American Journal of Multidisciplinary Research & Development (AJMRD)

Volume 2, Issue 8 (August- 2020), PP 15-38

ISSN: 2360-821X
www.ajmrd.com

Research Paper Open Access

Motives and Obstacles of International Students Studying In

Indian University
Dr. Geeta Shinde, Le Thi Kim Ngan
Assistant Professors Master of Art In Education Department of Education & Extension
Savitribai Phule Pune University

ABSTRACT:- The objective of this study is to explore the factor motives and obstacles of international
students studying in Indian universities. One university is of a central university in Delhi, while the second
university is of a state university in Pune, Maharashtra, India. To answer seven research questions is: What are
the motives and obstacles of international students? Do international students male and female differences in his
or her motives and obstacles? Do international students in city and capital different in their motives and
obstacles? Do scholarship, family support, government grant and private found of international students’
payment different in their motives and obstacles? And How do international students overcome these obstacles?
Survey method was administered to 100 international students from the Delhi University and Pune University.
Results found that the international students were motive in applying academic knowledge, English
environment to India higher education and the obstacles of international students were international student fee
carried from the university students and safety in India. As well as academic knowledge and English
environment also were two significant keys to help international students overcome these obstacles.

Keywords:- study abroad, international students, Indian university, motives, and obstacles.

I. INTRODUCTION:
As the world around us becomes increasingly globalized, colleges and universities are challenged with
the task of preparing graduates for work and life in an environment that is more interconnected than ever before,
Lisa (2012). The world, it also is getting smaller by borderless of education by navigating across various
cultures, communicate by same language but a different nation, and interact with a variety of people, culture,
religion, politics, tradition carrying people around the world come together nearer than ever. Over the next 70
years, participation in study abroad programs were seen to be moderately inconsistent due to the two World
Wars, the Vietnam War and the Cold War, Travis Roy (2014).
Hence, improving the international competencies of university students is becoming an important goal
for both nations and universities, Manyu Li (2013). On the country level, national security and globalization
trends are “driving nations to place more importance on developing and recruiting human capital or brain power
through international education initiatives” (Knight, 2004). Currently, going to study abroad is seen as a trend
most of developing countries student who is not only to show the borderless education for the purpose of
enjoying a better- quality training but also become the main source that generates revenue for the university.
Absolutely, student ’ll find out that exact immersing in the host education system of oversea countries is a nice
way to have real experiences of student time.

According to Indian Students Mobility Report (2016), there was a 12% rise in the flow of students
from India to the US and Canada in 2014, which grew to 17.8% in 2015- WES(2017). Ministry Of External
Affairs (2018), the number of Indian students studying abroad is growing at a faster pace than ever before,
eleven top and emerging destination countries – including the United States, Canada, Australia, Saudi Arabia,
United Ara Emirates, New Zealand, Bahrain, China, United Kingdom and Germany. Beside Indian students are
going to studying abroad, India has also warmly welcome numeral international students from a different
country in the world to study in because it, a country, has been a major position of studying base on thousands
of years until to now where is definitely a destination country of student choice to study oversea.
According to MHRD Final report (2018), there are approximately 20,000 colleges, 42 central
universities, 275 State universities, 130 Deemed Universities and 93 Institutes of National importance in the
Indian higher education system. Undoubtedly, India is a destination of students on studying abroad making the
decision. In nearby eight years, but the number of international students comes to study in India has increased

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 Motives And Obstacles Of International Students Studying In Indian University

from 27531 to 46144

No. Foreign students study in India from 2010- 2018

60000

47575
45424 46144
50000 42293
39517
40000
34774
33151

30000 27531

2000
0

10000
No. Foreign students Linear (No. Foreign students)
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

0 Source : AISHE-MHRD Final Report from 2010-2018

Addition, in this study, aimed at investigating motivation factors that influence on a choice of a foreign
university which leads international students to choose Indian university as an education destination as well as
their obstacles when studying here.

Theoretical Background:-
Importantly, push and pull theory Mazzarol and Soutar (2002) examine three distinct stages of
international students’ decision-making process when selecting a final study destination. In the first stage,
students must decide to study internationally, rather than locally. This can be influenced by push factors within
the home country. After a student has decided to study abroad, the second stage is to choose a host country. At this
point, pull factors of country destination become important to make one host country relatively more attractive
than others. Then, the third stage is the selection of a host institution. A variety of additional pull factors make a
particular institution more attractive than its competitors. These findings also were concerned and reviewed by
Laddawan Jianvittayakit (2012).

Statement Of Research Problem:-

To find out the problem of all international student of graduated or post graduated in SPPU and Delhi
University who are studying different departments for different courses about motives and obstacles of studying
at Indian University.

 Objective Of The Research

 To know motives and obstacles of international students studying in an Indian university.
 To find out international students male and female differences in his or her motives and obstacles.
 To find out international students in city and capital different in their motives and obstacles.
 To find out scholarship, family support, government grant and private found of international students
having different in their motives and obstacles.
 To know international students studying in Indian university how they overcome these obstacles.

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 Motives And Obstacles Of International Students Studying In Indian University

 Research Question:-
The study was guided by the following research questions:

 What are motives and obstacles of international students?

 Do international students male and female different in his or her motives and obstacles?
 Do international students in city and capital different in their motives and obstacles?
 Do scholarship, family support, government grant and private found of international students payment
different in their motives and obstacles?
 How do international students overcome these obstacles?

II. RESEARCH REVIEW:-

 Current higher education in India:-
According to the India Country Summary of Higher Education (World Bank ), India's higher education
system is the third largest in the world, after China and the United States. Current, the number of universities
and similar institutions listed on the AISHE portal has increased from 723 in 2013-2014 to 903 in 2017-2018 by
almost 24.9 % in India. Whereas the number of colleges has increased from 36634 in 2013-2014 to 39,050 in
2017-2018 by about 6.6%. The student enrolment has grown considerably during the last 5 years, which has
increased from 3,23,36,234 in 2013-2014 to 3,66,42,378 in 2017-2018, the overall growth is 13.3%.

 Empirical Framework Of Study Abroad Research Overview:-

A global perspective should be a part of every university student’s education (Lunn, 2008), and study
abroad is “one of the instruments that can be deployed as part of a strategy for internationalization of the
curriculum” (Beelen 2012, p. 14). Therefore, many researches were conducted by hug scholars and researchers
about study abroad topic. This is some review about study abroad had done before.

