Brand of European Higher Education Institution as a Key Factor for Foreign Students

. This paper summarizes the arguments and counterarguments within the scientific discussion on the issue of brands of European Higher Education Institutions as a key factor for foreign students. The globalization of education processes and the creation of a united European education area have increased foreign students' interest to study in Europe. Increasing unemployment, poverty, inconsistency in education, economic problems, political instability, low job opportunities

selecting to study abroad and practically implement an understanding of the growth of the HE sector in general.
Literature Review. A lot of the reforms, social, cultural transitions and economic restructuring have been seen across the world during the last time due to the globalization and Informational Technologies development. These changes develop innovative tools, equipment, processes, systems, policies for each European country to stay competitive. The same things happened in the HE sector. Challenges in the labour market in European countries urge them to fight for foreign student attraction. HEI's putting more effort into marketing to identify, communicate and attract new students from foreign countries. Marketing in the HE field has been done for decades. There is a lot of research about potential benefits from marketing in the field of HE marketing worldwide from the late 90s (Kotler and Fox 1995;Hoyt and Brown, 2003;Bragg, 2007;Ivy, 2008;Datar et al., 2010). HEIs should use a marketing framework and should satisfy the need of its customers by adding value to achieve sustainable competitive advantage and survive (Hoyt and Brown 2003). At the same time, HE marketing as a service is sufficiently different from the marketing of products (Nicholls et al., 1995). The unique difference which highlights the strength of HEI should be developed and showed to the potential students as a reason to choose HEI. «Branding is a very common issue for Higher Educational Institutions like other profitable organizations over the last few years» (Alam at al., 2019). There are researches about how university information sources influence advice-seeking attitude, intention, and behaviour between students (Ng et al., 2020). Marketing role for student recruitment emphasized several researchers (Ivy, 2001;Goff et al., 2004;Judson et al., 2004;Tapp et al., 2004;Cubillo et al., 2006, Blanco at al., 2019. The variety of factors influencing student choice of HEI is wide. The researches who studied student decision-making inquire about the influence of different factors -financial, geographic, reputation, personal, influencers. Kusumawati et al. (2010) added that even more -factors have a different level of importance for each country and each student.
Some researchers found that it is a belief of better education in a foreign country over the home country that lead the students to study in another country (Mazzarol and Soutar, 2002). It is the most frequently mentioned reason causing students to choose international education (Mazarrol and Soutar, 2002;Oliveira and Soares, 2016). The lack of good HEI due to economic and political conditions is the main motivation for African students for choosing UK universities (Maringe and Carter's, 2007). Students believe that they will have better job opportunities after getting an education abroad and than leaving the home country (Maringe and Carter, 2007, Blanco et al., 2019, Carstensen et al., 2020. Taking into account these issues, there are a lot of influencing factors for studying abroad -the perception of higher quality overseas education, HEI quality in the home country, influencers, personal development, possibility to get better job. Political stability often is mention as a very important factor when students are choosing the studying country. By political stability, students mean the safety within a country. For example, Chinese student's parents especially consider crime levels (Bodycott, 2009). The location and proximity of the studying country also have a big impact on students' choices (Wu's, 2014). Students preferred countries with a lower cost of living and tuition fees and do not choose countries with extreme weather conditions (Wintre et al.,2015). The very often mentioned factors for choosing the country were to study are the costs, cultural diversity, political stability and location, the image of country (Mazarrol and Soutar, 2002;Wintre et al., 2012;Cheng et al., 2013;Oliveira and Soares, 2016). Important factors affecting the choice of HEI are the reputation of the HEI, programs offered, campus facilities and environment, teaching quality, and employability after graduating. The meaning of the reputation of the HEI is the recognition nationally or internationally and its ranking (Ancheh et al., 2007, Briggs, 2006. This factor is mentioned in several papers as one of the most important when choosing an HEI (Mazzarol and Soutar, 2002;Maringe and Carter 2007;Kaur, 2016). Chinese students grant high importance on university and course ranking (Wu, 2014). The offered programs by HEI and courses and recognition by future employers also play a big role in students' choice (Wu, 2014). To summarize the literature study about factors affecting different countries students choosing the HEI abroad, the authors concluded that factors mentioned are pretty the same, but they are grouped differently.
