Unravelling the Motivations behind
Students’ Academic Migrations in Nepal: A Mixed-methods Approach
Abstract
Background: Academic migration in Nepal is a complex phenomenon
influenced by various factors that impact students' decision-making processes. Policymakers
and educators need to understand these motivations.
Methodology: This study investigates why Nepalese students are
increasingly choosing to pursue academic opportunities abroad, and
domestically. Using a mixed-methods approach, a cross-sectional time horizon
was adopted in the Gulmi district of Lumbini province, Nepal.
Results: Results show that factors like educational quality, educational
opportunities, and career opportunities play a role in motivating academic migration;
there is not a significant association between domestic and international
academic migration plans with their educational purpose (p = .681), and with career
purposes (p = .426). KII and FDG highlighted the lack of learning and earning schemes,
demanded courses, technical training for practical courses, career
opportunities, and job opportunities for students forced to migrate.
Conclusion: The studies on academic migration highlight the
complex factors driving students to seek education abroad, including attitudes
towards staying in the host country, socio-economic and psychological impacts,
and better career prospects. Economic considerations are a primary motivator,
with personal attitudes and social networks also influential. For Nepalese
students, interest in international migration is driven by perceived better
quality of education, extra-curricular opportunities, and political stability.
Chi-Square tests show no significant difference in migration plans based on
educational or career purposes, indicating similar motivations for domestic and
international migrants.
Novelty: The study's strength is in identifying the multifaceted reasons behind
students' decisions to migrate, which include economic, social, and personal
factors. It highlights the role of students' attitudes as a mediator in their
migration decisions, a nuanced aspect not widely explored in previous research.
Furthermore, the Nepalese context provides a unique perspective on how local
conditions and perceptions of opportunities abroad shape migration trends.
Keywords: career, education,
opportunities, planning
शीर्षक: नेपाली विद्यार्थीहरूमा शैक्षिक पलायनको पछिका प्रेरणाहरू: एक मिश्रित-विधि अध्ययन
सारांश
पृष्ठभूमि: शैक्षिक पलायन नेपालको एक महत्त्वपूर्ण र जटिल घटना हो, जुन विद्यार्थीहरूको शैक्षिक र करियर मार्गलाई आकार दिने विभिन्न कारकहरूको संयोगबाट प्रेरित छ। यी प्रेरणाहरूलाई गहिरिएर बुझ्नु नीति निर्माण र शैक्षिक योजनाको लागि आवश्यक छ।
विधि: यस अध्ययनले नेपाली विद्यार्थीहरूको निर्णयलाई प्रभावित गर्ने कारकहरूको अनुसन्धान गर्न मिश्रित-विधिको दृष्टिकोण र क्रस-सेक्शनल समय सीमा अपनाएको थियो। लुम्बिनी प्रदेशको गुल्मी जिल्लाबाट यथार्थवादी नमूनाकरण विधिद्वारा सम्पन्न सर्वेक्षण (n=१५०) र केहि गुणात्मक साक्षात्कार (KII) तथा फोकस समूह छलफल (FGD) बाट डाटा संकलन गरियो।
नतिजा: शैक्षिक गुणस्तर, शैक्षिक अवसर, र करियरको सम्भावनाहरू जस्ता कारकहरूले शैक्षिक पलायनलाई प्रेरित गर्ने देखियो। यद्यपि, गृह र अन्तर्राष्ट्रिय शैक्षिक पलायन योजनासँग शैक्षिक उद्देश्य (p = .६८१) र करियर उद्देश्य (p = .४२६) को महत्त्वपूर्ण सम्बन्ध देखिएन। KII र FGD को नतिजाले सिक्ने र कमाउने योजनाहरूको अभाव, माग अनुकूल पाठ्यक्रम, व्यावहारिक पाठ्यक्रमको प्राविधिक प्रशिक्षण, करियर अवसर र विद्यार्थीहरूको लागि रोजगारीको सम्भावनाको कमी जस्ता विषयहरूमा जोड दिए, जसले पलायनलाई बाध्य बनाउँछ।
निष्कर्ष: यस अध्ययनले शिक्षाको लागि पलायन गर्ने विद्यार्थीहरूलाई प्रेरित गर्ने जटिल कारकहरू उजागर गर्दछ। आर्थिक विचारहरू प्राथमिक प्रेरक हुन्, साथै व्यक्तिगत मनोवृत्ति र सामाजिक सञ्जालले पनि प्रभाव पार्छ। नेपाली विद्यार्थीहरूमा अन्तर्राष्ट्रिय पलायनको चासो शिक्षाको राम्रो गुणस्तर, पाठ्येतर अवसरहरू र राजनीतिक स्थिरताको प्रतिवेदनबाट प्रेरित छ। ची-स्क्वेर परीक्षणले शैक्षिक वा करियर उद्देश्य आधारमा पलायन योजनामा महत्त्वपूर्ण फरक नभएको देखाउँछ, जसले गृह र अन्तर्राष्ट्रिय पलायनका लागि समान प्रेरणा संकेत गर्दछ।
नवीनता: यस अध्ययनको शक्ति विद्यार्थीहरूको पलायन निर्णयमा आर्थिक, सामाजिक र व्यक्तिगत कारकहरू सहितका बहुआयामिक कारणहरू पहिचान गर्नु हो। यसले विद्यार्थीहरूको मनोवृत्तिको भूमिलाई उनको पलायन निर्णयमा एक मध्यस्थको रूपमा उजागर गर्दछ, जुन सूक्ष्म पक्ष अघिल्लो अनुसन्धानमा व्यापक रूपले अन्वेषण गरिएको छैन। यसबाहेक, नेपाली सन्दर्भले विदेशमा रहेको अवसरको स्थानीय अवस्था र प्रतिवेदनले पलायन प्रवृत्तिलाई कसरी आकार दिन्छ भन्ने बारे एक विशिष्ट दृष्टिकोण प्रदान गर्दछ।
कीवर्डहरू: करियर, शिक्षा, अवसर, योजना
Unravelling the Motivations behind
Students’ Academic Migrations in Nepal: A Mixed-methods Approach
Pitambar Aryal
PhD
Scholar, Dr. KN Modi University, Newai, Rajasthan, India
pitambar.aryal@gmail.com
Tej Bahadur Karki
https://orcid.org/0000-0001-5059-3519
drtej.karki@gmail.com
Post-Doctoral
Fellowship (PDF), Srinivas University, Srinivas
Nagar, Mukka, Mangalore, India
Dipak
Mahat
https://orcid.org/0000-0003-0540-1180
dipakmahatdm2047@gmail.com
Researcher,
Faculty of Management, Institute of Research and Innovation, APU, India
Dasarath
Neupane*
https://orcid.org/0000-0001-9285-8984
neupane.dasarath@gmail.com
Post-Doctoral Fellowship (PDF), Srinivas University, Srinivas Nagar, Mukka, Mangalore,
India
Corresponding Author*
Received: March 10, 2024; Revised &
Accepted: June 23, 2024
Copyright: Aryal et
al. (2024)
This work is licensed under a Creative Commons
Attribution-Non Commercial 4.0 International
License.
