Examining the asymmetric effects of internationalization factors on student satisfaction

Following the COVID-19 pandemic, an increasing number of Chinese students are choosing to pursue internationalized higher education domestically rather than studying abroad. However, current internationalization strategies are often not fully aligned with students' evolving needs. This study examines the determinants of student satisfaction with internationalization practices at Sino-foreign Cooperative Universities (SFCUs), emphasizing both globally recognized and context-specific elements. The findings suggest that several formal aspects of internationalization, such as curriculum internationalization, institutional reputation, and mobility programs, as the most significant predictors of student satisfaction. Among these, a globally oriented curriculum stands out as the strongest determinant, emphasizing the importance of academic quality, cross-cultural relevance, and alignment with global competencies in influencing the student experience. Conversely, we found that more subjective aspects of internationalization, such as cultural integration and student management practices, had a less direct impact on satisfaction. Nevertheless, this study confirms the importance of the perceptions of fairness in resource allocation and student treatment, suggesting that equity and transparency in institutional practices are essential for fostering a sense of belonging. While formal language support did not emerge as a major predictor of satisfaction, this finding suggests that SFCUs should instead focus on fostering an immersive English environment, especially given students' already high language proficiency. These findings provide valuable insights into how SFCUs can refine their internationalization strategies, emphasizing the need for an approach that balances global educational standards with the specific institutional contexts of the host country.