Through Their Eyes : Exploring Study Abroad Motivation and Campus Diversity in the Era of Tuition Fee Policy : A Qualitative Case-study focusing on the Experiences of non-EU/EEA students in Norway at the Norwegian School of Economics (NHH)

Abstract

The introduction of tuition fees for non-EU/EEA students in Norway in 2023 marks a pivotal shift in the landscape of Norwegian higher education, with significant implications at the Norwegian School of Economics (NHH). This thesis explores how the new policy influences the study abroad motivations of non-EU/EEA students and its impact on the diversity climate at NHH. Employing a qualitative, explorative case-study approach, this research conducts semi-constructed interviews with 13 non-EU/EEA full-time master students at NHH, comparing perspectives of both fee-paying and non-paying, first and second year cohorts. The study is anchored in the Push & Pull motivation theory and the Campus Climate Framework. Findings indicate that both first and second year students’ push motivations for studying abroad remained largely unchanged and similar. However, the tuition policy has reoriented first year students’ motivations towards viewing education as an investment attracting more motivated students with enhanced focus on education programs. This is in contrast to the second year students emphasising free education as their main motivator. Notably, the tuition policy has significantly impacted structural diversity, evidenced by a 90% reduction in non-EU/EEA student enrollment at NHH. Both first and second year students are aware of the negative impacts of tuition on non-EU/EEA student composition, however they report a positive perception of campus diversity within formal academic settings and institutional structures at NHH. Conversely, challenges in informal interaction with Norwegian students due to cultural and language barriers are prominent for all students, underscoring a crucial aspect of the study abroad experience. This thesis contributes to the discourse on international education policy impacts, highlighting the complex interplay between financial policies and educational aspirations in a global context. The research findings offer insights into students’ decision-making processes and experiences, providing a nuanced understanding that goes beyond numerical analyses. These insights are pivotal for educational policymakers and institutions like NHH, as they strategise to balance financial sustainability with the goals of internationalisation and diversity in an increasingly competitive global education landscape.