Makahane Andani, Reviewed draft

An assessment of perceptions of Zimbabwean students on the South African higher
education system with special reference to the University of Venda.
by
Makahane Andani
Abstract
This paper examines motives in student mobility of Zimbabwean students into South Africa.
Data was primarily obtained from some of the available literature on student mobility
globally and interviews based on a constructed instrumentation were conducted with
international student of Zimbabwean origin at the University of Venda.
The research findings reveals certain motives and challenges that drives most Zimbabwean
students to pursue their studies in South Africa, it has identified student mobility role on
Education system of South Africa and outlines mere challenges upon the integration both in
the learning environment and social wellbeing. The research furthermore addresses
challenges of integrating internationals in South Africa’s tertiary institutions.
This paper recommends the expansion of international student’s integration; assess the
impact of international student mobility on institutions of higher learning and also questions
for future learning, the role institutions can play in promoting brain circulation over brain
drain.
Abbreviations and Acronyms
AfDB – African Development Bank
SADC – Southern African Development Community
SARUA – Southern African Regional University Association
Stats SA – Statistics of South Africa
UDHR – Universal Declaration of Human Rights
UIS – UNESCO Institute of Statistics
UNESCO – United Nations Education, Social and Cultural Organization
UNIVEN – University of Venda
WDHE – World Declaration on Higher Education

1. Chapter one: Introduction
1.1.Background of the Study
Post 1994 South Africa was faced with a great challenge, a challenge of detaching herself
from the legacy of international isolation which was imposed on the apartheid South African
government by many states across the Globe. Higher education institutions as important
drivers of this objective redefined their mission, opting for a move towards the
internationalisation of Higher Education. On the other side international student migration is
amongst the fast growing trends of international migration, as a matter of fact South Africa
has received a number of over 80 000 international students in the year 2011 as shown in the
South African department of Statistics report of 2012.
The transition of the South African higher education towards a borderless higher education
system and the shifting towards the internationalisation of the higher education has provided
platform for the implementation of the right to freedom of movement as stated by the
Universal Declaration of Human Right, article 13. It is still a very infant discussion amongst
both Scholars and politicians. Equally so is article 26 which is the right to free education, and
articles 2, 3 and 22 as they offer rights to security which becomes a responsibility of a
country that receives these migrant students.
According to the UNESCO institute of Statistics, international student migration points to a
3.4 million moving for study purposes in countries across the Globe, which makes a ratio of
4%. Within the SADC region the ratio is at 6% and the greatest number is flowing into South
Africa. This inflow has evidently influenced high competition amongst students for limited
space in institutions of higher learning.
1.2. Problem Statement.
The South African Higher Education system has been known to be characterised by isolations
as a result of the doctrines of the Apartheid system (Jansen et. al. 2008; 387). The emergence
of a democratic South Africa brought a paradigm shift to the policy framework of the South
African higher education too, and given the rate of expansion of the Global knowledge flow,
institutions in South Africa tracked the global tactic of higher education. All this indicates
high in-flows which are from neighbouring Swaziland, Zimbabwe and Lesotho. This has
brought much to be desired in exploring the perceptions of African Mobile students with
relation to their experiences on their journey of study in South African.

1.3. Aim of the Study.
Given the internationalisation of higher education across the globe and transition of the
policy framework of higher education in South Africa this study will seek to explore and
make assessment on the perception of African Mobile Students on the higher education
system of South Africa in relation to language, culture, integration and socio-economic
impacts. Relative to the complexity of the subject of mobile students and South African
higher education, this study will further seek to achieve the following objectives through
answering question relating to such objectives as:
 Identify what perception foreign students had about South Africa and the education
system.
(i) What leads African Mobile Students to immigrate to study in South Africa?
 Assessment of the Socio-Economic impacts brought by mobile students on the South
African higher education system.
(i) Does international migration carry a burden or a benefit for South Africa as a
receiving nation?
(ii) What impact does it have on the quality of education?
(iii) What impact does it have on the Knowledge economy of South African
Education?
(iv) Are there any challenges of language and culture in the learning environment?
 Forecast future challenges that can be brought by integrating foreign students?
(i) What are the challenges that institution like the University of Venda might
experience as a result of integrating foreign students?
(ii) To what extent should South African institutions recruit foreign students?
(iii) Will it be brain drain or brain gain for the sending country?
1.4.Research Methodology
This study was established on the basis of both primary and secondary sources. The primary
data are results of a fieldwork conducted at the University of Venda in Thohoyandou,
Limpopo, with foreign students of Zimbabwean origin in September 2013. The fieldwork was
in a form of a structured open-ended interview question, of which the open ended questions
were used because they allow interviewees to respond without limitations, and this has given
the interviews a depth of data which became even more useful in the data analysis and

