Abstract:

Over the past decades, internationalization of universities has been one of the major forces of higher education systems . One of the most important indicators of internationalization in higher education is student mobility. Student mobility is concerned with the students who go abroad for educational purposes and it is considered as an important dimension of globalization by Organization for Economic Cooperation and Development. (OECD).Nowadays, 4 million students are studying outside their home country.It is predicted that this amount will reach to 5,8 million in 2020 and 8 million in 2025 . International student mobility affects all aspects of global society including economy, science, technology, industry, business, politics and culture. This study examines Muslim international students’ experience and perceptions of studying and living in two public Canadian and Spanish universities. The following two central questions guiding the study are to ask: What non-academic factors motivate Muslim international students to continue their further education in a foreign university? And what are the major socio-cultural challenges of Muslim international students enrolled in an international university?

This study uses qualitative approach adopting phenomenology methodology to provide knowledge and insights for those [instructors and policy actors] who need to understand the main socio-cultural motivations and challenges of international students coming from an Islamic country [and culture].The data were collected through deep interviews with 15 international Muslim students in a Canadian academic context (Western University) and 15 international Muslim students in a Spanish academic context (university of Autonoma de Madrid) and Collaizzi method was used in analyzing the data.

Findings indicate that:
a) non academic attractions are the main rationales including: ‘immigration and being a Canadian or European citizen’, ‘personal, political and civil freedom’, and ‘further job opportunities and employment positions’ are among the top non-educational motivations that drive Muslim international students to continue their graduate studies Western countries.
b) Muslim international students are faced with a wide range of challenges. ‘Faith and religious metamorphosis’, ‘cultural stresses and language proficiency’, and ‘negative attitudes of domestic classmates’ are among the main socio-cultural challenges.

Keywords:

Internationalization, Higher Education, International Students, Noneducational Socio-cultural Challenges, Pulling-pushing factors.