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Keywords

Canada, challenges, expectation confirmation theory, higher education, immigration, international students, satisfaction level

Abstract

This study examines how various challenges and support systems influence international students’ satisfaction, as reflected in their intention to recommend their university. Using the Expectation Confirmation Theory (ECT), it examines whether students’ initial expectations moderate the relationships between challenges and satisfaction, and between institutional support and satisfaction. Analysis of survey data (N = 712) indicates that the majority of international students report satisfaction with their university experience. Ordinal logistic regression analyses reveal that perceived institutional support and higher initial expectations are associated with increased likelihood of recommending the university. Conversely, academic and discrimination challenges are associated with decreased likelihood of recommendation. Additionally, the negative association between language challenges and satisfaction is moderated by initial expectations, such that students with higher expectations are less likely to recommend their university if they encountered language difficulties. These findings highlight the critical role of institutional support in shaping students’ experiences. Policy implications include enhancing academic, language, and anti-discrimination support services to address barriers and improve the overall satisfaction and retention of international students.

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