presentation of findings. Respondents were sampled through a snowball sampling, which
actually prefers that a researcher will find the first person and the first person will lead her to
the next person they know until the researcher has reached the number of respondents they
want to interview (Scott and Garrison, 2008). Snowball sampling makes it easy to identify the
intended population, though it poses a challenge of representativity, but, to ensure that
representativity is met, the researcher did observations to possible issues that were raised
during interviews.
Secondary information was collected from books, published research reports, journals policy
documents and conference reports of organisations such as the SADC, UNESCO and the
African Development Bank, all this literature was reviewed to identify knowledge gaps and
also utilised to avoid a repetition of the already covered arguments.
According to Nabudere (2002; 19) research ethics is a sense of Ubuntu, thus researchers
should avoid violating human rights. A proper explanation of the purpose of the research was
given to respondents before their consent in taking part in the research was asked; this was
done to avoid involuntary participation. Rights to privacy, confidentiality, and anonymity
were be respected throughout the research.
1.5. Theoretical Framework
International migration is a broad spectrum, but most studies have discussed it as labour
migration and for such reasons other units such as asylum seekers and migrant students have
received less attention. Teferra and Knight (2008) stated that their work is the first of its kind
and believes that many other works will follow on student mobility in the context of Africa,
this has been support by Tati (2010; 282) who stated that “the issue of young people as
migrant students has emerged as a newly discovered social constituency in intra-African
migration”, this proves the infancy of the subject, and makes it more interesting to study.
International students are recognised as major players/ actors in the rapid increase of
international migration as a whole (Brooks and Waters, 2011; 9).
Given the fact that international student migration is a subject of recent debates there is lack
of theories that seek to deductively explain this fast growing phenomena. In this section, the
researcher creates links between theories of international migration and existing literature on
student migration. This has further more assisted in identifying key areas of study within the

scope of international student migration. Below discussed are the Macro and Micro economic
theories, new economic, social and spatial theories.
Macro economic theory is probably the most known approach in international migration; its
core argument is laid on wage differences and furthermore argues that market mechanism is a
catalyst for international migration (Stilwell and Congdon, 1991; 5). Similarly as discussed
by Bijak (2006; 9) that the standard and quality of education influenced the decision of
migration for study purposes, this would pose an argument that should all institutions offer
the same curriculum and quality of education, then students wouldn’t migrate for study
purposes. One would argue that student migration is inevitable; there are no levels of
education that can stop it from taking place.
Micro economic theory views migration as an investment on human capital (Bijak, 2006; 10).
Stilwell and Congdon (1991; 6) argues that migration is influenced by calculated gains, and
this is reinforced by UNESCO KEDI (2012; 8) and Brooks and Waters (2011; 11) who
provides evidence that international qualifications increases chances of employment, and of
course being employable is a crucial factor in the life of any student.
Mau (2010; 71) believes that modernisation has brought communication networks as a major
player in international migration. Social capital theory explains migration as influenced by
networking, it assumes that international migration will expand until network connections are
wide enough that all people who wish to migrate can do so with ease (Teitelbaum, 2008;125),
thus student mobility will expand until the full attainment of a borderless higher education
system exists. It further expresses that controlling migration is an impossible task since
networks are created outside countries and occur irrespective of policies (Bijak, 2006; 8).
Lastly, the Spatial theory is a geographic based theory which considers distance as an
important aspect for consideration (Stillwell and Congdon, 1991; 9) this would mean students
will move to the nearest countries as it appears evident in the SADC region where most move
to South Africa, this is believed to be based on travel cost (Bijak, 2006; 14).
The above discussed links shows a broad overview of student migration which is in fact
growing with no signs of collapsing anytime soon or later, rather it holds even greater
expansions for the future. It shows to be an area that needs to be studied more and better
ways to make it more beneficial should be developed.

1.6. Organisation of the Study
Chapter one opens up with the general introduction of this study, aims objectives and
research questions, justifies the study and closes with the chapter breakdown.
Chapter two critically reviews issues that have been covered in previous literature, which are
motives and impacts of student mobility and issues of integration of migrant student.
Chapter three interprets the data collected and presents the research findings.
Chapter four wraps up with general concluding remarks.
2. Chapter two: Literature Review
2.1. Introduction
This chapter seeks to provide an overview of issues relating to international student mobility
and the higher education system in South Africa since 1994 to present. It makes such
provision through analysing key issues that characterises student migration to South African
higher education. This trend of student migrants dates back to even colonial rule and
apartheid times, as it is also widely known that the Zimbabwean president, Robert Mugabe
studied in South Africa. Well, the trends at those apartheid era times is undocumented, but,
post apartheid era has brought an exciting and very dynamic character to international student
migration. But the key issue is how is the education system of South Africa attracting these
students, what are the impacts of Student Mobility and how are such students been integrated.
According to Tati (2010; 284) international student migration is a personal development step
since it includes in it the search for employment. Mau (2010; 71) defines student mobility as
a “cross-border acquisition and transfer of knowledge”, this would mean that it provides these
students with new language and cross-cultural social skills, and contacts that might possible
lead to future transactional skills in their lives. One would expose the thought that student
mobility is both good and bad, but more good than bad.
2.2. International provisions
The international system has a number of agreements that heads of states has agreed upon to
make sure that a platform for the equality of the human race at large is created by member
state to the international community. The Universal Declaration on Human Rights (UDHR)
which gives the rights amongst others of freedom to movement, security and free education.

