In order to properly advise prospective students, the student counsellor needs to understand the destination countries. When researching a country, consider its:
- Location, geography, climate and environment
- Population and history
- Society and culture
- Government and economy
- Education system
- Immigration and visa policies
- Living conditions and cost of living
Location, Geography, Climate and Environment
Students vary widely in their criteria for what makes a study destination attractive. The location, geography, climate and environment of a country may be significant factors in a student choosing it over other options.
For example, the country’s location relative to the student’s home country will largely determine the cost of travel for the student, the number of visits home, and so on. Its geography will influence the cost and ease of travel within the country, sightseeing opportunities, and other non-study activities. Its climate and environment are important in terms of comfort and quality of life for students.
Information can be gathered from the country’s national museum and library, bureau of meteorology, tourism websites and government departments.
Extension Questions: For each relevant destination country:
- Where is the destination country located? How easy is it to travel to and within the country?
- What are the major states, regions and cities? What are their attractions?
- What variations exist in temperature, rainfall, pollution and any other climatic features?
- What environmental factors affect the quality of life?
Population and History
Information about the population and history of a country is essential to understanding its character.
When considering a destination country, the student counsellor should advise prospective students about its demographics and the options for living in a large city, small city or the countryside. Students may have preferences when it comes to how much they want to immerse themselves in local life. Therefore, information regarding cultural diversity, cultural highlights or drawbacks, and population density will help them make an informed choice.
The student counsellor should also possess some knowledge of the country’s history to give students a foundation for understanding its character and social and cultural idiosyncrasies.
Information can be gathered from the country’s national museum and library, census bureau, tourism websites and government departments.
Extension Questions: For each relevant destination country:
- What is the destination country’s population and how is it distributed among main regions and cities?
- What is the composition of the population? How has it developed into its current state?
- What are the major and defining events in the country’s history?
Society and Culture
Each society has its unique values and logic. The student counsellor should advise prospective students on how these may differ from those of their home country.
If they are to live successfully in a foreign country while studying, students will need some understanding of the structure and institutions of its society, its socio-economic groupings, and its sub-cultures and communities. They will need to be aware of differences in etiquette and taboos, and what constitutes acceptable public language and behaviour.
Each country offers a range of cultural experiences, which may constitute a primary motivation for a student to choose it as a study destination. A country’s culture and society may attract one student but be unattractive to another – every student is different.
Some students may prefer a country where there are few cultural differences to distract them from their studies, but others will want to explore a country’s culture, arts, history, sports, or other dimensions. Again, this can be a prime motivating factor in many students’ choice of study destination, so the student counsellor should have a grasp of these elements of the study destination.
Information can be gathered from the country’s national museum and library, census bureau, tourism websites, and government departments.
Extension Questions: For each relevant destination country:
- How does the country’s society structure itself?
- What characteristics define its society and culture(s)?
- What are its taboos?
- What are its cultural attractions and achievements?
- How do the country’s values and logic differ from those of prospective students?
Government and Economy
A stable government and healthy economy are highly desirable in a destination country. Most countries have national, regional, and/or local levels of government. Each has its own powers and jurisdictions. For example, the national government usually manages migration matters, including student visas, whereas the local government’s building codes and fire and safety regulations directly affect the quality of education premises and student accommodation.
The legal and judicial systems in the destination country may be quite different from those in the student’s home country. Laws may be stricter and penalties harsher. The student counsellor should ensure students are aware that they will be subject to the destination country’s law while there.
A healthy economy enhances financial security for both educational institutions and students. It fosters job markets, providing employment opportunities for students whose visas permit them to work. Students will need to know how money is used in everyday transactions (e.g., cash, credit, direct debit, cheque), how to transfer it from their home bank, and exchange rates.
Information can be gathered from the country’s national accounts, census bureau, financial websites, and government departments.
Extension Questions: For each relevant destination country:
- How is the government structured?
- What are its major institutions?
- How effective and stable is the government?
- How are its legal and judicial systems structured? How do they function?
- What size is the economy? What are its characteristics? How strong is it? How stable is it?
- How is money handled? What are the exchange rates?
