:

/.
.J

In this study, international students referred to foreign students pursuing their

master's degree and doctorate in University Malaysia Sarawak (UNIMAS).

1.9.2 Student Satisfaction

Conceptual definition:

Student satisfaction is defined as "the student's perceived value of his or her

educational experiences at an educational institution" (Astin, 1993, cited in Bolliger
& Wasilik, 2009, p. 104).

13

Operational definition:

This study focused on international postgraduate students' satisfaction towards their

academic experience, campus environment experience and interpersonal relationships
experience in University Sarawak Malaysia (UNIMAS).

1.9.3 Academic Experience

Conceptual definition:

Academic experience is a complex term that could be defined in many ways based on
the context that it was expressed. This study used the definition of the term defined
by Belle (n.d.). Academic performance referred to how well a student met standards
set out by local government and the institution itself (Belle, n.d.).

Operational definition:

In this study, academic experience referred to a variety of educational activities such

as class discussions or assignments, presentations, courses offered, and others that
could enhance international students' satisfaction towards University Malaysia
Sarawak (UNIMAS). This also enriched their educational experiences as well as
enhanced their learning abilities in an academic environment.

1.9.4 Campus Environment

Conceptual definition:

Campus environment referred to all the conditions, either in physical or social, that
would give impact to the growth and development of all the individuals that stayed in
it. The physical conditions included the size and the location of the campus while the
social conditions included the interactions between individuals that were guided and

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