The World declaration on Higher Education which specifically deals with the implementation
of the UDHR right to free education as it makes provision of the access to education, the
financing of higher education, and opening up to cross border education and raising a need of
working against brain drain for brain gain. Furthermore is the SADC Protocol on Education
and Training which deals with the access to education for all at a regional context.
2.3. Motives of Student mobility
Below is an overview of some important factor that motivates students to leave their
countries to study in other countries regardless of their uncertainties to what is actually
happening in their hosting countries.
2.3.1. Structure of Higher Education system in South Africa.
Maharaj (2011; 37) portrays that higher education systems are growing across the globe and
they are receiving international recognition, whilst Tati (2010; 283) states that South Africa is
a new destination for many young migrant students in Africa with Zimbabwe been the top
sending country. If one was to ask why is South African institution receiving so many of this
student, it is simply because this institutions has redefined their mission to of playing a role in
academic transformation in Africa (Cross and Rouhani, 2004; 237), this shows that these
institutions are now regionally orientated and are also prioritising recruiting international
students from the region, though there is an existence of formal ties with institutions in many
African countries. As we have above redefined the mission of institution below we will
overview the question of employability as an important aspect in the lives of young African
students.
2.3.2. Employability of graduates
In such a capitalistic world economy a decent job is everyone’s wish for the future, yet it
looks impossible to attain such a job without a basic qualification. This has also bolstered the
desire for foreign qualifications since foreign graduates seem to enjoy prestige of better jobs.
The African Development Bank (AfDB, 2013; 9) pleaded that African education should be
able to develop an entrepreneurial attitude in their career lives, which implies that graduates
should be taught to be independent, able to start their own businesses and be self employed
since many African countries are experiencing job scarcity. Furthermore, Southern African
Regional University Association (SARUA, 2011; 2) pleaded with member institutions that

their approach to student mobility should be capacity building to enhance employability of
youth in the global economy.
The above advances to the idea laid by the AfDB (2013; 12) that knowledge bases should be
upgraded to address issues of employment at a country level, in Brooks and Waters (2011;
11) it is argued that international qualification offers a prestige of employment in both the
hosting country and the home country, this is evidence in Tati (2010; 284) who puts it that
educational mobility often combined with the search for employment.
This shows how important it is to consider employment issues before one could decide where
they wish to study, and following below is a discussion on cost considerations.
2.3.3. Cost of learning
South African institutions are relatively cheap for African migrant students as compared to
their leading counterparts elsewhere across the globe (Tati, 2010; 287). SARUA (2011; 2)
calls for African university to approach student mobility from a perspective for capacity
building clearly meant that is should not be an opportunity to attain foreign income. In an
attempt to argue the cost of learning, shabani (Teferra and Knight, 2008; 383) puts it that
there is lack of funding in most institutions and student mobility is seen as a cure. This all
support the thought of cross and Rouhani (2004; 241) that South African institution are
transforming regional institutions, thus they give equal treatment to both South African and
those from within the region, this should then lead us to look into the role of government.
2.3.4. The role of the Government.
Government are playing an active role in the promotion of a global knowledge flow, such
effort were evident in 1997 principles by SADC governments through the signing of the
SADC protocol on higher education, which garners support for academic mobility and
collaborations between institutions. These principle based collaborations includes building of
ties at institutional levels. In addition Mau (2010; 47) argued that most government are
funding the mobility of students and they end up deciding on the mobility of students.
Worth noting is the ideological affirmation between South Africa and Zimbabwe and other
African State, a relationship which dates to the South African Struggle against apartheid
regime, a relationship that stigmatise South Africa has been in debts for the support and
generosity that the Struggle fighters who are now leaders of the country got from most of