Nyaupane, Gyan P., Paris, Cody Morris and Teye, Victor (2010), were to examines the role of
motivations, travel experience, social ties and destination in the pre-trip attitude of study abroad students. The
sample for this study was a group of University of international students participated in programs at the South
Pacific or Europe. The results revealed that Social motivation emerged as the most important factor that
influences attitude toward the destinations before the trip while academic motivations and social ties also
influenced students’ destination selection for the study aboard program.

Buesing, Wendy M (2004). Two hypotheses were tested: 1) American students are more likely
motivated to study abroad by cultural motives such as sightseeing and gaining awareness about a different
culture, and 2) International students are more likely motivated to study abroad by academic motives such as
taking classes that are not offered in his or her country. Seventy students completed a questionnaire survey.
The result was reported American students rated adventure seeking another culture as the most motivating
factors for studying abroad and family of origin were rated least motivating to them. Likewise, international
students ranked a desire to develop a sense of identity and to gain or achieve a greater sense of independence as
the most motivating factor to study as well as a family of origin were significant motivating of them. It was also
found that American students were more satisfied with the overall experience of studying abroad than international
students.

Travis Roy(2014), with research topic: Student Perception and the Value of Studying Abroad, to
explore benefits of study abroad and to identify students’ (a) level of available programs; (b) value of the
program; and (c) its obstacles. Case study and cross-sectional design are produced by interview and
questionnaires. The findings were reported that students are seen to get more value on the personal and cultural
benefits acquired through study abroad than academic needs, and financial concern was a significant obstacle on
each of individual student. Anderson, Philip H. and Lawton, Leigh (2015). The goal of their study was to assess
the relationship between why students chose to study abroad, their choice of a program, and their intercultural
competence by employed a pre-post assessment of international students participating. The result showed that
students with higher levels of cultural competence tended to have higher motivation scores than other world
enlightenment, personal growth and career development factors.

Lisa Loberg (2012), exploring factors that lead to participation in study abroad, the study purposed was
to address between high levels of student interest and low levels of participation by exploring factors that lead to
student participation by using a mixed methods triangulation design. Findings indicated that faculty support and
curriculum/academic integration are the important factors that lead to IS participation in study abroad.
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 Motives And Obstacles Of International Students Studying In Indian University

III. RESEARCH METHODOLOGY:

The exploratory study was conducted by Survey Method on international students in academic year 2018-2019.

 Population:-
With the good conditions for the study of two regions above, Savitribai Phule Pune University And Delhi
University are two universities, with five college student sampling, for taking population. The proposed study
comprised a target population of international students studying in Savitribai Phule Pune University, and Delhi
University, India.

 Sampling:-
To questionnaire, each of them taking 10 respondents, plus the international students study in Delhi
University included Delhi University North campus and 4 colleges belong to it, one will take 10 respondents,
total this survey for international students is making 100 respondents (see table 1).
SAVITRIBAI PHULE PUNE DELHI UNIVERSITY Sample of Sample of
Sr. UNIVERSITY (Haryana State) Questionnaires interview
No (Maharashtra State)
1 Savitribai Phule Pune University Delhi University 20 IS 4 InS
Campus, Aundh, Pune, North Campus, Faculty of Art, 10 TU
Maharashtra 411007 Delhi, 110007

Fergusson College Hindu college

2 FC Rd, Shivajinagar, Pune, Sudhir Bose Marg, Hindu
Maharashtra 411004 College, University Enclave, 20 IS 4 InS
Delhi, 110007 10TU
MES Abasaheb Garware College Ramjas college 20IS
3 Karve Road, Colony, Pune, Ramjas College, University 10TU 4 InS
Maharashtra 411004 Enclave, Delhi 110007

SAVITRIBAI PHULE PUNE DELHI UNIVERSITY Sample of Sample of

Sr. UNIVERSITY (Haryana State) Questionnaires interview
No (Maharashtra State)

Ness Wadia College of Commerce 19, St. Stephen’s College

4 Bund Garden Rd, Sangamvadi, Pune, Sudhir Bose Marg, University
Maharashtra 411001 Enclave, New Delhi, Delhi 20IS 4 InS
110007 10TU
Nowrosjee Wadia College Shri Ram College of Commerce 20 IS
5 19, Late Prin. V. K. Joag Path, Pune Guru Tegh Bahadur Rd, 10TU 4 InS
– 411001 Maurice Nagar, New Delhi,
Delhi 110007

Table 1: Sampling:-
The IS participant characteristics detail will show below (see table 2):
Category Response( n=100)
Gender Female (n=62; 62%)
Male ( n=38; 38%)
Age 18-30 (n=55; 85.9%)
30-40 (n=8; 12.5%)
More than 40 (n=1; 1.6%)
Region City (n= 32; 50%)
Capital (n= 32; 50%)
Major Business/ Economics (n =25; 39.1%)
Humanities (n= 9; 14.1%)
Social Sciences (n = 7; 10.9%)
Engineering (n= 2; 3.1%)
Health Sciences (n= 2; 3.1%)
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 Motives And Obstacles Of International Students Studying In Indian University

Sciences (n= 9; 14.1%)

Fine Arts(n=4;6.3%)
Education (n=5;7.8%)
Others(n=1;1.6%)
Course enrolling Certificate/ Diploma (n=3; 4.7%)
BA/BSc ( n=23; 35.9%)
MA/M.Sc(n=20;31.3%)
Ph.D(n=9;14.1%)
Others(n=7;10.9%)
Payment Scholarships(n=29;45.3%)
Self-finance (n=35;54.7%)
Country Nepal( n=7; 10.9%)
Afghanistan(n=11; 17.3%)
Gambia( n= 6; 9.4%)
Thailand(n=6; 9.4%)
Myanmar(n=5; 7.8%)
Vietnam(n=4;6.3%)
Bangladesh(n=3;4.6%)
Other(n=22;34.3%)

Data Collection Tool:-

The questionnaire was used to measure the range of motives and obstacles among the participants. The
questionnaire is comprised of three parts. The first part lists ten main possible factors which motive an
international student would study in India; each factor has a various reason, total 33 motive questions. The
participants are used Linear Scale with a ranging from 1 ("none") to 5 ("very significant") to identify the degree
to which each reason corresponds to their personal motives for studying in DU or SPPU. Part two of the
questionnaire requires the participants to rank from difference reasons effected to obstacles of international
students for studying in DU or SPPU. The participants are used Linear Scale with a ranging from 1 ("none") to
5 ("very much") to identify the degree to which each reason corresponds. Multiple choices (question 1-10 part
I), Linear Scale (question 11-57, part II & III), and Checkboxes (question 58, part IV), total 68 questions for
international students were analyzed that helped answer the research questions.