Abstract
Background: Academic migration in Nepal is a complex phenomenon
influenced by various factors that impact students' decision-making processes. Policymakers
and educators need to understand these motivations.
Methodology: This study investigates why Nepalese students are
increasingly choosing to pursue academic opportunities abroad, and
domestically. Using a mixed-methods approach, a cross-sectional time horizon
was adopted in the Gulmi district of Lumbini province, Nepal.
Results: Results show that factors like educational quality, educational
opportunities, and career opportunities play a role in motivating academic migration;
there is not a significant association between domestic and international
academic migration plans with their educational purpose (p = .681), and with career
purposes (p = .426). KII and FDG highlighted the lack of learning and earning schemes,
demanded courses, technical training for practical courses, career
opportunities, and job opportunities for students forced to migrate.
Conclusion: The studies on academic migration highlight the
complex factors driving students to seek education abroad, including attitudes
towards staying in the host country, socio-economic and psychological impacts,
and better career prospects. Economic considerations are a primary motivator,
with personal attitudes and social networks also influential. For Nepalese
students, interest in international migration is driven by perceived better
quality of education, extra-curricular opportunities, and political stability.
Chi-Square tests show no significant difference in migration plans based on
educational or career purposes, indicating similar motivations for domestic and
international migrants.
Novelty: The study's strength is in identifying the multifaceted reasons behind
students' decisions to migrate, which include economic, social, and personal
factors. It highlights the role of students' attitudes as a mediator in their
migration decisions, a nuanced aspect not widely explored in previous research.
Furthermore, the Nepalese context provides a unique perspective on how local
conditions and perceptions of opportunities abroad shape migration trends.
Keywords: career, education,
opportunities, planning
1.
Introduction
Globalisation and industrialization have led to
increased capital, labour and student’s flows across borders (Rasiah, McFarlane, & Kuruvilla,
2015). In this scenario
Academic migration, the movement of individuals across borders for educational
or career purposes has become a prominent phenomenon in today's globalized
world. Global student mobility, especially from underdeveloped to
industrialised nations, has increased significantly (Pawar, 2024; Wei, 2013). Approximately 3% of the world's population (191
million people) live in a nation other than their birthplace, with 33%
transitioning from a developing to a developed country (Odhiambo, 2012). United Nations Department of Economic
and Social Affairs, (2009) Growth in international student migration coincides
with trends in higher education internationalisation that have gained
prominence in recent decades, as well as societal developments such as the rise
of the middle class in many non-western countries such as China and India,
implying that international student migration (ISM) can serve as a social
differentiation strategy (Weber
& Mol, 2023). This trend
is driven by a many of factors, including economic opportunities, access to
high-quality education, career advancement prospects, and the desire for
cultural exchange. As universities and research institutions strive to attract
top talent from around the world, academic migration plays a crucial role in
shaping the landscape of higher education and research.
Academic migration among students in Nepal is a multifaceted
phenomenon influenced by a countless of factors that shape their
decision-making processes (Kharel,
2022).
Students are increasingly
migrating from poor nations that consist of Nepal, India, and Bhutan to wealthy
countries like the USA, UK, and Australia (Tamang,
2019). Between fiscal
years 2065/66 BS and 2077/78 BS, 416,364 students obtained a NOC (No Objection
Certificate) to pursue higher education abroad from Nepal.
Similarly, 227,780 students
took the NOC in the years 2078/79 and 2079/80. The Foreign Education Department
Chief indicated that 323972 students reached to get permission for higher
studies aboard. Applying for study visa could be considered as the first step
of international migration as they get support from their family for study
aboard, while studying most of the students are able to engage in part time job
and earn some money (Kharel,
2022).
Similarly, Domestic migration and urbanization have
rapidly been happening in country. The CBS 2021 reports an alarming picture of
domestic migration as the urban population of Nepal has increased steeply at
66.17 percent in 2021 from 17.07 percent in 2011, on contrary the rural
population went down sharply to 33.3 percent in 2021 from 82.3 percent in 2011 (Central Bureau of Statistics, 2021). Preferred destinations for domestic migration are
Kathmandu and Butwal, when it comes to domestic academic migration, Kathmandu
and Butwal would be first and second choice for the students. In recent days,
it has been observed that the federal, provincial, and local government has
invested resources in further strengthening educational infrastructure (Government of Nepal, 2022). Understanding the motivations behind this migration
is crucial for policymakers, educators, and stakeholders in the education
sector. Nepal, a country known for its rich cultural heritage and diverse
landscapes, has seen an increasing trend of students pursuing academic
opportunities abroad (Acharya,
2012). This trend
raises questions about the underlying reasons driving students to leave their
home country in search of educational experiences elsewhere.
The motivations behind students' academic migrations
in Nepal are multifaceted and interconnected (Ghimire
& Maharjan, 2014).
Economic prospects play a significant role, as students often seek better job
opportunities and higher earning potential in foreign countries (Sisavath, 2021). Additionally, social networks and peer influences
can also impact students' decisions to pursue education abroad. Career
aspirations, including the desire for specialized training or access to
cutting-edge research facilities, are another driving force behind academic
migration (Dhungel, Bhattarai, & Pangeni,
2013).
Additionally, the quality of education
and the restrictions placed on particular fields of study in Nepal might
motivate students to explore into choices outside or inside of the nation. Globalization
and the world's increasing interconnection have made foreign education more
accessible to students pursuing academic and professional success.
This study intends to provide information on academic
migration of students from Nepal and make a significant contribution to the
creation of policies and programmes that assist students in achieving their
educational goals.
1.1
Research
Objective
The specific objectives of this study are as below:
1.
To
identify the causes of Academic migration,
2.
To
analyse the association between domestic and international migration plan with
the Educational Purpose and Career Purposes of students.
1.2
Research
Hypothesis
The study has prepared two null research hypotheses
based on the major two causative factors as below:
H01: There is no significant association between domestic
and international migration plan with Educational Purpose of students,
H02: There is no significant association between domestic
and international migration plan with career purpose of students,
3.
Literature Review
The study has reviewed some related previous studies
to know the existing knowledge and further research gap in the Nepalese
context.
The study by Nikou and Luukkonen (2024) employed quantitative methods to
investigate the factors influencing students' desire to stay in their host
nation. Their findings highlighted that students' attitudes towards staying
play a crucial role, acting as a mediator between other influencing factors and
the final decision to remain in the host country.