these African countries (Varghese, 2008; 23 and Jansen et al, 2008; 390). After looking into
the involvement of government it is worth assessing the status quo of policies of permitting.
2.3.5. Study Permits
Many countries are believed to be putting into place undocumented policies of trying to
discourage migrants to enter their territory, which they do through demanding of unnecessary
documents to get permits to enter such countries.
In the case of South Africa two conflicting views have been raised by different scholars. In
Cross and Rouhani (2004) they argue that the South African Department of Home Affairs is
pursuing a policy of discouragement, which burns a feeling of uneasiness to gaining entry for
study purposes, yet on the other hand Tati (2010; 286) argues that there is easiness in
obtaining study permits in South Africa. It is therefore necessary to reconcile the two
statements at a later stage.
To this far an overview on the central motives of student mobility have been addresses above
quiet well therefore below shall follow an intact overview on the impacts of student mobility
on the South African Higher Education.
2.4. Impacts of Student Mobility on the Education System.
2.4.1. Benefits of student mobility.
The internationalisation of Higher education is an opportunity that south Africa should not
miss, as it is argued in Jansen et al (2008; 388) that it is playing an important role in
emancipation of the apartheid legacy, furthermore, they argue that this hosting of students
from the region is also an obligation towards reconstructing the region at large, in addition,
they argue that it is pivotal to absorb this student since they play an affirmative role on the
knowledge economy.
Mulumba et al (2008; 508) contributed three (3) major Benefits of absorbing international
students, firstly, Revenue generation, whereby international students are seen to increase
buying power, yet one would argue against that, since if we have a given number of
international student, if they are not registered then the same number of local students would
still be buying, secondly, is they assist in growing the knowledge economy through
programmes of research and innovations and lastly, they assist in meeting the professionals

skills gap, yet government is not able to employ their own citizens, and sending countries are
also expecting a plough back from this students.
2.4.2. Effect of international student mobility.
There is an existing correlation between higher education enrolments and global competitive
performance (UNESCO-KEDI, 2012; 2), this implies that when competition exist then
growth is a must, but the AfDB (2013; 12) has identified that this expansion is seen to be
coming at the expense of quality to cater for the demand of skills from the labour market. Yet
Sigh et al (2007) stipulated that the global nature of interdependence carried by the
motivations and experience is highly influencing many to move like never before, while
Brooks and Waters (2011; 108) cites that students engage in cross-border higher education as
a way of obtaining citizenship.
The UNESCO-KEDI (2012; 7) identifies down grading of quality of education and fraudulent
academics, and Jansen et al (2008; 391) argues against the increase in competition for limited
space in institutions, this is seen to be a burden to hosting communities and therefore is
suspected to be the catalyst for discriminatory characters that seem to exist.
Brain Drain is growing even faster than student mobility in most developing and less
developed countries (Maharaj, 2011; 6), though statistics on this subject remains imperfect
(Mulumba et al, 2008; 508) brain drain is less studied and it requires a sole study. Mau (2010;
71) states that studying abroad develops contacts which can be helpful in the future and such
contacts plays role in increasing brain drain. UNESCO-KEDI (2012; 6) has also identified
brain drain as a major problem for countries sending students to study in other countries.
Furthermore, Tati (2010; 283) cites that “Asian countries provide telling stories of migrant
students who returned to their countries with skills and contributed significantly to the
regions continued economic development” and Varghese (2008; 25) spoke of high
possibilities of students staying in host country after study.
Given the problematic nature of student mobility, Kritz (2011) sets forth a remedy that firstly
countries should strengthen their undergraduate training, secondly, government should limit
scholarship to study abroad, thirdly, institution should build collaborated programmes with
the best in the world, and lastly, Academics with much needed level of expertise should be
allowed to run short courses programs. The aforementioned points can, if implemented in an
appropriate manner way, reduce the rate of growth of student mobility. Now that we have

explored effects of student mobility on the education system, it becomes important that we
should look into the level of generosity that foreign students get from hosting institutions.
2.5. The integration of international students by hosting institutions.
Mau (2010; 46) states that foreign students are integrated through academic programs and
extra-curricular activities into their host countries, the discussion below is basically on
documented experiences of foreign students both in the learning environment and social
environment.
Higher education is an element of a nations culture and identity, Sigh et al contribution to the
“spatial theories of education” by Gulson and Symes (2007), argued that language and culture
contributes in creating space for international students, furthermore, they argue that the two
also gives imagination of some kind, which through it a level of perception is developed. Tati
(2010; 287) argues that language is not much of a stumbling block to most north African
French speaking community who come to learn in south Africa with very limited English
command, yet, Varghese (2008; 23) argues that language has also played a role in the rising
regional trends of student mobility. Furthermore, Mau (2010; 73) states that students
integration is through academic and extracurricular activities, classmates and roommates, this
cannot be possible if language is not carried along in all these activities, if it is about mobile
students then one should also be able to determine the willingness of mobile students in
learning native languages.
Brooks and Waters (2009; 14) explains the role of student mobility in the creation of a
universal identity, which includes the lifestyle, morality of individuals and other characters of
human kind behaviour, they further argue that the globe is enjoying the sharing of identity
which is unique and in fact a mixture of many global wide and they term it a “cosmopolitan
identity”. In addition social exclusions are still seen as a huge challenge an it deters many
young mobile students to be as productive as they have to be and therefore, weakens the
growth of the knowledge economy (Cross and Rouhani, 2004; 238).
2.6. Summary
After a careful consideration of the causes of student migration, it impacts on the higher
education system and the integration of foreign students and what has been identified as
future challenges to student mobility. Amongst others a need to see if there is anything new
on reasons for moving aroused, it became evident that there is an existing need to explore