Table 3: Cronbach’s Alpha of Motive Questions

Motive Questions Items (n=36) Cronbatch’s
alpha
1.Social experiences 7 0.901
2.Program options 5 0.908
3.Academic knowledge 5 0.826
4.Low cost living 5 0.883
Motive Questions Items (n=36) Cronbatch’s
alpha
5.Culture and religion 3 0.853
6.English environment 4 0.862
7.Offer course, marketing 5 0.908

Table 5: Cronbatch’s Alpha of Obstacle Questions:

Obstacle questions Items (n=25) Cronbach’s alpha
1.Financed concern 5 0.896
2.Language barriers 4 0.785
3.Personal safe 6 0.826
4.Emotional adjustment 6 0.872
5.Program quality 4 0.892

Data Analysis Statistical Techniques:-

The data were analyzed using the Statistical Program for the Social Sciences (SPSS) version 20. The
data for each of the questions were put into the SPSS version 20 where descriptive, one sample test,
independent t-tests for questionnaires.

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 Motives And Obstacles Of International Students Studying In Indian University

Descriptive statistics were determined for the independent and dependent variables in the conceptual model, as
well as the study participants. These statistics provide an overall characterization and distribution of the data.
These statistics include frequencies, means, standard deviations and ranges for the data, to know which factor
more effected than others.

One sample test was used to which variable of motives and obstacles effected to international students.

An independent t-test was used to determine whether males and females, city and capital, scholarship
and self- finance students differ in their motives and obstacles.

Multiple analyses is calculated for check box question, to know the percentage of each of variable for how
international students overcome the obstacles.

IV. FINDINGS:
Analysis and interpretation of data objective 1.
The first research question was “What is motives and obstacles of international students?”

Descriptive statistics Motives variables:-

To contains the seven variable categories with mean for each of categories is social
experiences(M=3.67, SD=.620), Program options(M=3.66, SD=.623), Academic knowledge(M=3.93,
SD=.326), Low cost living(M=3.74, SD=.661), Culture and religion(M=3.40, SD=.651), English
environment(M=3.90, SD=.628), Offer course, marketing(M=3.66, SD=.728) (see table 4.1).

Sr. No. Motives Questions N Mean Median Mode Std. Deviation

1 Social experiences 100 3.67 4.00 4 0.620
2 Program options 100 3.66 4.00 4 0.623
3 Academic knowledge 100 3.93 4.00 4 0.326
4 Low cost living 100 3.74 4.00 4 0.661
5 Indian culture 100 3.40 3.00 4 0.651
Sr. No. Motives Questions N Mean Median Mode Std. Deviation
6 English environment 100 3.90 4.00 4 0.628
7 Offer course, 100 3.66 4.00 4 0.728
marketing
Table 4.1: Descriptive Statistics For The Seven Overall Categories Of Motives Variables

Observation:-
Based on the descriptive statistics, the mean for academic knowledge factor (M = 3.93, SD = .326) and
English environment factor (M=3.90, SD=.628) were the highest and the mean for culture and religion factor
was the lowest (M = 3.40, SD = .651).

Interpretation:-
The IS believed the academic knowledge and English environment factors as most important by the
motives, the culture and religion factor as the least important.

 Descriptive statistics for the detail items of each of motives variables:

Item 1: Social Experiences
Subject Mean Median Mode SD
1.Adapt with a new environment 3.64 4.00 4 .628
2.Learn to live with different types of 3.62 4.00 4 .616
people
3.Opportunities for travel around India 3.62 4.00 4 .693
4.Push myself socially and academically 3.62 4.00 4 .708
5.Enhance my ability 3.64 4.00 4 .718
6.Be more Independent 3.48 4.00 4 .810
7.Gain self- confidence 3.70 4.00 4 .732
Table 4.2: Descriptive Statistics for Seven Variables of Social Experiences
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 Motives And Obstacles Of International Students Studying In Indian University

Observation:-
Within the seven variables for the factor Social Experiences, the mean scores for gain self- confidence
(M = 3.70, SD = .732) was highest and the mean scores for Be more Independent (M = 3.48, SD = .810) was
lowest. The means for others were similar.

Interpretation:-
Participants believed gain self- confidence as most important. The factor gains self-confided motivated
the international students to come studying in Indian University.

Figure 4.1: Frequency of Social Experiences Variable:-

Descriptive statistics of frequency for the social experiences variables classified as none(1%), very
little(5%), average(20%) and significant(74%), to show that number of IS believed that social experiences have
significant to motive them ( see Figure ).

Item 2: Programme option:-

Subject Mean Median Mode SD
1.Quality higher education 3.93 4.00 4 .326
2.Reputation of professor 3.92 4.00 4 .339
3.Prefer long, short course 3.90 4.00 4 .362
available
4. Available different major 3.94 4.00 4 .312
5.Campus size 3.85 4.00 4 .458
Table 4.3: Descriptive Statistics for Five Variables Of Program Option

Observation:-
Within the five variables for the factor Program Option, the mean scores for Available different major (M =
3.94, SD = .312) was highest and the mean scores for Campus (M = 3.85, SD = .458) was lowest. The means
for others were also high from 3.90- 3.93.

Interpretation:-
IS believed available different major as most important to affect their decided.
Figure show the descriptive statistics of frequency for the program option variables classified as none (0%),
very little(0%), average(9%), significant(89%), and very significant (2%). The program option was taken 98%
significant to IS for making choices

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 Motives And Obstacles Of International Students Studying In Indian University

Figure 4.2 : Histogram Of Program Option Variable

Item 3: Academic Knowledge

Subject Mean Median Mode SD
1. Getting a different perspective 3.32 3.00 4 .695
2. Increase my critical thinking skills 3.16 3.00 3 .631
3.Have specific knowledge of the 3.25 3.00 3 .592
various programs
4.Be easy to fit into my academic plans 3.29 3.00 3 .518
5.Fulfil major requirements 3.47 3.00 3 .521
Table 4.4: Descriptive Statistics for Five Variables of Academic Knowledge

Observation:-
Within the five variables for the factor Academic Knowledge, the mean scores for Fulfil major
requirements (M = 3.47, SD = .521) was highest and the mean scores for Increase my critical thinking skills (M
= 3.16, SD = .613) was lowest.

Interpretation:-
IS believed available Fulfill major requirements factor as most important of academic knowledge
subject their decided.