Education System
The student counsellor needs to know the structure of the destination country’s education system, its major institutions, the types of courses available to international students, and their costs. Students will need advice on the differences between the destination and home country’s education systems, and the equivalence and convertibility of qualifications between the two.
The student counsellor should be aware of the reputation of the destination country for quality of educational outcomes and be able to advise prospective students about the relative quality and cost of various course offerings.
The student counsellor should find, read, and understand any agent manuals and website information prepared for them by educational institutions in the destination country to understand their courses and enrolment processes.
Information can be gathered from the country’s education websites, census bureau, and government departments.
Extension Questions: For each relevant destination country:
- What is the structure of the education system? What are its major institutions?
- What is the quality of its educational outcomes?
- What is the cost of study?
- How well are its qualifications recognised internationally?
- Does it recognise equivalent international qualifications?
- How attractive are its institutions and courses for international students?
Immigration and Visas
The destination country’s immigration and student visa regulations are essential knowledge for the student counsellor. He/she must know the types and requirements of visas available to prospective students, how to prepare visa applications correctly, and the time frames and procedures for submitting visa applications.
Prospective students will want to know about their visa options and the benefits and requirements of those options. For many students, being able to work will be a critical issue. Students should be told what documentation or other evidence is required for a student visa, and be given a clear time frame for preparing and submitting their application.
Information can be gathered from the country’s immigration department, consulates, education websites, and government departments.
Extension Questions: For each relevant destination country:
- What is the country’s immigration policy?
- What are the immigration laws relating to international students?
- What types of visas are available and what are their criteria?
- How difficult is it to obtain a student visa?
- Does a student visa allow the student to work (e.g., to fund their studies)? If so, how much?
- What is the application process for a student visa? What is the time frame?
- What documentation is needed?
Living Conditions and Cost of Living
The quality and cost of living are important considerations when choosing a destination country. The student counsellor should be able to advise students about the range of accommodation available and its cost. In particular, many students will be interested in homestays, others will want low-cost student accommodation (e.g., shared house or apartment), and still others will want their own place. Students’ preferences will vary regarding the balance between the quality and cost of their living arrangements.
In many countries, transport will be a significant cost for students. Unless they live close to their school, most students will have to travel daily by public transport. The student counsellor should advise them concerning its accessibility and cost, and any alternative and affordable daily transport options. In addition to travelling to and from their home country, many students will wish to take the opportunity to travel within the destination country (and surrounding countries) while they are abroad.
The personal health and safety of students is paramount. The student counsellor should advise prospective students about the risk of crime or any threats to their safety in the destination country. Unless the home and destination countries have a reciprocal health agreement, students will need health insurance (this is usually a visa condition).
Students’ living expenses will vary with their personal budgets and spending habits. The student counsellor should advise prospective students about the general costs of accommodation, transport, health care, food, clothing, and entertainment in the destination country.
Extension Questions: For each relevant destination country:
- What is the quality of housing and infrastructure? What is its cost?
- What transport options are available? What do they cost?
- What is the quality of health care? What is its cost? Is there a reciprocal health agreement with the home country? What health insurance is needed?
- Are there any issues with crime rates or personal safety?
- What living expenses will a student have?
Pros and Cons
When marketing a destination country, the student counsellor should look at the pros and cons of the country from the viewpoint of the prospective student. A positive factor for some students may be a negative one for others. Prospective students may believe unwarranted stereotypes (positive or negative) about the destination country. Students will differ in their preferences regarding the balance between cost and benefit when selecting a destination. The student counsellor should ask the prospective student questions to find out what his/her priorities are to provide better guidance.
Understanding the students’ perspective of the destination country allows the student counsellor to prepare more persuasive marketing material and advice for them. He/she can emphasise the perceived positives, correct any negative misconceptions, and better tailor advice to the interests and concerns of the prospective student. This will improve his/her ability to close the sale and provide better outcomes for students.
Extension Questions: For each relevant destination country:
- What are students’ perceptions of the destination country? How accurate are they?
- What are the positive and negative factors for students?
- How can advice be improved by taking these into account?