possibilities of brain drain and also what can be done to cure it, furthermore a need to look
into integration of foreign students and what can be done to foster such in the university
community became a question this research should seek to answer. The next chapter will be
presenting data analysis of data which was collected with Zimbabwean students at the
University of Venda through face-to-face interview.
3. Chapter three: Data interpretation and findings.
3.1. Introduction.
Student migration has been viewed as not only personal development but also actor in
relations of states; it is therefore an area of cooperation. Mobility of Zimbabwean students is
seen to strengthen South Africa- Zimbabwe relations, as one respondent said “our countries
are not island, so this is how they get to strengthen their relations”, the later quote shapes
mobile student as agents for the implementation of their countries foreign policy, it further
shows students willingness to be agents. The fact that these students develop relations with
other students from other countries along the processes then it increases possibilities of more
peace in the future within the international system.
Student mobility is further defined as a ‘Great Platform’ that allows students from all over the
globe to advance educational and therefore opening gates to greater opportunities, and
institutions of higher learning always stand to gain more along the process, and thereof every
other individual attached to such an institution also stand to gain from their integration, in
addition it helps in growing the diversity of the cultural identity of the institution.
In previously disadvantaged universities like UNIVEN international students are seen as
major players on the improvements of the standard of the education, they believe they
broaden up the scope of learning and therefore it brings about new skills of learning and
develop links for networking and sharing of information, this therefore insures quality
knowledge production.
Student mobility has been identified here as an idea that promotes new culture of learning
through the combining of two curriculums, as one respondent said “combining two curricula
approaches and integrate them forms a very solid knowledge base”. Flexibility is a character
necessary for a graduate since in their early years of working they might have to be moving
from one place to the other, thus they will need to be able to adapt from one environment to

the next, therefore having to study in a new setup and been able to adapt is a rise on the
individuals character. This in addition drives down to the core of knowledge production.
3.2. What leads to international students immigrating to study in South Africa?
3.2.1. Perception of foreign students on the education system and motives of their mobility.
A greater ratio of the interviewed student noted that they initially did not have any thought of
studying abroad; they also further noted that they heard of South African higher learning
institutions as very good places, but what they were told is not what they are experiencing.
This should as well mean that South African institutions are not what the international system
sees it as. It is all different inside from outside,
The state of resources in many African countries is seen as a major motive behind the
mobility of students (Tati, 2010; 285), the same prevail in Zimbabwe’s current state of
resource affairs due to political instability, as evident in Maharaj (2011; 42) who stated that
“brain drain has seriously weakened institutions of many developing countries”, this is the
case in many African states, where many academics flow to work in South Africa for better
paying jobs, this was also evidence by some interviewees who stated that them staying in
south Africa will be based on better salary scales. In addition, an effort by the Zimbabwean
student as a way to heal their major problem of lack of academic resources is their
presidential scholarship, as a fellow respondent would have said that “my parents wanted me
to study and the scholarship gave me the opportunity”, on the same breath, a respondent has
stated that after completing honours studies her scholarship expired, she then applied for
funding at UNIVEN and she decided since the standard of living is relatively in the region as
compared to other parts of South Africa.
Brooks and Waters (2011; 11) and Tati (2010; 284) both created links between academic
mobility and employability and personal development, this research too has identified that
many African foreign student in South Africa have grown interest in getting employment in
South Africa too, though they stated possible issues of prejudice as a challenge to their
interest, they surely admired getting employment since they see pastures are currently greener
compared to their home countries.
Equally important to all is the debate around the easiness of obtaining a Study Visa, students
on scholarship confirm to be finding the processes easy, since the government deals with
their visa acquiring process on their behalf on the other hand those not on scholarship mostly

post graduate student define the process as “long, tiring and costly”, stating that they are
usually required many documents and still delayed to an extent they even develop a thought
of quitting and of course if this is true it must also be having an effect on ones attitude
towards learning.
3.2.2 Summary
It is worth making note of the fact that the perception displayed by mobile student is
relatively positive towards international migration, it is also evident that when students left
their home countries they had fears of how they might be treated yet their desire to learn has
overcome the odds that could deter them from learning, their poor background conditions
made them to remain positive, since negative attitude would be a disability they cannot
defeat.
3.3. The assessment of the impact of foreign students on the South African Higher
Education system.
Below is an analysis of the perception of international students on the Socio-economic
impacts brought by foreign students to the South African higher education system.
3.3.1. Does international student migration carry a burden or benefit for South African
Higher education system.
The lack of capacity of the higher education system of South Africa to can accommodate all
local students which is believed to be grooming elements of xenophobia against fellow
African migrant students, favouritism of either native or foreign students by lecturers came
out as an element that lectures should guard against, in their usually interaction with students.
On the other hand foreign students are confident that they are at most amongst those who
perform well, claiming that they claim a fair share of Cum-Laude’s, and most of them also
confirm that they have interest in continuing with their studies to the highest levels thus they
will be actively involved in growing the knowledge economy of the country at large.
This proves that international student’s migration has a lot to offer as one respondent stated
that it is not only good for international students but equally good for native students,
therefore the conclusion would be that since student mobility is neither good nor bad, it
thereof becomes what institutions make of it.