Figure 4.3: Histogram of Academic Knowledge Variable:-

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 Motives And Obstacles Of International Students Studying In Indian University

Figure show the descriptive statistics of frequency for the academic knowledge variables classified as none
(0%), very little (3%), average (61%), significant(36%), and very significant (0%). To IS academic knowledge
is not much important factor to be strong effected of them.
Item 4: Low Cost Living
Subject Mean Median Mode SD
1. Outside accommodation 3.46 3.00 3 .744
2.Hostel for international 3.69 4.00 4 .677
Students
3.Food 3.80 4.00 4 .620
4.Others change 3.77 4.00 4 .601
5.Transport 3.63 4.00 4 .720

Table 4.5: Descriptive Statistics for Five Variables Of Low Cost Living
Observation:-
Within the five variables for the factor Low Cost Living, the mean scores for Food (M = 3.80, SD = .620) was
highest and the mean scores for Outside accommodation (M = 3.46, SD = .744) was lowest.

Interpretation:-
IS believed variable Food as most important condition of low-cost living when studying in India. To transport
condition, they are not concern so much.

Figure 4.4: Histogram of Low-Cost Living Variable:-

Figure show the descriptive statistics of frequency for the low cost living factor classified as very
little(6%), average(20%), significant(68%), and very significant (6%). IS believed that low cost living also a
important condition to choose when living in India.

Item 5: Indian Culture

Subject Mean Median Mode SD
1.To know about Indian custom 3.39 3.00 3 .764
2.To appreciate multiple Indian 3.30 3.00 3 .628
religions
3.To know about Indian arts 3.49 4.00 4 .718
Table 4.6: Descriptive Statistics for Five Variables Of Culture And Religion:-

Observation:-
Within three variables for the factor Indian Culture, the mean scores for to know about Indian arts (M = 3.49,
SD = .718) was highest and the mean scores for. To appreciate multiple Indian religions (M = 3.30, SD = .628)
was lowest.

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 Motives And Obstacles Of International Students Studying In Indian University

Interpretation:
Almost factor Indian cultures are not much influenced factor to IS.

Figure 4.5: Histogram Of Culture And Religion Variable

Figure show the descriptive statistics of frequency for the culture and religion factor classified as very little
(9%), average(42%), significant(49%). IS believed that culture and religion is affected to them but not much.

Item 6: English Environment

Subject Mean Median Mode SD
1.Using English conversation 3.81 4.00 4 .581
2.English teaching condition 3.88 4.00 4 .742
3.English learning condition 3.86 4.00 4 .652
4.No change to use mother language 3.64 4.00 4 .732
Table 4.7: Descriptive Statistics for Five Variables Of English Environment

Observation:-
Within four variables for the factor English Environment, the mean scores for English teaching (M = 3.88, SD =
.742) was highest and the mean scores for No change to use mother language (M = 3.64, SD = .732) was
lowest.

Interpretation:-
Factor English environment are important motive factor to IS.

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 Motives And Obstacles Of International Students Studying In Indian University

Figure4.6: Histogram Of Culture And Religion Variable

Figure show the descriptive statistics of frequency for the English environment factor classified as very little
(3%), average (16%), significant (69%) and very significant (12%). IS believed that English environment in
India has motived them to study here.

Item 7: course offering, marketing

Subject Mean Median Mode SD
1.University websites 3.68 4.00 4 .777
2. Embassy web advertise 3.65 4.00 4 .809
3.Given scholarship from India government 3.69 4.00 4 .787
4. Student review advises websites 3.55 4.00 4 .880
5. Promotional materials/ videos 3.58 4.00 4 .831

Table 4.8: Descriptive Statistics for Five Variables Of Course Offering and Marketing:-

Observation:-
Within five variables for the factor Course Offering and Marketing , the mean scores for Given scholarship from
India government (M = 3.69, SD = .787) and University websites (M=3.68, SD=.777) were highest and the
mean scores for Student review advises (M = 3.55, SD = .880) was lowest.

Interpretation:
Given scholarship from India government are important motive factor to attack IS to study in India.

Figure 4.7: Histogram Of Course Offering, Marketing Variable

Figure show the descriptive statistics of frequency for the course offering, marketing factor classified as none
(3%), very little(5%), average(16%), significant(75%) and very significant (1%). IS believed that course
offering, marketing in India University and Indian Government are motived them coming India.

Descriptive Statistics Obstacle Variables:

To contains five variable categories with mean for each of categories is financed concern (M=3.78,
SD=.579), language barriers (M=3.76, SD=.558), personal safe(M=3.56, SD=.671), emotional
adjustment(M=3.50, SD=.732), program quality(M=3.72, SD=.604) (see table )

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 Motives And Obstacles Of International Students Studying In Indian University

Series no. Obstacle questions N Mean Median Mode Std. Deviation

1 Financed concern 100 3.78 4.00 4 0.579
2 Language barriers 100 3.76 4.00 4 0.588
3 Personal safe 100 3.56 4.00 4 0.671
4 Emotional adjustment 100 3.50 3.50 4 0.732
5 Program quality 100 3.72 4.00 4 0.604
Table 4.9: Descriptive Statistics for Five Overall Categories Of Obstacle Variables:-

Observation:-
Based on the descriptive statistics, the mean for Financed concern factor (M = 3.78, SD = .579) and Language
barriers factor (M=3.76, SD=.588) were the highest and the mean for Emotional adjustment factor was the
lowest (M = 3.50, SD = .732).

Interpretation:-
The IS believed Financed concern factor and Language barriers factors as most significant obstacle factors to
them when studying in India, and Emotional adjustment factor was the less significant obstacle than others.

 Descriptive statistics for the detail items of each of obstacle

Item 1: Financed concern
Subject Mean Median Mode SD
1.Tuition fee program cost 3.80 4.00 4 .682
2.International student fee 4.00 4.00 4 .752
Subject Mean Median Mode SD
3.Possibility of non-transferable credits 3.77 4.00 4 .601
4.Health services costs 3.85 4.00 4 .845
5.Living condition 3.59 4.00 4 .740

Table 4.10: Descriptive Statistics for Five Variables Of Financed Concern

Observation:-
Within five variables for the factor Financed Concern, the mean scores for International student fee (M = 4.00,
SD = .752) was highest and the mean scores for Cost Conditions (M = 3.59, SD = .740) was lowest.

Interpretation:-
Factor International student fee is important obstacle factor which IS believed that it is their almost obstacle.

Figure 4.8: Histogram Of Financed Concern Variable

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 Motives And Obstacles Of International Students Studying In Indian University

Figure show the descriptive statistics of frequency for the financed concern factor classified as none (1%), very
little (4%), average(12%), significant(82%) and very significant (1%). IS believed that financed concern also an
important obstacle of then when coming to India.