Tsegay (2023) conducted a comprehensive review
article examining the socio-economic and psychological impacts of migration on
both migrants and their home and host nations. This study underscored the broad
effects of migration, indicating that it extends beyond individual migrants to
affect entire societies.
Shrestha and Rana (2023) utilized qualitative methods to
explore the motivations behind educated young people choosing to study
overseas. Their research revealed that a lack of opportunities, social
structures, and networking with peers in their home country are significant
factors driving these students to seek education abroad.
Deshmukh and Sankpal (2022) also presented a review article, focusing on the
factors influencing migration. They identified wages and the quality of
education as primary determinants. This study adds to the understanding of
economic and educational motivations behind academic migration.
Tamang and Shrestha (2021) conducted a qualitative study that demonstrated a
link between high earnings expectations and the pursuit of foreign degrees.
Their findings suggest that financial aspirations are a significant driver for
students seeking education in other countries.
In another qualitative study, Shutaleva et al. (2021) found that the majority of students consider
migrating to another region or country mainly for career reasons. This
indicates that professional aspirations are a predominant factor in academic
migration decisions.
Gherheș, Dragomir, and Cernicova-Buca (2020) used quantitative methods to
identify the economic element as the key migratory motivator. Their research
suggests that financial considerations are paramount in students' decisions to
migrate for academic purposes.
Nghia (2019) employed quantitative methods,
specifically independent samples t-tests, to reveal significant differences in
the motives influencing the decision to study abroad between male and female
students, as well as between prospective and current students. This study
highlights the varied motivations across different student demographics.
Finally, Borozan and Bojanic (2015) used quantitative methods to examine
the factors influencing academic migration in Osijek. They found that social
networks were the only 'pull' factor, while economic considerations acted as a
'push'. However, the impacts of these variables were minor, suggesting other
underlying factors may also play a role.
Together, these studies provide a comprehensive
understanding of the multifaceted factors influencing academic migration,
highlighting the roles of economic considerations, social networks, career
aspirations, and personal attitudes in students' decisions to study abroad.
4.
Research Gap
The literature highlights various reasons for academic
migration, such as economic opportunities, social connections, career goals,
and educational prospects. However, there is a lack of research that
specifically examines the association between motivations for migrating for
education or career purposes. Similarly, the majority of the previous studies
were based on qualitative or quantitative research methods, these studies cover
this gap by adopting mixed methods. To
fill this gap, it is essential to study how these factors influence migration
decisions and explore the complex interplay between personal aspirations,
societal influences, and global trends.
5.
Methodology
This study was carried out targeting 3 secondary
schools (10+2), namely Mahendra Ma. Vi, Siddha Baba Ma.Vi. and Resunga Ma. Vi.
Situated in Resunga Municipality, Tamghas Gulmi. This study has been guided by
the pragmatic worldview of research philosophy applying mixed method research
design using a convergent approach. For this, 83 students studying at grade 12
were selected randomly having different major subjects, both male and female
students were selected for this purpose. A survey questionnaire was designed
and used for collecting quantitative data. For collecting qualitative data, an
in-depth interview and FGD checklists were developed, and interviews were
conducted with the head teacher, representatives from parents and teachers’
association and school management committee. In addition, 3 focus groups were
conducted, one in each school having 8-10 students’ representatives. Confidentiality
standards were carefully followed, and all participants' acceptance was
obtained before their participation in the study, ensuring ethical issues were
addressed. In order to ensure the questionnaire's validity, a translation and
back-translation process was used (Dhakal, Adhikari, Ghimire, & Neupane, 2018).
The research followed to high
ethical standards and used thorough procedures to assure the validity and
reliability of the results. For this, Cronbach's alpha was used to assess the
questionnaire's reliability, leading to a value indicating the questions'
reliability.
Table 1: Reliability
|
Reliability
Statistics
|
|
Cronbach's Alpha
|
N of Items
|
Status
|
|
0.692
|
10
|
Taber, (2018)
|
Source:
Field Survey, 2024
6.
Result and Discussion
The study was
conducted among 83 students to identify their academic migration plan. The
study has presented both quantitative and qualitative data under different themes
based on the objective of this study. This section covers the demographic
information, and migration plan for educational purposes as well as career purposes.
4.1
Demographic information of respondents
The data presented in
Table 2 gives detailed information on the sex, age, and faculty of a student,
and their preferred location for further study.
Table
2: Demographic Information
|
Sex
|
|
Frequency
|
Percent
|
|
Male
|
43
|
51.8
|
|
Female
|
40
|
48.2
|
|
Total
|
83
|
100.0
|
|
Age
|
N
|
Minimum
|
Maximum
|
Mean
|
Std. Deviation
|
|
83
|
16.00
|
20.00
|
17.3976
|
.81060
|
|
Faculty
|
Civil Engineering
|
6
|
7.2
|
|
Education
|
3
|
3.6
|
|
Law
|
4
|
4.8
|
|
Management
|
27
|
32.6
|
|
Science
|
43
|
51.8
|
|
The preferred location for academic migration
|
Domestic
|
50
|
60.2
|
|
International
|
33
|
39.8
|
|
Total
|
83
|
100.0
|
Source:
Field Survey, 2024
The data includes
information from 83 respondents divided into four categories. In terms of
gender, 43 individuals identified as male (51.8%) and 40 as female (48.2%). The
respondents' ages varied from 16 to 20 years, with a mean of 17.3976 and a
standard deviation of 0.81060. The responders were from various faculties,
including Civil Engineering (6), Education (3), Law (4), Management (27), and
Science (43).
In terms of the
preferred location for academic migration, 50 respondents (60.2%) were
exploring internal migration. This suggests a significant inclination towards
domestic educational institutions and possibly reflects confidence in the
quality of education available within the country, affordability, or other
socio-cultural factors. Besides that, a notable minority, 39.8% (33 out of 83
students), prefer to migrate internationally for their further studies. This
substantial portion indicates a strong interest in pursuing education abroad,
possibly driven by the perception of better educational opportunities, global
exposure, higher quality institutions, or better career prospects
internationally.
4.2
Migration for Educational Purpose
Educational migration
can benefit a country in the long-range through the transfer of skillful
manpower, and knowledge. At this pace, it is significant to identify the
Nepalese students’ reason to migrate for education. The study discussed with
the students to identify their migration plan for educational purposes. The
data presented in Table 3 shows the response of students on different types of
educational purposes which mostly drives the student for academic purposes. The
data is presented based on the preferred location for academic migration:
domestic and international.