Methodology and research methods. For achieving the aim, the previous research and scientific literature are studied, and a survey is conducted using a questionnaire. The data was collected from Pakistani students studying in Europe. 205 responses were obtained. Investigation of the topic of brands of European HEI as a key factor for foreign students in the paper is carried out in the following logical sequence study of previous research and scientific literature and analysis of the survey results. Methodological tools of the research methods are the creation of a database of respondents, a survey on the factors impacting the choice of HEI in Europe by foreign students and analysis and interpretation of the survey results using nonparametric tests. In the previous research, the authors compared factors influencing regular customer choice (factors affecting customer behaviour) and factors influencing student as a customer choice for choosing HEI. Moreover, they came up with a compilation of the top five factors' groups -regional, political, financial, educational, influencers -and the factors in each group. Experts from the HE sectors and foreign students who evaluated the questionnaire made some suggestions and factors to add. The authors on purpose leave more factors in each group to better understand which factors are the main ones. Further on these five factors' groups for choosing HEI are matching with factors from the literature and scientific research works done by various authors before. These top factors are presented in Table 1 below. Based on this table the author's created the questions for questionnaire. The authors' group together factors in four groups -regional, political, financial, educational -and compare the factors inside each group and the most influencing factors in general. The group about influencers were not interpreted using nonparametric tests. It would require another approach, because of two issues -Pakistan is very much a family-oriented culture, and a lot of information from social media should be explored. It could be studied as separate further research. The questionnaire consists of a few sections: 1. Respondent profile. The author's used several, namely, age, gender, marital status, previous qualification.
2. Information, on which study program student, has chosen (Bachelor, Master or Doctoral). 3. Information to what extent do the Regional factors mentioned in the questionnaire affect student choice of HEI.
4. Information to what extent do the Political factors mentioned in the questionnaire affect student choice of HEI.
5. Information to what extent do the Financial factors mentioned in the questionnaire affect student choice of HEI.
6. Information to what extent do the Educational factors mentioned in the questionnaire affect student choice of HEI.
Sections c-f are designed based on literature review, and questions are created from Table1 factors. In the questionnaire, there yes/no questions and for evaluation of some statements, respondents are offered to use a 5-point Lykert type scale. The opportunities for evaluation vary from 1 -not important till 5 -very important. The authors developed the following research hypotheses: H1: All factors in the top four factor groups -regional, political, financial, educational -play the same role in the choice of the place of studies from European HEI.
H2: All sub-factors in each of the top four factor groups play the same role in the choice of the place of studies from European HEI.
According to the selected data from the respondents profile the percentage of respondents according to the age group is as follows: 18-25 years of age group had the maximum number of respondents with a percentage of 46.3%. The next age group was 26-35, making up to 31.4% of respondents and the least number of respondents were from the age group of 35 to 40, making up to 19.5%. 81,4 % of students have work experience, and only 18,6 % didn't have any prior work experience. It means that potential students usually start studies after some years of job, they know the field where they want to study. Possibly they pay for their studies by themselves. 60.5% of the respondents were females, and 39.5% were males. 62.90% of the respondents were married, 36.1% of the respondents were unmarried, and 1% of the respondents are divorced. These figures show that often married couples decide to go to Europe to study together. It can lead to the suspicion that they possibly do not want to study but only stay in Europe.
Only 19,7% of students have visited Europe before. From the survey respondents 22 members have applied for studies in Latvia, 15 members have applied for Demark, 13 for Germany, 11 for Estonia, 9 for Spain, 8 for Finland, 6 for England, 6 for Italy, 4 for Iceland, 3 for Poland, 2 for Holland, 1 for Hungary.