3.3.2. Is student mobility uplifting or dropping the education quality and how is it impacting
the South African knowledge economy?
Student mobility is in fact a beneficial process of integration that universities can use to grow
their knowledge economy, as quoted from one of the interviewee that to combine two basic
learning approaches on its own will give us all a better knowledge base system, as evident
above that most of this international student graduate with Cum-Laude and also willing to
continue their studies to post-graduate level, this proves the readiness to change the quality
and standard of the learning environment in South Africa. We are therefore challenged to
acknowledge the good work that international students are doing which boost South Africa’s
knowledge economy. Furthermore is a very evident evolution to the learning culture which is
changing to the better through incorporating diverse learning cultures and coming up with an
even more neutral academic culture. This thereof expresses the importance of having foreign
students in our academic systems and activating them to actively get involved in both
knowledge production and consumption. But this further raises the question of how can host
institution help in benefiting the sending country?
In the realisation of the need to benefit the sending country more, an interviewed student said,
“I have a duty to plough back to my country and also my region”, though most are not certain
of going to work in their home country as agents of development they strongly feel they are
obliged to do so, and they further believe home is safer than working in a foreign country,
this obligation works against their interest in global competitiveness, but they should be
assisted in doing research that relates to their home communities through case studies of their
own communities, through that they will develop relevant models for addressing their own
people’s problems and therefore they become more relevant to their own communities.
3.3.3. Impacts of language and culture in the learning environment
“Language reduces participation and language isolates” said one of the interviewee’s. The
later quote stigmatises language as a barrier which at times can make the learning
environment as conducive as it has to be, such is seen to be influence by reluctance of many
to communicate using the medium of exchange for the benefit of all but opting to use native
languages which some foreign students totally do not understand. This act has resulted in
cases where many develop a feeling of inferiority and isolated.

In relation to culture, Li et al (2010; 5) stated that “international student may also suffer from
academic culture shock”, in this case it became evident that South African institutions of
higher learning have space for adaptation and are enjoyable. “i never wanted to view these
experiences as an experience in a foreign country, but an experience at a university’’ this
proves the adaptability of the environment, further more one also tagged the experience as an
eye opener in that it exposes one to different opportunities and new things all together. This
would mean ones culture runs through an evolution of its own kind, and thereof changing
towards a more global culture. The question of culture bears reference to what many students
will see as an opportunity to learn a new culture and a new life style. The general
understanding and feeling is that the university of Venda community is easy to get along with
though there are but very few elements of discrimination.
Social exclusions is a huge challenge to the academic lives of many young aspiring
academics, it suppresses their level of productivity and thereof affecting the Knowledge
economy (Cross and Rouhani, 2004; 238). In this case foreign students have observed that as
they observe they realise that already native students are divided usually by their tribes, and
even if they wanted to foster inclusion they do not know which grouping to join they also end
up in a separate grouping of foreign students. This character of isolation was equally been
observed to be existent even in sports, yet extramural activities were suppose to be uniting the
entire community. This reveals that there is a great room for improvement in both areas of
integration and it is relatively not utilised for the benefit of the knowledge economy of the
institutions.
3.3.4. Measuring brain drain
Tati (2010; 283) stated that Asian countries are enjoying the prestige stories of their
academics whom after going abroad to study they go back to their homes and work there as
opposed to most in Africa who do not return home, it is of course an obvious case that those
who return to work home will significantly contribute to their countries socio-economic
development.
In a quest to measure the possibility of Brain Drain for Zimbabwe, one interviewee said “my
country needs me more, in fact institutions should teach students to be patriots of their own
countries” and almost the everyone else were confidently saying they are definitely going
home at completion of their studies. This then offers to us the view that the government of