Table
3: Migration for educational purposes
|
The preferred
location for academic migration
|
Very Low
|
Low
|
Moderate
|
High
|
Very High
|
Total
|
|
Domestic
|
0.0%
|
10.0%
|
26.0%
|
24.0%
|
40.0%
|
100.0%
|
|
International
|
0.0%
|
0.0%
|
27.3%
|
21.2%
|
51.5%
|
100.0%
|
|
Total
|
0.0%
|
6.0%
|
26.5%
|
22.9%
|
44.6%
|
100.0%
|
|
Quality of Education
|
|
Domestic
|
0.0%
|
10.0%
|
16.0%
|
28.0%
|
46.0%
|
100.0%
|
|
International
|
0.0%
|
6.1%
|
12.1%
|
30.3%
|
51.5%
|
100.0%
|
|
Total
|
0.0%
|
8.4%
|
14.5%
|
28.9%
|
48.2%
|
100.0%
|
|
Extra Curricula
Activities/ Research Opportunities
|
|
Domestic
|
2.0%
|
8.0%
|
22.0%
|
34.0%
|
34.0%
|
100.0%
|
|
International
|
12.1%
|
0.0%
|
18.2%
|
21.2%
|
48.5%
|
100.0%
|
|
Total
|
6.0%
|
4.8%
|
20.5%
|
28.9%
|
39.8%
|
100.0%
|
|
Political
Stability
|
|
Domestic
|
8.0%
|
22.0%
|
30.0%
|
20.0%
|
20.0%
|
100.0%
|
|
International
|
12.1%
|
18.2%
|
12.1%
|
27.3%
|
30.3%
|
100.0%
|
|
Total
|
9.6%
|
20.5%
|
22.9%
|
22.9%
|
24.1%
|
100.0%
|
|
Migration for
Specific Programs
|
|
Domestic
|
50.0%
|
16.0%
|
20.0%
|
10.0%
|
4.0%
|
100.0%
|
|
International
|
42.4%
|
24.2%
|
15.2%
|
9.1%
|
9.1%
|
100.0%
|
|
Total
|
47.0%
|
19.3%
|
18.1%
|
9.6%
|
6.0%
|
100.0%
|
Source:
Field Survey, 2024
The distribution of
individuals based on their perceived educational opportunities and their
corresponding levels of interest in academic migration data shows that regarding
domestic migration, 10.0% have a low interest, 26.0% have a moderate interest,
24.0% have a high interest, and 40.0% have a very high interest in pursuing
educational opportunities. On the other hand, for individuals planning for
international migration, 0.0% have a low interest, 27.3% have a moderate
interest, 21.2% have a high interest, and 51.5% have a very high interest in
seeking educational opportunities abroad. Overall, the data indicates that a higher percentage of
individuals planning for international migration have a very high interest in
pursuing educational opportunities compared to those planning for domestic
migration.
The provided crosstab
data in the quality of education and individuals' planning for domestic migration,
10.0% believe the quality of education is low, 16.0% perceive it as moderate,
28.0% consider it high, and 46.0% rate it as very high. On the other hand,
among those planning for international migration, 6.1% think the quality of
education is low, 12.1% view it as moderate, 30.3% regard it as high, and 51.5%
see it as very high. Overall, the data indicates that a higher percentage of
individuals planning for international migration have a perception of very high-quality
education compared to those planning for domestic migration.
The provided crosstab
data regarding extra-curricular activities and research opportunities, 2.0% have a very low interest, 8.0% have a low interest,
22.0% have a moderate interest, 34.0% have a high interest, and 34.0% have a
very high interest in participating in extra-curricular activities and research
opportunities. On the other hand, among individuals planning for international
migration, 12.1% have a very low interest, 0.0% have a low interest, 18.2% have
a moderate interest, 21.2% have a high interest, and 48.5% have a very high
interest in engaging in these activities. Overall, the data indicates that a
higher percentage of individuals planning for international migration have a
very high interest in participating in extra-curricular activities and research
opportunities compared to those planning for domestic migration.
The provided crosstab
data regarding individuals' perceptions of political stability and their
planning for migration, 8.0%
perceive political stability as very low, 22.0% as low, 30.0% as moderate,
20.0% as high, and 20.0% as very high. On the other hand, among individuals
planning for international migration, 12.1% perceive political stability as
very low, 18.2% as low, 12.1% as moderate, 27.3% as high, and 30.3% as very
high. Overall, the data indicates that a higher percentage of individuals
planning for international migration perceive political stability as very high
compared to those planning for domestic migration. This suggests that
individuals considering migration abroad may prioritize political stability as
a key factor influencing their decision.
The provided crosstab
data regarding migration for specific programs, the distribution of interest levels is as follows: 50.0%
have a very low interest, 16.0% have a low interest, 20.0% have a moderate
interest, 10.0% have a high interest, and 4.0% have a very high interest in
migrating for specific programs. On the other hand, among individuals planning
for international migration for specific programs, the breakdown of interest
levels is as follows: 42.4% have a very low interest, 24.2% have a low interest,
15.2% have a moderate interest, 9.1% have a high interest, and 9.1% have a very
high interest in migrating for specific programs. Overall, the data indicates
that a higher percentage of individuals planning for international migration
have varying levels of interest in migrating for specific programs compared to
those planning for domestic migration.
The study collected
the qualitative data also to cross-validate the findings of quantitative data. Concerning
the above finding of quantitative data, the Chairperson of the Teacher Parent
Association Siddhababa Secondary School expressed his views regarding the
reasons for students migrating for educational opportunities. “There is no
higher education in science, no confidence in available educational institutes.
Those students we study in 11 and 12, need to leave this place for further
study. The teaching method is very old, and the quality of higher education is
not up to the level”. Similar view was expressed by the Head-teacher from Mahendra Secondary School. He said “There is no
bachelor’s degree in science; students prefer to gain education along with a job.
Students are going to other countries such as Japan, Australia, Dubai, and
Kuwait. Some students are leaving this place as their family members are in
other cities of the country, they are preparing public service commission and
gaining government jobs as well and they encourage their family members to join
and continue the PSC preparation and study. The quality of education in the
city is better and they can have various facilities such as the library,
cafeteria, and other exposures.”
Similarly, a Principal
of Siddhababa Secondary School adds “Students come here from different parts
of the district, after completing education in this school they prefer to go to
other cities as they are already out of their home and consider cities to have
better opportunities. Some families plan to buy houses in Butwal, or other
cities and some students might have their family members in Butwal or Kathmandu
which motivates them to leave their current place. Some are willing to change
and somehow, they feel to get rid of teachers' control as 9-10/12 there is
teachers or parents’ control. There are very limited options in bachelor’s
degree such as IT, hospitality/ hotel management, scope of subjects, job
opportunity; they prefer to do any kind of job in other places.”
Further, a member of
the School Management Committee of the Mahendra Secondary School expressed a
slightly different perspective by emphasizing the importance of the learning
and earning scheme for students. He said “Due to lack of technical or skill
building subjects like agriculture, forestry, driving, carpeting, and painting
in our school which forced to migrate in search of such courses”
4.3
Association between domestic and international Migration plan
for Educational Purpose
The
study has run the Chi-Square test to test the statistical association between
the domestic and international migration plans of students for educational purposes.