The research shows that 45.90% have applied for Bachelor's level of education. One third (36,1%) of students have a Bachelor's level of education completed. They wish to receive a Master's degree in Europe. That means that the marketing campaign should be addressed either for school graduates or students with a Bachelor's degree. The families and friends have a strong influence on the potential students in Pakistan. Information from social media cannot be taken 100% true in Pakistan. But its influence cannot be ignored. Education fairs are the platforms to meet various countries' HEI representatives. It is a source of accurate information. The potential students actively search for information about HEI, the process to get in onto the HEI, countries where to study from an independent and experienced source. There are working educational agencies and individual agents. The level of their services is not very high in Pakistan.
Results. The descriptive statistics results of online surveys are analyzed, interpreted, and graphically presented. Each factor is analyzed separately. Regional factors: it is shown that the minimum and maximum values of ratings received are between the range of 1 (very low) to 5 (very high) for Regional factors. The graphical presentation above (Figure 1) shows that a total of ten factors were studied. The mean values range from 3.91 to 4.39. The value of the standard deviation ranges from 0.561 to 0.901. The highest mean value of 4.39 is scored for the factor «Crime index of the country». The lowest mean value of 3.91 is scored for the factor «Weather should be similar to the home country». Therefore, the weather does not play a significant role in the choice of destination. The highest standard deviation is scored of 0.901 for the variable «Proximity to the home country». It indicates that the opinion of the respondents is more spread out.
The graphical presentation above (see Fig. 2) shows that 5 variables were studied. The mean value ranges from 3.88 to 4.27. The standard deviation values range from 0.563 to 0.78. The highest mean value of 4.27 has been scored for the variable «Permanent Residence options are available». This indicates that the majority of students agree on it. And the lowest mean score of 3.88 has been scored for the variable «Duration of the visa process must be quick». It indicates that students do not consider this fact as important. The above graph (Figure 3) shows a total of 8 variables studied. The mean values range from 4.07 to 4.42. The highest mean score of 4.42 has been obtained for the variable «Travel for visa approval (if the embassy is not in your region)».   The majority of the students agree that if the embassy is not in the region, travel for a visa is a significant financial factor. The low mean score of 4.07 has been scored for the variable «Cost of visa». It could show that students understand that they have to pay for the visa only once. The standard deviation values range from 0.508 to 0.656. The highest standard deviation with a score of 0.656 has been scored for the variable «Living expense in the country» indicating that people have varied opinions on this. The lowest standard deviation has been scored for 0.508 for the variable «Economic growth of the country», indicating that students have agreed on it.  The above graph (Figure 4) shows that a total of 11 variables were studied. The mean scores range from 4.09 to 4.45. The lowest mean score of 4.09 has been obtained for the variable «Ranking of the university». It indicated that Pakistani students do not think that the ranking of the HEI is unimportant to study abroad. The highest mean of 4.45 has been scored for the variable «Scholarship opportunities». It clearly shows that scholarship is significant for students. The standard deviation scores range from 0.508 to 0.619. The lowest standard deviation scored is 0.508 for the variable «Admission process is easy» and it is closer to the mean value. The highest standard deviation has been obtained for the variable «Facilities in the campus» with a score of 0.619. It shows that students vary in their opinion regarding facilities in the HEI campus to be considered a priority. To sum up, the results of descriptive statistics, considering all the four factors -Regional, Political, Financial, Educational -the mean values range from 3.87 to 4.49 and the ratings received range from 1 to 5. Sources: developed by the authors.
The above table shows that the highest mean value of 4.49 has been scored for the variable «Availability of Educational Loans in home country» belongs to the Financial factor. And the lowest mean of 3.87 has been scored for the variable «Weather should be similar to the home country» belonging to the Regional factor. It could be concluded that students think more about financial aspects before choosing HEI.  The highest standard deviation with a score of 0.914 for the variable «Proximity to the home country» belonged to the Regional factor. Herewith, the least standard deviation has been scored for the 0.359 to «Reputation of the university» belonging to the Educational factor. It could be concluded that the students have a similar opinion than the Educational factors are more important than the Regional factor. 1. A nonparametric Kruskal-Wallis H test allowed testing the hypothesis that all factors in the top four factors groups and all sub-factors in each of the top four factors groups play the same role in the choice of the place of studies from European HEI. This test is based on the average ranking comparison.