Zimbabwe is of course investing through provision of Scholarship. Well enough this student
upon their return to their mother countries will be drivers of change and development.
3.4. The future of student mobility and higher education.
3.4.1. What are the challenges that institutions like UNIVEN might face due to integrating
foreign students.
Having explored the subject of student mobility to this extent calls one to seek understanding
of the possibilities of future challenges to institutions of higher learning and training like the
University of Venda that are actively taking part in the recruiting and integrating of
international students.
Student mobility contributes to the development of international students through making
them diverse in character and flexible to adapt, since they migrate not only from one country
to the other but also from one curriculum to the next one. It is a great platform that offer
advancement not only of international students but also that of local students through the
promotion of cultural exchange and all other extra-curricular activities, equally so, it provides
a raise in the standard of education, as stated by one of the interviewee that the integration of
international students at the university of Venda is raising the lower standard of education
that have been stigmatised to the institution.
On the other hand, the expansion of student mobility and the underfunding of institutions of
higher learning by government in most previously disadvantaged areas has raised serious
threat to the future of institutions which are possible collapse due to the underfunding (Chien
and Chiteng, 2011; 20), this should not be seen as a sign for the call to reduce international
student recruitment but a need to increase funding and bolster institutional structures.
Moving forward is a threat to both the academic structures of institutions and the social
integration, this aspect is been outlined as a threat to the South African institutions by Jansen
et al (2008; 409) who argued that internationalisation of higher learning would simply
increase competition for the limited available space in institutions, this has left many
institution in a state where they are not sure whether they should continue recruiting or they
should just reject foreign students, as a result many have opted to regulate the inflow by
having a limited number of international students that they can absorb yearly.

3.4.2 To what extent should South African institutions continue to recruit foreign students?
Student mobility proves to be inevitable with greater possibilities of growing and expanding
further to a greater extent (Tati, 2010; 282). After a concise assessment of both the
advantages and disadvantages of integrating international students in institutions of higher
learning, given the amount of value they offer to the knowledge economy in research and
development, it confidently provides that Universities not to stop at anything to integrate
foreign students. In addition the SARUA (2011; 2) conference report emphasises the need to
further recruit more academics who are in possession of doctoral and post-doctoral
qualifications. This thereof outlines the need to bolster the institutional structures to allow the
university to be able to maintain the quality of education they offer and equally increasing the
number of intakes both international and local, therefore institutions should recruit foreign
students to the last possible extent.
4. Chapter four: General Conclusion and recommendations
This section provides conclusions on issues discussed in the entire paper and then it offers
recommendation to challenges that have been identified, further more it identifies some
area’s for further studies that were not covered in detail here to give a go ahead to future
research, since this research is made concise but also flexible to allow for future engagements
on the topic.
4.1. Recommendations for future study
In the study above the researcher was able to identify two major issues that need to be studied
to a far greater extent and such issues are:
Since the integration of students is faced with great impediments, it is thereof
necessary that a study should be conducted to deal with issues related to the
implementation of integration models thus they should at last be able to answer the
question that, How can institutions deal with tensions caused by foreign students
integration?
This research was able to identify international student migration as a force that
influences brain drain, brain drain is seen to be holding back development of many
developing states, equally so, statistics shows that most student mobility flow is from
less developed states to the more developed states, therefore a study to make
recommendations to curriculum developers in universities should be conducted and it

should answer the question that, how can institutions of higher learning teach students
to be patriots of their own countries?
4.2. Conclusion
Given the extent of poverty with the Zimbabwean communities it has become evident that
many migrant students are from poor backgrounds and they are therefore funded by the
government presidential scholarship which also decide on their destination, for this reason it
would even be proper if the government of Zimbabwe sponsor more joint programmes from
their own universities to allow also those who are studying from local universities to gain
some international exposure with some international reckoned academics thus they will also
be bolstering their undergraduate programmes.
International student migration has been identified as a benefit to South Africa as it equally
benefits the hosting institution of higher learning. The integration of international student in
the university system has a great impact in strengthening the knowledge base which also
gives an impact to the claiming of a position in the international community of academics and
the global knowledge community at large, this has helped in raising South African
institutional international recognition.
Given the biggest challenge faced worldwide by international student in their integration
within institutions of higher learning which is the challenge of language, in this case it
became a fortunate case since South Africa and Zimbabwe share the medium language
“English”, this shows to have limited challenges in the learning environment, nevertheless the
use of other native languages in the area of learning persist though not a dominant act within
the context of the classrooms. Though very little it seem to be planting a seed of isolationism
and inequality within the learning environment, lectures should be made aware of the
projection of such activities as they tend to a division among students and that it makes
foreign students to feel been treated unfairly so. Lectures shouldn’t utilise the lecture rooms
to build a brotherhood/sisterhood reception for foreign students, making use of group works
to unite the student communities. This will equally influence both foreign and local to engage
in constructive research which in one way or the other will make contribution to research
productions.
Current South Africa is experience high pass rate of Matric classes year after another, with
many seeking admissions in university and the government provision of funding to the