Table
4: Association between domestic and international migration plan for Educational
Purposes
|
Chi-Square Tests
|
|
|
Value
|
Asymp.
Sig. (2-sided)
|
|
|
Pearson Chi-Square
|
13.798a
|
0.681
|
|
|
Likelihood Ratio
|
16.002
|
0.524
|
|
Source:
Field Survey, 2024
Pearson Chi-Square
Value is calculated to be 13.798 with an asymptotic significance (2-sided) of
0.681. Additionally, the Likelihood Ratio is 16.002 with an asymptotic
significance of 0.524. These values indicate that the association between domestic
and international migration plans for educational purposes is not statistically
significant because the p-value is greater than .05 significant levels. Based
on the Chi-Square test results and the provided data, it can be concluded that
there is no association between individuals' plans for migration (domestic or
international) with their educational purpose. This suggests that the decision
to migrate or stay domestically does not appear to be influenced by educational
goals or preferences in this context.
4.4
Migration for Career Purposes
After completing
their education, every student aims to board on a career journey. Hence, it is
crucial to understand why students plan to relocate from one place to another
in pursuit of better job opportunities or for other reasons. In this context,
researchers need to measure the intentions behind career-driven migration. So
the study asked the students about their career purpose along with their
educational purpose who were planning for academic migration.
Table
5: Planning for migration for Career purposes
|
The preferred
location for academic migration
|
Very Low
|
Low
|
Moderate
|
High
|
Very High
|
Total
|
|
Domestic
|
0.0%
|
6.0%
|
28.0%
|
24.0%
|
42.0%
|
100.0%
|
|
International
|
0.0%
|
12.1%
|
15.2%
|
33.3%
|
39.4%
|
100.0%
|
|
Total
|
0.0%
|
8.4%
|
22.9%
|
27.7%
|
41.0%
|
100.0%
|
|
Language
Proficiency
|
|
Domestic
|
4.0%
|
18.0%
|
26.0%
|
28.0%
|
24.0%
|
100.0%
|
|
International
|
6.1%
|
12.1%
|
18.2%
|
27.3%
|
36.4%
|
100.0%
|
|
Total
|
4.8%
|
15.7%
|
22.9%
|
27.7%
|
28.9%
|
100.0%
|
|
Global/National
Exposure and Cultural Diversity
|
|
Domestic
|
4.0%
|
10.0%
|
24.0%
|
28.0%
|
34.0%
|
100.0%
|
|
International
|
6.1%
|
6.1%
|
21.2%
|
30.3%
|
36.4%
|
100.0%
|
|
Total
|
4.8%
|
8.4%
|
22.9%
|
28.9%
|
34.9%
|
100.0%
|
|
Networking
Opportunities
|
|
Domestic
|
2.0%
|
12.0%
|
32.0%
|
30.0%
|
24.0%
|
100.0%
|
|
International
|
6.1%
|
3.0%
|
36.4%
|
24.2%
|
30.3%
|
100.0%
|
|
Total
|
3.6%
|
8.4%
|
33.7%
|
27.7%
|
26.5%
|
100.0%
|
|
Job opportunities
|
|
Domestic
|
2.0%
|
14.0%
|
24.0%
|
22.0%
|
38.0%
|
100.0%
|
|
International
|
15.2%
|
3.0%
|
15.2%
|
21.2%
|
45.5%
|
100.0%
|
|
Total
|
7.2%
|
9.6%
|
20.5%
|
21.7%
|
41.0%
|
100.0%
|
Source:
Field Survey, 2024
The data presented in
Table 5 regarding career opportunities and planning for domestic and
international migration, 6.0%
have a low interest in career opportunities, 28.0% have a moderate interest,
24.0% have a high interest, and 42.0% have a very high interest in pursuing
career opportunities. On the other hand, among individuals planning for
international migration, 12.1% have a low interest, 15.2% have a moderate
interest, 33.3% have a high interest, and 39.4% have a very high interest in
career opportunities. Overall, the data indicates that a higher percentage of
individuals planning for international migration have a high or very high
interest in career opportunities compared to those planning for domestic
migration.
Provided table shows
the migration of students for language proficiency and planning for domestic or
international migration. 4% have very low interest,18% respond low interest, 26
% respond moderate interest, 28 % have a high interest, and 24% respondents respond
very high interest in migration for language proficiency. On the other hand,
among individuals planning for international migration, 6.1% have a very low
interest, 12.1% have low interest, 18.2%have a moderate interest, 27.3%have a
high interest, and 36.4% have a very high interest in career opportunities. Overall,
the data indicates that a higher percentage of individuals planning for
international migration have a very high interest in migration for upgrading their
language proficiency when compared to those planning for domestic migration.
Regarding the
distribution of Global/National Exposure and Cultural Diversity and planning
for migration domestic or international, 4% have very low interest,10% responded
low interest, 24 % responded moderate interest, 28 % have a high interest, and
34% respondents responded very high interest in migration for Global/National
Exposure and Cultural Diversity. On the other hand, among individuals planning
for international migration, 6.1% have a very low interest, 6.1% have low
interest, 21.2%have a moderate interest, 30.3%have a high interest, and 36.4%
have a very high interest in Global/National Exposure and Cultural Diversity.
Overall, the data indicates that a higher percentage of individuals planning
for international migration respondents have a very high interest in migration
for Global/National Exposure and Cultural Diversity when compared to those
planning for domestic migration.
Similarly, data shows
the distribution of Networking Opportunities and planning for migration
domestic or international 2% have very low interest,12% responded low interest,
32 % responded moderate interest, 30 % have a high interest, and 24%
respondents responded very high interest in migration for Networking
Opportunities. On the other hand, among individuals planning for international
migration, 6.1% have a very low interest, 3% have low interest, 36.4 %have a
moderate interest, 24.2%have a high interest, and 30.3% have a very high
interest in Networking Opportunities. Overall, the data indicates that both for
international migration respondents and planning for domestic migration
interested to migrate for networking opportunities.
The provided table
shows the distribution of Job opportunities and planning for migration domestic
or international.2% have very low interest,14% responded low interest, 24 % responded
moderate interest, 22 % have high interest, and 38% respondents responded very
high interest in migration for Job opportunities. On the other hand, among
individuals planning for international migration, 15.2% have a very low
interest, 3% have low interest, 15.2%have a moderate interest, 21.2%have a high
interest, and 45.5% have a very high interest in Job opportunities. Overall,
the data indicates that a higher percentage of individuals planning for
international migration respondents have a very high interest in migration for Job
opportunities when compared to those planning for domestic migration.
the findings of
quantitative data were validated from the qualitative data and found that a Head
Teacher of Resunga Secondary School, expressed his view regarding the migration
of students for career purposes by stating, “Long time such as 4 years of
bachelor’s degree for non-technical subjects which is too long, there is no job
opportunity, no earning, and learning, the study should be on developing skill-based
human resources, monitoring, supervision, and evaluation system needs to be
improved as it doesn’t impart both practical and theoretical learning. Attempts
have been made to have practical sessions however evaluation is still
traditional. All these things state students towards darkness, no light of
career was seeing.”