Subject Mean Median Mode SD

1.Not confident with English conversation 3.63 4.00 4 .720
2.Limited English study 3.62 4.00 4 .648
3.Teachers do not use English in lectures 3.66 4.00 4 .607
4.Almost people speaking in Hindi, Marathi 3.63 4.00 4 .720
Table 4.11: Descriptive Statistics for Five Variables of Language Barriers

Observation:-
Within four variables for the factor Language Barriers, the mean scores for Teachers do not using English in
lectures (M = 3.66, SD = .607) was highest and the mean scores for Limited English study (M = 3.62, SD =
.648) was lowest. Two other factors are same mean scores(M=3.63).

Interpretation:-
IS believed that factor Teachers do not using English in lectures is important obstacle factor when they attend
the class.

Figure 4.9: Histogram of Language Barriers Factor

Figure show the descriptive statistics of frequency for the Language Barriers factor classified as very little (5%),
average (17%), significant (75%) and very significant (3%). IS believed that Language Barriers was taken 75%
significant obstacle when coming to India.

Item 3: Personal Safe

Subject Mean Median Mode SD
1. Feeling unsafe when using public transport 3.43 4.00 4 .782
2.Security issues outside campus 3.34 3.00 4 .794
3. Feeling unsafe when travelling 3.58 4.00 4 .901
4.Feeling unconfident living alone in 3.41 4.00 4 .830
apartment
5. Feeling unconfident living in hostel 3.33 3.00 4 .753
6. Security issues in the university campus 3.54 4.00 4 .688

Table 4.12: Descriptive Statistics for Five Variables of Personal Safe

Observation:-
Within six variables for the factor Personal Safe, the mean scores for Feeling unsafe when travelling (M = 3.66,
SD = .607) was highest and the mean scores for Feeling unconfident living in hostel (M = 3.62, SD = .648) was
lowest. Mean scores of other factors are from 3.54 to 3.34.

Interpretation:-
IS belived that one safe factor obstacle of them is travelling outside their region.

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 Motives And Obstacles Of International Students Studying In Indian University

Figure 4.10: Histogram of Personal Safe

Figure show the descriptive statistics of frequency for the Personal Safe factor classified as very little (10%),
average (24%), significant(66%). IS believed that Personal Safe was one thing they are concern when coming in
India.
Item 4: Emotional Adjustment
Subject Mean Median Mode SD
1.Difficult to live away from the family 3.27 3.00 4 .827
2.Difficult to live away crush 3.51 4.00 4 .772
3. Adapted Indian time 3.44 4.00 4 .756
4. Cuisine 3.46 4.00 4 .717
5.Hostel/university facilities problem 3.33 3.00 4 .726
6.Different culture 3.23 3.00 3 .679

Table 4.13: Descriptive Statistics for Five Variables Of Emotional Adjustment (Crush = Boyfriend/
Girlfriend)

Observation:-
Within six variables for the factor Emotional Adjustment, the mean scores for Difficult to leave crush
(M = 3.51, SD = .772) and Indian time (M = 3.44, SD = .756) were highest and the mean scores for Different
culture (M = 3.23, SD = .679) was lowest.

Interpretation:-
Difficult to leave boyfriend/ girlfriend and Indian Time styles were two variables according to IS be
their obstacles belong to emotional adjustment.

Figure 4.11: Histogram of Emotional Adjustment

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 Motives And Obstacles Of International Students Studying In Indian University

Figure show the descriptive statistics of frequency for the Emotional Adjustment factor classified as
none (1%), very little (11%), average (25%), significant (63%). Living far away the crush was one significant
obstacle factor of IS, and adapt to time delay styles also was one their obstacle of the time living in India.

Item: Program Quality Concern:-

Subject Mean Median Mode SD
1.Quality curriculum 3.65 4.00 4 .626
2.Timetable problem 3.55 4.00 3 .730
3.Teaching styles 3.62 4.00 4 .599
4.Syllabus concern 3.66 4.00 4 .623
Table 4.14: Descriptive Statistics For Five Variables Of Program Quality

Observation:-
Within four variables for the factor Program Quality, the mean scores for Syllabus (M = 3.66, SD = .623) was
highest and the mean scores for Timetable problem (M = 3.55, SD = .730) was lowest.

Interpretation:-
Subject syllabus quality concern was a thing which IS mentioned about their obstacles.

Figure 4.12: Histogram of Program Quality Concern

Figure show the descriptive statistics of frequency for the Emotional Adjustment factor classified as none(1%),
very little(33%), average(59%), significant(7%). Program Quality Concern was not so much a factor of IS when
studying in India University.

Analysis and Interpretation of Data Objective 2:

The second research question was “Do international students males and females different in his or her
motives and obstacles ?”
An independent-samples t-test was conducted to compare the motives and obstacles levels for males and
females of IS. First, the scores for seven items of motives are examined, then five items of obstacles. All analyses
passed the assumption of homogeneity of variance, as measured by Levene’s Test.

The subject area of motives analysis

In theme of social experiences, there was no significant difference in scores for males (M = 3.59, SD =
.682) and females (M = 3.75, SD =.534 conditions: t (98) = -1.284, p = .202, two-tailed).

In theme of program options, there was no significant difference in scores for males (M = 3.95, SD = .353) and
females (M = 3.91, SD =.291 conditions: t (98) = .567, p = .572, two-tailed).

In theme of academic knowledge, there was no significant difference in scores for males (M = 3.29, SD = .563)
and females (M = 3.39, SD = .493 conditions: t (98) = -9.37, p = .351, two-tailed).

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 Motives And Obstacles Of International Students Studying In Indian University

In theme of low-cost living, there was no significant difference in scores males (M = 3.71, SD = .731) and
females (M = 3.77, SD = .565 conditions; t (98) = -.437, p = .663, two-tailed).

In theme of Indian culture, there was significant difference in scores males (M = 3.41, SD = .708) and

females (M = 3.39, SD = .579 conditions: t (98) = 1.85, p = .024, two-tailed).

In theme of English environment, there was no significant difference in scores males (M = 3.91, SD = .668) and
females (M = 3.89, SD =.579 conditions: t (98) = .192, p = .848, two-tailed).

In theme of course offering and marketing, there was no significant difference in scores males (M = 3.70, SD =
.737) and females (M = 3.73, SD = .758 conditions: t (98) = -.205, p = .838, two-tailed). See Table 3 for the
mean and standard deviation in subject areas for male and females in motive variables.

