Analysis of Retention Factors of International Students at Applied Sciences Universities in Finland
Islam, MD Aminul (2025)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025121235435
https://urn.fi/URN:NBN:fi:amk-2025121235435
Tiivistelmä
International student dropout before graduation is a growing concern in Finnish higher education, yet the reasons behind early withdrawal remain insufficiently understood. Despite Finland’s need for international talent, many students discontinue their studies mid-degree, indicating academic, financial, linguistic, and institutional barriers that require closer examination.
This thesis investigates the factors influencing discontinuation at one Finnish university of applied sciences. It analyses how academic guidance, financial pressure, language proficiency, social integration, and institutional support influence students’ decisions to continue or leave their studies.
A mixed-method approach was used. Two online surveys targeted international students and academic/support staff, and selected students and staff were interviewed. The quantitative data were analysed through descriptive statistics and crosstabulation, while the qualitative responses were examined using inductive thematic analysis. All procedures followed ethical guidelines.
The findings show that the most influential dropout factor is financial stress, followed by emotional strain and reduced motivation. Language challenges remain significant, as many students believe Finnish proficiency is essential for employment, yet institutional language courses were viewed as only moderately effective. Academic support showed mixed results, with several students reporting unclear guidance and dissatisfaction with the responsiveness of the international office.
The study concludes that international student retention depends on academic integration, financial stability, language development, and early institutional support. The results highlight the need for clearer programme expectations, stronger guidance structures, improved language training, and more proactive support mechanisms to enhance persistence and successful degree completion.
This thesis investigates the factors influencing discontinuation at one Finnish university of applied sciences. It analyses how academic guidance, financial pressure, language proficiency, social integration, and institutional support influence students’ decisions to continue or leave their studies.
A mixed-method approach was used. Two online surveys targeted international students and academic/support staff, and selected students and staff were interviewed. The quantitative data were analysed through descriptive statistics and crosstabulation, while the qualitative responses were examined using inductive thematic analysis. All procedures followed ethical guidelines.
The findings show that the most influential dropout factor is financial stress, followed by emotional strain and reduced motivation. Language challenges remain significant, as many students believe Finnish proficiency is essential for employment, yet institutional language courses were viewed as only moderately effective. Academic support showed mixed results, with several students reporting unclear guidance and dissatisfaction with the responsiveness of the international office.
The study concludes that international student retention depends on academic integration, financial stability, language development, and early institutional support. The results highlight the need for clearer programme expectations, stronger guidance structures, improved language training, and more proactive support mechanisms to enhance persistence and successful degree completion.