previously disadvantaged and poor students, yet many universities have very limited space to
accommodate students, as in the University of Venda that only accommodates for 10 000
students, there is but a growing challenge of competition for limited space and not only at the
UNIVEN but in all universities in South Africa, this has been seen as a motive behind some
forms of hatred for other African brothers and sisters, it is therefore a necessity that both
universities and the South African government should embark on developing strategies to
increase the capacity to accommodate more students, this therefore will include the
recruitment of more academics who are preferably at doctoral level, to make sure that the
standard of education and the quality of the education is maintained and increased at the same
time. But there is of course a need to urgently intervene in terms of putting measures to have
control over the current situation of high inflows of students from foreign countries; they
should consider having a certain given number of foreign students they should wish to
accommodate as part of policies of regionalism of higher education and training.
South Africa has grown out of been just an economic hub, but also turning in to a powerful
educational house for all African countries and as such, it becomes more necessary that south
African institutions of higher learning should work on increasing the capacity to
accommodate both nationals and internationals. The increase of capacity to accommodate
would include the opening of international branches, offering of long distance learning to
both local and international centres which will include having exam centres in other countries
and also administrators, it stretches further to include the E-learning system, which all this
will also include guarding against possibilities of the fraudulent act of faking qualifications.
As much as South Africa is addressing the right to free education, threats are been identified
that stands to threaten the education system of South Africa. If education is free and is of
poor quality then it is not free but valueless. The research has identified a possible need to
reconstruct curriculums to be Afro-focused, it should be able to answer problems faced by the
sending communities, since these students holds an obligation to plough back, thus the
quality of education should be measured by its relevancy to our African communities and
their challenges, free quality education should bring a sense of patriotism.
4.4. Recommendations
The Zimbabwean government should afford national universities an opportunity to
host seminars with international academics and intellectuals as a way of boosting
undergraduate programmes.

In fighting the language barrier, institutions should offer platforms to students to learn
local languages as an extra-curricular platform and they should influence more group
work to create a more constructive learning and research.
Institutions of higher learning should embark on a campaign to recruit more
academics to allow an increase of capacity to accommodate more students. In the
meanwhile institutions should set a given number they wish to enrol of international
students.
University should look at opportunities and possibilities to open international
branches, open distance learning and E-learning systems as an attempt to reduce flows
of students.
As the research has identified threats against implementation of free education, which
might work against the standard and quality of education, curriculum developers
should take an afro-centralised perspective towards developing curriculums that bring
up models that will solve African problems.
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Structured interview Questionnaire for the foreign students.
My name is Andani Makahane, an honours student at the University of South Africa
(UNISA) in International Politics, I would wish to interview you to attain information to
assist in completing my research report. My research title is “Zimbabwean student
immigration into South Africa: A case study of the University of Venda”
Purpose: I would like to ask some questions about your background and experiences as an
international student on the phenomena of international student migration, measuring the
change in perception throughout the journey to date. It is my hope that findings and solutions
that this report will bear will add value to policy makers at this University and other
Universities around South Africa and the world at large.
In considering the possibility of exploring to the most possible depth of the phenomena this
interview will run for at least 30 minutes and it comprises 15 open ended questions.

Name of interviewee:
Contact details:
Degree:
Age:
Gender:
1. What is the purpose of your stay in South Africa?
2. How does immigration affect you? International student Mobility(ISM), what is your
view on the subject?
3. How would you relate it (ISM) to knowledge consumption and knowledge production?
Our next questions will be focusing on the motive that has driven you South Africa.
4. How long have you been studying here at Univen and what level are you doing?
5. Did you ever had an idea of studying in a foreign country, where was your dream
destination, please also explain why?
6. What do you think about the process of obtaining study permits into South Africa?
7. What has contributed to your choice of studying in South Africa, particularly the
University of Venda?
8. Tell me about your experiences with South African people?
The next set of three questions will seek to unfold your experiences at the University since
day 1 of arrival.
9. Tell me about your experiences living in South Africa as a foreign student?
10. Do you think international students are receiving fair treatment, have you ever
experienced any form of discrimination? Please share the experience.
11. What are the challenges you have faced as an international student? Tell me about the
effects of prejudice, since you not a native of South Africa.
12. Please elaborate on your social integration! Any native language you are learning?

13. After studying in South Africa and obtaining your qualification, are you likely to go back
home? Will you consider staying in South Africa?
14. What will be your reasons to either stay in SA or go back to your home country
Looking into the future:
15. Are there any future challenges you foresee that might be caused by the inflow of foreign
students to South African higher education institutions?
Closure
This marks the end of this interview, do you have something else you would love to share
with me which you think it will add value to the success of this research.
If ever along the course of my research identify a gap that requires you to answer few more
questions, would it be well with you if I call you.
Would you want to go through the notes I have been taking to make sure your views are
correctly represented.
Let me at last take this opportunity to thank you for taking part on this interview.

Makahane Andani, Reviewed draft

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