Table 4.15: The Mean and Standard Deviation For Gender In Motives Subject.
Motives Gender N M SD

1.Social experiences M 56 3.59 0.68

F 44 3.75. 0.53
2.Program options M 56 3.95. 0.35
F 44 3.91 0.29
3.Academic knowledge M 56 3.29 0.56
F 44 3.39 0.49
4.Low cost living M 56 3.71 0.73
F 44 3.77 0.56
Motives Gender N M SD
5.Indian Culture M 56 3.41 0.71
F 44 3.39 0.57
6.English environment M 56 3.91 0.67
F 44 3.89 0.58
7.Offer course, marketing M 56 3.70 0.74
F 44 3.73 0.76

Interpretation:-
In brief, the factor of motives, there was only significant difference in scores males and female in Indian culture
variable.

The Subject Area of Obstacles Analysis

In theme of financed concern, there was no significant difference in scores for males (M = 3.84, SD =
.496) and females (M = 3.70, SD = .668 conditions: t (98) = 1.158, p = .250, two-tailed).

In theme of language barriers, there was no significant difference in scores males (M = 3.84, SD = .532) and
females (M = 3.66, SD = .645 conditions: t (98) = 1.531, p = .129, two-tailed).

In theme of personal safe, there was no significant difference in scores males (M = 3.61, SD = .593) and
females (M = 3.50, SD =
.762 conditions: t (98) = .791, p = .431, two-tailed).

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 Motives And Obstacles Of International Students Studying In Indian University

In theme of emotional adjustment, there was no significant difference in scores males (M = 3.57, SD = .628)
and females (M = 3.43, SD = .846 conditions: t (98) = 947, p = .346, two-tailed).

In theme of program quality concern, there was no significant difference in scores males (M = 3.75, SD = .548)
and females (M = 3.68, SD = .674 conditions: t (98) = .558, p = .578, two-tailed). See Table 3 for the mean and
standard deviation in subject areas for male and females in obstacles variables.

Table 4.16: The Mean And Standard Deviation For Gender Obstacle Variables.

Obstacles Gender N M SD
1.Financed concern M 56 3.83 0.49
F 44 3.70 0.67
2.Language barriers M 56 3.84 0.71
F 44 3.66 0.64
3.Personal safe M 56 3.61 0.59
F 44 3.50 0.76
4.Emotional adjustment M 56 3.57 0.62
F 44 3.43 0.84
5.Program quality M 56 3.75 0.54
F 44 3.68 0.67

Interpretation:-
In the factor of obstacles, there was no significant difference in scores males and female.

Analysis and interpretation of data objective 3:

The second research question was “Do international students in city and capital different in his or her motives
and obstacles?”.

An independent-samples t-test was conducted to compare the motives and obstacles for region city and capital of
IS. First, the scores for seven items of motives are examined, then five items of obstacles. All analyses passed
the assumption of homogeneity of variance, as measured by Levene’s Test.

The subject area of motives analysis

In theme of social experiences, there was no significant difference in scores for city (M = 3.56, SD =
.705) and capital (M = 3.76, SD = .517 conditions; t (98) = -1.618, p = .109, two-tailed).

In theme of program options, there was no significant difference in scores for city (M = 3.94, SD = .373) and
females (M = 3.92, SD = .274 conditions; t (98) = .306, p = .761, two-tailed).

In theme of academic knowledge, there was no significant difference in scores for city (M = 3.28, SD = .536)
and capital (M = 3.38, SD = .530 conditions; t (98) = -9.38, p = .351, two-tailed).

In theme of low cost living, there was no significant difference in scores for city (M = 3.70, SD = .707) and
capital (M = 3.78, SD = .616 conditions; t (98) = -.603, p = .548, two-tailed).

In theme of culture and religion, there was no significant difference in scores for city (M = 3.50, SD = .678) and
capital (M = 3.30, SD = .614 conditions; t (98) = 1.546, p = .125, two-tailed).

In theme of English environment, there was no significant difference in scores for city (M = 3.88, SD = .718)
and capital (M = 3.92, SD = .528 conditions; t (98) = -.317, p = .752, two-tailed).

In theme of course offering and marketing, there was no significant difference in scores for city (M = 3.70, SD
= .763) and capital (M= 3.72, SD = .730 conditions; t (98) = -.134, p = .894, two-tailed). See Table 3 for the
mean and standard deviation in subject areas for city and capital in motive variables.

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 Motives And Obstacles Of International Students Studying In Indian University

Table 4.17: The Mean And Standard Deviation For Region In Motives Subject.

Motives Region N M SD
1.Social experiences city 50 3.56 .705
Capital 50 3.76 .517
Motives Region N M SD
2.Program options city 50 3.94 .3.73
Capital 50 3.92 .274
3.Academic knowledge city 50 3.28 .536
Capital 50 3.38 .530
4.Low cost living city 50 3.70 .707
Capital 50 3.78 .616
5.Culture and religion city 50 3.50 .678
Capital 50 3.30 .614
6.English environment City 50 3.88 .718
Capital 50 3.92 .528
7.Offer course, marketing City 50 3.70 .763
Capital 50 3.72 .730

Interpretation:-
In brief, the factor of motives, there was no significant difference in scores city and capital.

 The subject area of obstacles analysis:-

In theme of financed concern, there was no significant difference in scores for city (M = 3.88, SD =
.435) and capital (M = 3 .68, SD = .683 conditions: t (83.133) = 1.746, p = .085, two-tailed).

In theme of language barriers, there was no significant difference in scores for city (M = 3.72, SD = .607) and
capital (M = 3.80, SD
= .571 conditions: t (98) = -.678, p = .499, two-tailed).

In theme of personal safe, there was no significant difference in scores for city (M = 3.64, SD = .563)
and capital (M = 3.48, SD =.762 conditions: t (98) = 1.194, p = .235, two-tailed).

In theme of emotional adjustment, there was significant difference in scores for city (M = 3.66, SD =
.593) and capital (M = 3.36, SD = .827 conditions: t (88.833) = 2.085, p = .040, two-tailed).

In theme of program quality concern, there was no significant difference in scores for city (M = 3.74, SD

= .487) and capital (M = 3.70, SD = .707 conditions: t (96.945) = .329, p = .743, two-tailed). See Table 3 for the
mean and standard deviation in subject areas for city and capital in obstacle variables.

Table 4.18:The Mean and Standard Deviation for Gender In Obstacle Subject.
Motives Region N M SD
1. Fancied concern City 50 3.88 .435
Capital 50 3.68 .683
2. Language barriers City 50 3.72 .607
Capital 50 3.80 .571
3. Personal safe City 50 3.64 .563
Capital 50 3.48 .762
4. Emotional adjustment City 50 3.66 .593
Capital 50 3.36 .827
5. Program quality City 50 3.74 .487
Capital 50 3.70 .707
Observation:
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 Motives And Obstacles Of International Students Studying In Indian University

In the factor of obstacles, there was one significant difference in scores city and capital of emotional adjustment
variable.