The study shows that in the group of regional factors with a probability of 95% it can be stated that Bachelor programs (p = 0.000) students and Master's programs (p = 0.001) students evaluate differently the regional factor. Bachelor's students give a more important role in the following factors: - 3. In doctoral study programs, students assign a higher role to the factor «Good Medical facilities» (Mean Rank = 246.68) and the factor «Locals are tolerant towards other race» (Mean Rank = 239.58). However, it is concluded that there was no statistically significant difference in the assessment of regional factors considering that the p-value of the Kruskal-Wallis H test is p = 0.155.
4. Assessment of political factors (PF11 -PF15). Respondents' answers show a statistically significant difference in the assessment of political factors in all programs. The factor «Job seeking visa after Education» received the highest rating for the Bachelors' students (Mean Rank = 265.51) and Master's students (Mean Rank = 176.50). At the same time, doctoral students rated the factor «Permanent Residence options are available» (Mean Rank = 120.89) as more important. Sources: developed by the authors.

Evaluation of financial factors (FF16 -FF23
). The answers of the respondents show a statistically significant difference in the assessment of political factors for students of Bachelor's programs and students of Master's programs. The factor «Travel for visa approval if the embassy is not in your region» and factor are the most important factors choosing the studies for Bachelor's programs and Master's program students. Doctor study program students as the most important factor mentioned «Availability of Educational Loans in the home country» and «Travel for all approval if the embassy is not in your region». However, considering that the test p = 0.089, it can be concluded that these differences are random.   factors related to education play the most significant role in the choice of the place of studies in Europe in all levels of study programs Source: developed by the authors.
Conclusions. The aim of the paper «to describe the factors affecting foreign students to choose European HEI and provide information on the factors, which are of great importance» was achieved. The first hypothesis of the research «All factors in the top four factor groups -regional, political, financial, educational -play the same role in the choice of the place of studies from European HEI» and the second hypothesis of the research «All sub-factors in each of the top four factor groups play the same role in the choice of the place of studies from European HEI» were rejected. There are Limitations of the researchthe author's are interested in «third-country national» internationally mobile students; the foreign students only from Pakistan are analyzed; for calculations, the level of the study program (Bachelor, Master, or Doctor) is used as a grouping feature. The author's findings correlate with the authors of previous researches to a great extent. Moreover, they provide information on the factors affecting foreign students to choose European HEI and which are of great importance to foreign students. The results of the paper should be used for HEI decision-makers working out different student attraction strategies, thus increasing the number of students and competitiveness. Four groups of factors -regional, political financial, and educational-were analyzed. The research shows that the most significant role in the choice of the place of studies in Europe for all level of foreign students plays educational factors, the least considerable role -political factors. The results of the Kruskal-Wallis H test show that there are statistically significant differences in the assessment of the role of factors in choosing the place of studies in Europe in different levels of study programs. From Regional factors for Bachelor's students, the most critical factor is «Crime index of the country», for Master students -«Locals can converse in English», for Doctoral students -«Good Medical facilities». In case of political factors for Bachelor's and Master students, the most critical factor is «Job seeking visa after education», for Doctoral students -«Permanent Residence options are available». From Financial factors, for Bachelor's and Master students, the most important factor is «Flight ticket and related travel expenses», for Doctoral students -«Availability of Educational Loans».
This study contributes to a variety of factors that influence the selection of HEI by international students. Exploration of this area is expected to develop an understanding of the theoretical aspects of selecting to study abroad and practically implement an understanding of the growth of the HE sector in general. Based on the same survey, the authors are planning to continue the research about the students' choices from the next countries and then to compare the results. Author