During the Focus
Group Discussion (FDG) conducted with students at Resunga Secondary School, one
student mentioned “DV form has been filled in and if I am selected, I will
go to USA. There is no preferred subject, career opportunity, job opportunity,
political instability”. Out of 10, six were willing to go abroad because
they shared the reasons that there are no job opportunities and no other health
and educational facilities.
Similarly, another
Focus Group Discussion (FGD) with students at Sidda Baba Secondary School,
highlighted some causes of academic migration like political instability, no
equal opportunities for the same academic qualification, and no remuneration as
per their labor in Nepal. But in the expectation of students, there is high-quality
education, policies, and regulations are student-friendly thus students’
attraction is increasing to study abroad.
4.5
Association between domestic and
international migration for career purposes
The study has checked
the statistical association between the domestic and international migration plans
of students with their career purposes. The researchers were interested to know
the differences and similarities between those students who were planning for
domestic and international academic migration.
Table 6: Association between domestic and
international migration for career purposes
|
Chi-Square Tests
|
|
|
Value
|
Asymp.
Sig. (2-sided)
|
|
|
Pearson Chi-Square
|
18.459a
|
.426
|
|
|
Likelihood Ratio
|
23.007
|
.190
|
|
Source:
Field Survey, 2024
Pearson Chi-Square
Value is calculated to be 18.459 with an asymptotic significance (2-sided) of
0.
.426. Additionally, the Likelihood Ratio is 23.007 with
an asymptotic significance of 0.190. These values indicate that there was no
significant association between the domestic and international migration plans
of the student regarding their career purpose because the p-value is greater
than the .05 significant levels. Based on the Chi-Square test results and the
provided data, it can be concluded that there is no association between
individuals' plans for migration (domestic or international) with their career
purpose. This suggests that the decision to migrate or stay domestically or
internationally have the similar types of career purpose.
4.6
Major cause of Academic migration
Figure1:
Reason of Academic migration
Source:
Field Survey, 2024
The top four reasons for respondents' migration, based
on mean values, are the quality of education (mean = 4.1687), educational
opportunities (mean = 4.0602), career opportunities (mean = 4.0120), and
research opportunities (mean = 3.9277). These factors indicate a strong
emphasis on educational excellence, diverse academic programs, promising career
prospects, and access to research resources among individuals considering.
7.
Conclusion
The research findings propose that while various
factors influence academic migration decisions, there is no significant
correlation between planning for migration and educational or career purposes.
However, the quality of education, diverse educational opportunities, and
promising career prospects emerge as key drivers of academic migration.
Addressing these factors could contribute to informed policymaking and
interventions aimed at enhancing educational and career opportunities for
students.
Contribution of Authors: Four authors jointly worked to prepare this article.
Mr. Aryal worked on the data collection, and draft report preparation. Karki worked
on the methodology design and instrument preparation, Mahat worked on data
analysis and literature review, and Neupane worked on the final language
editing of this article.
Conflict of Interest: There is no conflict of interest.
References
Acharya, K. P. (2012). Nepalese
Student Migration to Foreign Countries for Higher Education in the Globalized
Context. Kathmandu University.
Borozan, D., &
Bojanic, I. B. (2015). Migration Motives of University Students: An Empirical
Research. International Migration, 53(1), 66-82.
Central Bureau of
Statistics. (2021). National Population and Housing Census. Government
of Nepal.
Deshmukh, V. P., &
Sankpal, S. (2022). Factors Influences for Miration of Indian Student. Journal
of Positive School Psychology, 6(4), 381-386.
Dhakal, R. L.,
Adhikari, D. B., Ghimire, M. N., & Neupane, D. (2018). An explorative
study of academic performance of school students with reference to Ethnicity.
International Journal of Applied Research, 4(5), 36-38.
Dhungel, K. U.,
Bhattarai, A., & Pangeni, S. K. (2013). International Migration for
Education: Perspectives from Nepalese Students. Nepal Journal of Social
Sciences and Managemen, 1(1), 13-22.
Gherheș, V., Dragomir,
G.-M., & Cernicova-Buca, M. (2020). Migration Intentions of Romanian
Engineering Students. Sustainable Development and Research in Migrations
and Skills, 12(12), 4846.
Ghimire, A., &
Maharjan, K. ( 2014). Student returnees and their reflection on contribution
to Nepal: use of knowledge and skills. Migration and Development.
Ghimire, M. N., &
Neupane, D. (2022). An Exploratory Study on Status of Homestays from Lamjung.
Nepal Journal of Multidisciplinary Research (NJMR), 5(5), 119-126.
doi:https://doi.org/10.3126/njmr.v5i5.51812
Government of Nepal.
(2022). Ministry of Labour, Employment and Social Security.
Singhadarbar, Kathmandu.
Karki, T. B., Mahat,
D., & Neupane, D. (2023). Exploring the Academic Landscape: A Critical
Analysis and Review of the Nepal Journal of Multidisciplinary Research. Nepal
Journal of Multidisciplinary Research, 6(4), 128-138.
Kharel, D. (2022).
Student migration from Nepal to Japan: Factors behind the steep rise. Asian
and Pacific Migration Journal, 31(1), 26–51.
Lamichhane, B., &
Neupane, D. (2023). Perceived Organizational Support in Nepalese Banks. International
Journal of Atharva, 1(1), 1-13.
doi:https://doi.org/10.3126/ija.v1i1.58835
Mahat, D., Karki, T.
B., Neupane, D., Shrestha, D. K., & Shrestha, S. (2024). Decolonization
in Focus: A Bibliometric Analysis of Scientific Articles from 2010 to 2023. Nepal
Journal of Multidisciplinary Research, 7(1), 1-21.
doi:https://doi.org/10.3126/njmr.v7i1.65142
Neupane, A., &
Ghimire, M. N. (2023). Age Bar for the Retirement of Politicians. Nepal
Journal of Multidisciplinary Research, 6(1), 102-107.
doi:https://doi.org/10.3126/njmr.v6i1.54356
Neupane, D. (2014). Age
and Peer Victimization among School Adolescents in Kathmandu, Nepal. Journal
of Advanced Academic Research (JAAR), 1(1), 18-23.
Neupane, D. (2014).
Gender Role in School Bullying. Journal of Chitwan Medical College, 4(7),
37-41. Retrieved from
https://www.cmc.edu.np/images/gallery/Original%20Articles/oGfWOoriginal7.pdf
Neupane, D. (2018).