Interpretation:
IS living in city had different significant emotional adjustment with IS living in capital.

Analysis and Interpretation of Data Objective 4:

The fourth -research question was “Do scholarship, family support, government grant and private
found of international students’ payment different in their motives and obstacles?”
To know if there was same or difference in the motives and obstacles between different payment
conditions of IS when studying in IU, a one- way between four groups analysis of variance (ANOVA) was used
to examine the data in two subject areas( motives and obstacles), for each item of these subjects was examined
and reported data separately. The researcher runs SPSS using Levene’s test, which tests the hypothesis that the
variances of each group are equal. If the homogeneity of variance assumption is broken, then SPSS offers us
two alternative versions of the F-ratio: Welch’s F (1951)- according to Andy Field (2009).

The subject area of motives analysis;-

Social experiences: Participants were divided into four groups according to their payment conditions
(Group 1: scholarship; Group 2: family support; Group 3: government grant; Group 4: private found). There
was not a statistically significant difference in the social experiences scores for the four payment conditions
group as determined by one-way ANOVA : F (3, 96) = .778, p = .509>.05. Group means and standard
deviations are presented in Table 2.

Program option: Participants were divided into four groups according to their payment conditions (Group 1:
scholarship; Group 2: family support; Group 3: government grant; Group 4: private found).
There was not a statistically significant difference in the Program option scores for the four payment conditions
group as determined by one-way ANOVA: F (3, 96) = 1.533, p = .211>.05. Group means and standard
deviations are presented in Table 2.

Academic knowledge: Participants were divided into four groups according to their payment conditions (Group 1:
scholarship; Group 2: family support; Group 3: government grant; Group 4: private found). It cannot calculate in
the academic knowledge scores for the four payment conditions group as determined by one-way ANOVA:
p=.000<0.5 (Levene Statistic), Robust tests of equality of means cannot be performed. Group means and
standard deviations are presented in Table 2.

Low cost living: Participants were divided into four groups according to their payment conditions (Group 1:
scholarship; Group 2: family support; Group 3: government grant; Group 4: private found). There was not a
statistically significant difference in the low cost living scores for the four payment conditions group as
determined by one-way ANOVA : p=.003<.05 (Levene’s Test), F(3, 25.76)=1.511, p=.235>.05( Robust Test).
Group means and standard deviations are presented in Table 2.

Indian Culture: Participants were divided into four groups according to their payment conditions (Group 1:
scholarship; Group 2: family support; Group 3: government grant; Group 4: private found). There was a
statistically significant difference in the social experiences scores for the four payment conditions group as
determined by one-way ANOVA : p=.001<.05 (Levene’s Test), F(3, 24.157)=3.939, p=.02<.05( Robust Test) .
Group means and standard deviations are presented in Table 2.

English environment: Participants were divided into four groups according to their payment conditions (Group 1:
scholarship; Group 2: family support; Group 3: government grant; Group 4: private found). There was a
statistically significant difference in the social experiences scores for the four payment conditions group as
determined by one-way ANOVA : F (3, 96) =4.389, p = .006<.05. Group means and standard deviations are
presented in Table 2.

Course offering and marketing: Participants were divided into four groups according to their payment
conditions (Group 1: scholarship; Group 2: family support; Group 3: government grant; Group 4: private found).
There was not a statistically significant difference in the social experiences scores for the four payment
conditions group as determined by: p=.000<.05 (Levene’s Test), F (3, 20.748) = 1.627, p =.214 >.05 (Robust
Test). Group means and standard deviations are presented in Table 4.19.

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 Motives And Obstacles Of International Students Studying In Indian University

Table 4.19: The Mean and Standard Deviation for Gender In Obstacle Subject.

Subject Payment N M SD
Scholarship 38 3.71 .654
1.Social experiences Family support 43 3.56 .666
Government grants 7 3.86 .378
Private found 12 3.75 .452
Scholarship 38 3.84 .370
2.Program options
Family support 43 3.98 .344
Government grants 7 4.00 .000
Private found 12 4.00 .000
Scholarship 38 3.42 .599
3.Academic knowledge
Family support 43 3.33 .522
7 3.00 .000
Government grants
Private found 12 3.25 .452
Scholarship 38 3.74 .601
4.Low cost living
Family support 43 3.65 .783
Government grants 7 3.86 .378
Private found 12 4.00 .426
Scholarship 38 3.58 .552
5.Culture and religion
Family support 43 3.40 .728
Government grants 7 3.14 .378
Private found 12 3.00 .603
Scholarship 38 3.97 .636
6.English environment
Family support 43 4.02 .511
Government grants 7 3.29 .756
Private found 12 3.58 .669
Scholarship 38 3.45 .976
7.Offer course, marketing
Family support 43 3.81 .546
Government grants 7 3.57 .787
Private found 12 3.83 .389

Table 4.20: Group Means and Standard Deviations.

Subject Payment N M SD
1.Financed concern Scholarship 38 3.74 .601
Family support 43 3.84 .531
Government grants 7 3.71 .756
Private found 12 3.75 .622
2.Language barriers Scholarship 38 3.82 .512
Family support 43 3.77 .571
Government grants 7 3.57 1.13
Private found 12 3.67 .492
3.Personal safe Scholarship 38 3.39 .718
Family support 43 3.77 .527
Government grants 7 3.57 .787
Private found 12 3.33 .778

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 Motives And Obstacles Of International Students Studying In Indian University

Subject Payment N M SD
4.Emotional adjustment Scholarship 38 3.61 .679
Family support 43 3.49 .703
Government grants 7 3.71 .756
Private found 12 3.17 .937
5.Program quality Scholarship 38 3.79 .538
Family support 43 3.72 .630
Government grants 7 3.43 .787
Private found 12 3.67 .651

Observation:
In obstacle factors, five variables were presented be not statistically significant different in four groups
of payment.

Interpretation:
IS in group payment had not difference significant obstacles when studying in IU.

Analysis and interpretation of data objective 5.

Frequencies statistic multiple responds. The last research question was “How do international students
overcome these obstacles?” The SPSS of frequencies was conducted by multiple respond statistic to find out
percent and percent of case of motive factors which IS believed that it had strong influenced factors of 7 themes
motives to help them overcoming the obstacles (see table 4.34).