Food Choice Motives of Guardians of Trilok Academy Kathmandu with reference
to Gender. Nepal Journal of Multidisciplinary Research (NJMR), 1(1),
73-81.
Neupane, D. (2019).
Food choice motives of adults from Kathmandu city with reference to
ethnicity. International Journal of Applied Research, 5(3), 182-185.
Nghia, T. L. (2019).
Motivations for Studying Abroad and Immigration Intentions: The Case of
Vietnamese Students. Journal of International Students, 758-776.
Nikou, S., &
Luukkonen, M. (2024). The push-pull factor model and its implications for the
retention of international students in the host country. Higher Education,
Skills and Work-Based Learning, 14(1), 76-94.
Odhiambo, G. (2012).
Brain drain in Higher education: Lost hope or opportunity? 265-270.
Panta, S., Neupane, D.,
& Bhattarai, P. (2023). Preferred Learning Techniques among Bachelor’s
Level Students. Nepal Journal of Multidisciplinary Research (NJMR), 6(2),
145-154. doi:https://doi.org/10.3126/njmr.v6i2.57660
Pawar, S. K. (2024).
India’s global education hub ambitions: Recent student mobility trends, the
underlying dynamics and strategy perspectives. Cogent Education, 11(1).
Rasiah, R., McFarlane,
B., & Kuruvilla, S. (2015). Globalization, industrialization and labour
markets. Journal of the Asia Pacific Economy, 20(1), 2-13.
Regmi, R. B., Adhikari,
D. B., Ghimire, M., & Neupane, D. (2018). An exploratory research on
academic performance of school students with reference to religion. International
Journal of Applied Research, 4(5), 76-81.
Shrestha, M., &
Rana, A. (2023). Causes of International Migration of Educated Youths from
Peri-Urban City of Kathmandu. Baneshwor Campus Journal of Academia, 2(1),
25-37.
Shrestha, R., &
Timalsena, C. (2023). Perceived External CSR from Employees’ Perspective in
Nepalese Banking Industry. Nepal Journal of Multidisciplinary Research
(NJMR), 6(3), 145-155. doi:https://doi.org/10.3126/njmr.v6i3.59718
Shrestha, S., Mahat,
D., & Neupane, D. (2024). Quantitative Research Design and Sample Trends:
A Systematic Examination of Emerging Paradigms and Best Practices. Cognizance
Journal of Multidisciplinary Studies, 4(2), 20-27.
doi:10.47760/cognizance.2024.v04i02.002
Shutaleva, A.,
Starostin, A., Martyushev, N., Salgiriev, A., Vlasova, O. V., & Grinek,
A. (2021). Factors influencing students' 'decision on migration. Journal
of Management Information and Decision Sciences, 24(6), 1-13.
Sisavath, S. (2021).
Benefits of Studying Abroad for Graduate Employability: Perspectives of
Exchange Students From Lao Universities. Journal of International
Students, 11(3), 547-566.
Subedi, C. K., &
Neupane, D. (2018). Gender differences in learning style preferences of high
school students. International Journal of Applied Research, 4(1),
215-221.
Taber, K. S. (2018).
The Use of Cronbach’s Alpha When Developing and Reporting Research
Instruments in Science Education. Science Education Centre, 1273–1296.
Tamang, M. K. (2019).
Returnee Youth Student Migrants in Nepal. International Journal of
Scientific and Research Publications, 9(7), 497-502.
Tamang, M. K., &
Shrestha, M. (2021). Let me Fly Abroad: Student Migrations in the Context of
Nepal. Research in Educational Policy and Management, 3(1), 1-18.
Tsegay, S. M. (2023).
International Migration: Definition, Causes and Effects. Genealogy, 7(3),
61.
United Nations
Department of Economic and Social Affairs. (2009). International Migration
Report 2006: A Global Assessment. New York.
Weber, T., & Mol,
C. V. (2023). The student migration transition: an empirical investigation
into the nexus between development and international student migration. Comparative
Migration Studies, 11(1).
Wei, H. (2013). An
empirical study on the determinants of international student mobility: A
global perspective. Higher Education, 66(1).
(Karki, Mahat, & Neupane, 2023) (Shrestha, Mahat, & Neupane, 2024) (Subedi & Neupane, 2018). (Neupane D.
, 2019).
(Neupane D. , 2014). (Neupane D. , 2018). (Panta, Neupane, & Bhattarai, 2023). (Regmi, Adhikari, Ghimire, & Neupane, 2018) (Ghimire & Neupane, 2022) (Dhakal, Adhikari, Ghimire, & Neupane, 2018) (Shrestha & Timalsena, 2023) (Neupane D. , 2014) (Lamichhane & Neupane, 2023). (Mahat, Karki, Neupane, Shrestha, & Shrestha, 2024) (Neupane & Ghimire, 2023) (Ghimire &
Lamichhane, 2024)
(Adhikari &
Thapa, 2024; Airi & Bhattarai, 2024; Dangol & Mishra, 2024; Dhungel,
2024; Ghimire & Lamichhane, 2024; Khadka et al., 2024; Neupane & Baral,
2024; Pages, 2024; Pages & Ghimire, 2024; Pages & Kafle, 2024; Pandey,
2024; Pariyar et al., 2024; Rimal et al., 2024; Sigdel & Rijal, 2024;
Timilsina, 2024)
Acharya, B. (2024). Education Policies and Practices
for Ensuring Quality Education in Nepal. Nepal Journal of
Multidisciplinary Research, 7(1), 158-174.
doi:https://doi.org/10.3126/njmr.v7i1.65271
Agormedah, E. K., Britwum, F., A. S., A. E., & Kusi-Appiah, V.
(2024). Psychological Distress and Students’ Academic Achievement in the
Colleges of Education: Does Gender Matter? Nepal Journal of
Multidisciplinary Research, 7(1), 40–61. https:, 40-61.
doi:https://doi.org/10.3126/njmr.v7i1.65245
Dhakal, R. L., Adhikari, D. B., Ghimire, M. N., & Neupane, D.
(2018). An explorative study of academic performance of school students with
reference to Ethnicity. International Journal of Applied Research, 4(5),
36-38.
Ghimire, M. N., & Neupane, D. (2022). An Exploratory Study on Status
of Homestays from Lamjung. Nepal Journal of Multidisciplinary Research
(NJMR), 5(5), 119-126. doi:https://doi.org/10.3126/njmr.v5i5.51812
Karki, T. B., Mahat, D., & Neupane, D. (2023). Exploring the
Academic Landscape: A Critical Analysis and Review of the Nepal Journal of
Multidisciplinary Research. Nepal Journal of Multidisciplinary Research, 6(4),
128-138.
Lamichhane, B., & Neupane, D. (2023). Perceived Organizational
Support in Nepalese Banks. International Journal of Atharva, 1(1),
1-13. doi:https://doi.org/10.3126/ija.v1i1.58835
Mahat, D., Karki, T. B., Neupane, D., Shrestha, D. K., & Shrestha,
S. (2024). Decolonization in Focus: A Bibliometric Analysis of Scientific
Articles from 2010 to 2023. Nepal Journal of Multidisciplinary Research, 7(1),
1-21. doi:https://doi.org/10.3126/njmr.v7i1.65142
Neupane, A., & Ghimire, M. N. (2023). Age Bar for the Retirement of
Politicians. Nepal Journal of Multidisciplinary Research, 6(1),
102-107. doi:https://doi.org/10.3126/njmr.v6i1.54356
Neupane, D. (2014). Age and Peer Victimization among School Adolescents
in Kathmandu, Nepal. Journal of Advanced Academic Research (JAAR), 1(1),
18-23.
Neupane, D. (2014). Gender Role in School Bullying. Journal of
Chitwan Medical College, 4(7), 37-41. Retrieved from
https://www.cmc.edu.np/images/gallery/Original%20Articles/oGfWOoriginal7.pdf
Neupane, D. (2018). Food Choice Motives of Guardians of Trilok Academy
Kathmandu with reference to Gender. Nepal Journal of Multidisciplinary
Research (NJMR), 1(1), 73-81.
Neupane, D. (2019). Food choice motives of adults from Kathmandu city
with reference to ethnicity. International Journal of Applied Research, 5(3),
182-185.
Odigwe, M., & Mchi, A. A. (2024). The Impact of Covid-19 on Urban
Planning of Port Harcourt City, Nigeria. Nepal Journal of
Multidisciplinary Research, 7(1), 111-123.
doi:https://doi.org/10.3126/njmr.v7i1.65268
Panta, S., Neupane, D., & Bhattarai, P. (2023). Preferred Learning
Techniques among Bachelor’s Level Students. Nepal Journal of
Multidisciplinary Research (NJMR), 6(2), 145-154.
doi:https://doi.org/10.3126/njmr.v6i2.57660
Regmi, R. B., Adhikari, D. B., Ghimire, M., & Neupane, D. (2018). An
exploratory research on academic performance of school students with
reference to religion. International Journal of Applied Research, 4(5),
76-81.
Shastha Banu, A. A. (2024). Healing through Ruqyah and Academic
Achievement of Children in Muslim Community. Nepal Journal of
Multidisciplinary Research, 7(1), 124-138.
doi:https://doi.org/10.3126/njmr.v7i1.65269
Shrestha, R., & Timalsena, C. (2023). Perceived External CSR from
Employees’ Perspective in Nepalese Banking Industry. Nepal Journal of
Multidisciplinary Research (NJMR), 6(3), 145-155.
doi:https://doi.org/10.3126/njmr.v6i3.59718
Shrestha, S., Mahat, D., & Neupane, D. (2024). Quantitative Research
Design and Sample Trends: A Systematic Examination of Emerging Paradigms and
Best Practices. Cognizance Journal of Multidisciplinary Studies, 4(2),
20-27. doi:10.47760/cognizance.2024.v04i02.002
Subedi, C. K., & Neupane, D. (2018). Gender differences in learning
style preferences of high school students. International Journal of
Applied Research, 4(1), 215-221.
Adhikari, L., &
Thapa, M. (2024). Exploring Forms and Practices of Menstruation in the Changing
Social System: A Study of Suryabinayak-05, Katunje, Bhaktapur. Baneshwor
Campus Journal of Academia, 3(1), 133–142.
https://doi.org/10.3126/bcja.v3i1.65637
Airi, L. B., & Bhattarai, S. P. (2024). Exploring the
Impact of Media Content on Social Media Engagement Through Comment Analysis. Baneshwor
Campus Journal of Academia, 3(1), 27–36.
https://doi.org/10.3126/bcja.v3i1.65461
Dangol, S., & Mishra, R. (2024). Patient Characteristics
on Satisfaction with Healthcare Quality in a Teaching Hospital in Nepal. Baneshwor
Campus Journal of Academia, 3(1), 121–132.
https://doi.org/10.3126/bcja.v3i1.65632
Dhungel, H. B. (2024). Impact of Climate Change on the
Farming Community of Bhaktapur District of Nepal. Baneshwor Campus Journal
of Academia, 3(1), 50–62. https://doi.org/10.3126/bcja.v3i1.65496
Ghimire, S., & Lamichhane, M. R. (2024). The Concept of
National Security in Kautilya’s Arthashastra. Baneshwor Campus Journal of
Academia, 3(1), 63–73. https://doi.org/10.3126/bcja.v3i1.65599
Khadka, S., Nyaupane, N. P., & Timalsena, C. (2024).
Assessing the Relationship between Demographic Attributes and Patients’ Views
of Hospital Environment. Baneshwor Campus Journal of Academia, 3(1),
108–120. https://doi.org/10.3126/bcja.v3i1.65626
Neupane, A., & Baral, B. R. (2024). Understanding Suicide
Cases in Nepal: A Comprehensive Analysis of Personality Traits. Baneshwor
Campus Journal of Academia, 3(1), 74–85.
https://doi.org/10.3126/bcja.v3i1.65602
Pandey, L. (2024). Interplay of Corporate Sector, Politics,
and Media in Shaping News Contents in Nepal. Baneshwor Campus Journal of
Academia, 3(1), 143–155. https://doi.org/10.3126/bcja.v3i1.65656
Pariyar, M. S., Bhujel, S., Kushwaha, S., Gyawali, A., Lama,
S., & Neupane, D. K. (2024). Exploring Elements of Style in the Poem
“Drought”: Unraveling the Layers of Meaning. Baneshwor Campus Journal of
Academia, 3(1), 86–95. https://doi.org/10.3126/bcja.v3i1.65617
Rimal, P., Bhattarai, P., Pokhrel, P., Pradhananga, P.,
Shahi, P., Magar, P. R., & Ghimire, J. C. (2024). Assessing the
Relationship between Students Attitude and Online Shopping. Baneshwor Campus
Journal of Academia, 3(1), 96–107.
https://doi.org/10.3126/bcja.v3i1.65625
Sigdel, U., & Rijal, T. (2024). Persistent and
implications of Changing Livelihood in Hill Setting of Nepal: A Qualitative
Inquiry of Vyas-10 of Tanahun. Baneshwor Campus Journal of Academia, 3(1),
37–49. https://doi.org/10.3126/bcja.v3i1.65494
Timilsina, S. K. (2024). Loss of Citizenship Provisions in
Nepal’s Citizenship Law: Addressing the Risk of Statelessness in Accordance
with International Conventions. Baneshwor Campus Journal of Academia, 3(1),
163–175. https://doi.org/10.3126/bcja.v3i1.65658