Frequencies
Subject Responses Percent of
N Percent Cases
Social experiences 22 9.7% 22.0%
Optional courses 24 10.6% 24.0%
Academic knowledge 44 19.4% 44.0%
Motives Low cost living 32 14.1% 32.0%
Culture and religion 27 11.9% 27.0%
English environment 43 18.9% 43.0%
Scholarship and marketing 35 15.4% 35.0%
Total 227 100.0% 227.0%

Table 4.34: Multiple Respond Statistic.

Frequencie
s 35.00
Scholarship and 15.40%
marketing %
43.00
18.90 %
English
Cultureenvironment
and religion 27.00
% %
32.00
14.10 %
Low cost 11.90%
% 44.00
19.40% %
living Academic
10.60 24.00
knowledge Optional %
%
courses Social
9.70%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00%
22.00%
experiences50.00%

Figure 4.13: Multiple Respond Statistics

Percent of Cases Percent

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 Motives And Obstacles Of International Students Studying In Indian University

Observation:-
The table show seven variable categories motives factor with percentage for each of categories is social
experiences(n=22, 9.7% and 22% case), Program options(n=24, 10.6% and 24% case), Academic
knowledge(n=44, 19.4% and 44% case), Low cost living(n=32, 14.1% and 32% case), Culture and
religion(n=27, 11.9% and 27% case), English environment(n=43, 19.9% and 43% case), Offer course,
marketing(n=35, 15.4% and 35% case).Total percent is 100% and percent case is 227%.

Interpretation:-
Scholarship and marketing (15.4%), English environment (18.9%), academic knowledge (19.4%) are three
factor more effected to motive IS overcoming these obstacle when studying in Indian University (see figure).

CONCLUSION:-

Objective wise Findings:-

The objective to each research question is answered individually.
The first objective of the research was: To know motives and obstacles of international students
studying in Indian university. The data from the motive factors descriptive statistic was conducted that the
mean for academic knowledge factor (M = 3.93, SD = .326) and English environment factor (M=3.90,
SD=.628) were the highest. It means The IS believed the academic knowledge and English environment factors
as most important by the motives. In detail each of variable of seven motive items, it showed that Gain self-
confidence, Available different major, fulfil major requirements, Food, To know about Indian arts, English
teaching, and Given scholarship from India government were significant detail motive factors of international
students. The data from the obstacle factors descriptive statistic was conducted that, the mean for Financed
concern factor (M = 3.78, SD = .579) and Language barriers factor (M=3.76, SD=.588) were the highest. It
means The IS believed Financed concern factor and Language barriers factors as most significant obstacle
factors to them. In detail each of variable of five obstacle items, it showed that International student fee,
Teachers do not use English in lectures, feeling unsafe when travelling, Difficult to live away crush, and
Syllabus concern were significant detail obstacle factors of international students.

The second objective of the research was: To find out international students male and female
different in his or her motives and obstacles. An independent-samples t-test was conducted to compare the
motives and obstacles levels for males and females of IS. The subject area of motives analysis, in theme of
culture and religion, there was significant difference in scores males (M = 3.41, SD = .708) and females (M =
3.39, SD = .579 conditions; t (98) = 1.85, p = .024, two-tailed). Additionally, there was no significant difference
in scores males and female in other motive factors. The subject area of obstacles analysis, The subject area of
obstacles analysis.

The third objective of the research was: To find out international students in city and capital
different in their motives and obstacles. An independent-samples t-test was conducted to compare the motives
and obstacles for region city and capital of IS. The factor of motives, there was no significant difference in
scores city and capital. In the factor of obstacles, in theme of emotional adjustment, there was significant
difference in scores for city (M = 3.66, SD = .593) and capital (M = 3.36, SD = .827 conditions; t (88.833) =
2.085, p = .040, two-tailed). Other obstacle factors were no significant difference in scores city and capital.

The fourth objective of the research was: To find out scholarship, family support, government
grant and private found of international students having different in their motives and obstacles. One-way
between four groups analysis of variance (ANOVA) was used to examined. In motive factors, IS in group
payment had difference significant motives in Indian culture; English environment factors. In obstacle factors, it
were presented be not statistically significant different in four groups of payment.
The seven and last objective of the research was: To know international students studying in
Indian university how they overcome these obstacles.The SPSS of frequencies was conducted by multiple
respond statistic was produced Scholarship and marketing(15.4%), English environment (18.9%),academic
knowledge (19.4%) are three factor more effected to motive IS overcoming these obstacle when studying in
Indian University.

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 Motives And Obstacles Of International Students Studying In Indian University

MAJOR FINDINGS:-
[1]. The international students believed the factor of academic knowledge and English environment were
most important by their motives.
[2]. The factor of gain self-confided motivated the international students to come studying in Indian
University.
[3]. The international students believed different course levels were important factor of their motives.
[4]. The international students believed major requirements were significant factor of academic knowledge.
[5]. The international students believed factor low cost of food prizes is important condition when studying
in India.
[6]. Factor English environment were the key motive factor to the international students.
[7]. Given scholarship from India government were important motive factor to attack the international
students to study in India.
[8]. The international students believed financed concern factor and language barriers factors were most
significant obstacle of them.
[9]. Factor of international student fee is important obstacle factor.
[10]. Factor of teachers do not use English in lectures is important obstacle.
[11]. Factor of safety was an obstacle.
[12]. Both factors of difficult to leave boyfriend/ girlfriend and Indian time styles were obstacles.
[13]. Subject syllabus quality concern was obstacles.
[14]. There was significant difference motive between males and female about Indian culture.
[15]. There were no significant difference obstacles between males and female.
[16]. There were no significant difference motives between student living in city and capital.
[17]. There was one significant difference obstacle between students living in city and capital about
emotional adjustment.
[18]. It had difference significant motives in Indian culture factor; English environment factor between
family support, private found, government grant and scholarship students.
[19]. It had not difference significant obstacle between family support, private found, government grant and
scholarship students.

Suggestions for Future Research:-

Similar further study is recommended, taking into consideration international students from a number
of difference university at difference city in different path in India with increased sample size preferably
focusing on the most international students in three hug cities as Mumbai, Kolkata, and Bangalore.

Recommendations:-
International students is when living in India, teacher should see and touch variety amazing things in
students life, although it also has some difficult to adapt, any case it is a chance for you to treat for study and try
to solve to be more growth. Someone said that: “If you can live in India, it means you can live in any country
and anywhere in the world”. It is a fun quote, just keep going and don’t waste your time as well as your youth.

Contribution Knowledge:-
In contribution, the present study identified several important motive factors affecting international
students’ intentions as academic knowledge and English environment as well as some obstacles of them were
safe and quality of courses. Specifically, it also offered some ideas and significant keys leading how
institutions, universities may improve and promote the Indian university programs.

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