Journal of Student Affairs in Africa | Volume 10(1) 2022, 33-46 | 2307-6267 | DOI: 10.24085/jsaa.v10i1.3548   33

www.jsaa.ac.za
AFRICAN 
MINDS

Research article

Understanding the Experiences of Mauritian Students  
at Institutions of Higher Education Overseas
Ravichandran Ammigan*

Abstract
Each year, a significant number of students from the Indian Ocean island of Mauritius seek higher 
education opportunities abroad. Yet, limited research exists on these students’ expectations, preferences, 
and experiences in their academic and non-academic university settings overseas. This quantitative 
study investigates the experiences of Mauritian degree-seeking students at universities in Australia 
and the United Kingdom, which have been two of the most preferred destination countries for these 
students over the years. Precisely, this research examines associations between overall university 
satisfaction and various aspects of the student experience in the arrival, learning, living, and support 
services environment. Analyses reveal that a number of satisfaction variables were important to students, 
namely the opportunity to make friends on campus, the availability of social activities and facilities, 
internet access and IT support, and chaplaincy or multi-faith provision. Implications for international 
educators, university administrators, and guidance counsellors are discussed.

Keywords
international students, Mauritius, student experience, student satisfaction

Introduction
Mauritius, a small island state located off the southeast coast of Africa, is home to about 
1.3 million inhabitants (World Bank, n.d.). As one of the continent’s success stories in terms 
of political stability, cultural diversity, and economic development, Mauritius has over the 
years remained closely associated and engaged with the global community, partly due to its 
remoteness, limited natural resources, and the size of its economy (Auty, 2017; Ramtohul, 
2016). Having invested heavily in the education and well-being of its population, the island 
is considered to be Africa’s most developed country and is now positioned at the top of 
the Human Development Index for the region (United Nations Development Programme, 
2020). Mauritius is classified as an upper middle-income economy, holds one of the highest 
GDP per capita incomes on the continent, and has a literacy rate of 91.3% (UNESCO 
Institute for Statistics, 2020). Most Mauritians are multilingual and are fluent in English, 
French, and Creole, which is the majority language and lingua franca of the country 
(T. Ammigan, 1989; Jugnauth, 2021).

*  Ravichandran Ammigan, PhD, is the Associate Provost for International Programs and an Assistant Professor 
of Education at the University of Delaware, USA. ORCID ID: 0000-0002-6265-219X.  
Email: rammigan@udel.edu



34   Journal of Student Affairs in Africa | Volume 10(1) 2022, 33-46 | 2307-6267 | DOI: 10.24085/jsaa.v10i1.3548

In the late 1990s, the Mauritian government identified internationalization of higher 
education as a key strategic initiative in order to keep its nation aligned with global 
educational trends and increase access to tertiary education (Motala-Timol & Kinser, 
2017). As such, there has been an intentional increase in cross-border education and 
international collaborations with institutions overseas, as well as a surge in international 
programme and provider mobility as the education sector opened up and invited foreign 
institutions to set up academic hubs and satellite campuses on the island (Knight & 
Motala-Timol, 2020). 

From an outbound mobility standpoint, thousands of Mauritian students choose to 
study abroad each year. While enrolment reports show a declining trend in Mauritian 
international students over the past four years, 34% of all Mauritian nationals still opted to 
start their university education overseas in 2019 (Higher Education Commission, 2019). 
In that context, it is important for institutions to gain better insights into the educational 
expectations, preferences, and experiences of these internationally mobile students, from 
both a recruitment and support services standpoint. This study sheds some light on this 
topic by investigating the satisfaction levels of Mauritian undergraduate students with 
their institutions of higher education in Australia and the UK, which have been two of the 
most preferred destination countries for Mauritian students over the years. It specifically 
examines associations between overall university satisfaction and various aspects of the 
student experience in their arrival, learning, living, and support services environment, before 
discussing implications for host university educators and administrators, as well as for those 
who actively prepare students to engage in studies abroad.

Literature Review

International students

The number of international students enrolled at institutions of higher education around 
the world has increased dramatically over the past two decades. In 2017, 5.3 million 
internationally mobile students were engaged in tertiary education worldwide, representing 
a growth of 165% in enrolment since 1998 (OECD, 2019). International students, defined 
as students who have crossed a national or territorial border for the purpose of education 
and are enrolled outside their country of origin (UNESCO, n.d.), make invaluable 
intellectual, cultural, and economic contributions to their host institution and country, 
and so serve key roles in advancing internationalization, inclusivity, and diversity efforts on 
campus (Smith, 2020; Urban & Palmer, 2014).

According to the Higher Education Commission (2019), a total of 8 079 Mauritian 
students studied overseas in 2019, compared to 15 677 students who decided to remain 
on the island and enrol in public or private post-secondary educational institutions locally. 
This is a significant statistic, considering that over a third of all Mauritian students decided 
to pursue their tertiary education abroad. While France emerged as the most preferred 
destination for Mauritian international students, Australia and the United Kingdom have 
consistently featured among top host countries for higher education since 2008. The 



Ravichandran Ammigan: Understanding the Experiences of Mauritian Students at Institutions of Higher Education …   35

most popular fields of study for Mauritians studying abroad were Medicine, Engineering, 
Administration and Management, Business, Commerce, and Marketing, and Law. 

The international student experience

The student experience, which is usually measured by satisfaction ratings, is comprised 
of three key elements, namely academic and intellectual (teaching and learning), social 
and emotional activities and networking (extra-curricular opportunities and facilities), 
and welfare and support services (access to campus resources and services) (Tribal Group, 
n.d.). There is an extensive body of literature that explores the experiences of international 
students across the world, and many of these studies have stressed the need for a strong 
support system, in both the curricular and co-curricular settings, to ensure the success of 
these students (Akanwa, 2015; Choudaha, 2016). 

The transition to university life can be an intimidating process for all students as they 
seek to familiarise themselves with their new campus. In response, host institutions must 
organise orientation and transition programs to help them feel welcome and secure a sense 
of belonging, which can lead to long-term academic and personal success (Nadler et al., 
1998). A number of factors can affect the experiences of international students with various 
aspects of their university environment. Intercultural perspectives and local friendships can 
be highly rewarding experiences in and outside of the classroom (Arkoudis et al., 2013; 
Walsworth et al., 2021). The expertise of faculty and personal support from academic staff 
are considered key determinants of international student satisfaction (Hellsten & Prescott, 
2004; Yu et al., 2016). Classroom size and facilities, and library services can be crucial in the 
learning dimension of one’s learning experience (Asare-Nuamah, 2017; Butt & Rehman, 
2010). And a recent study by Ammigan and Jones (2018) found that campus eating 
options, visa services provided by the international office, and assistance from the finance 
department all influenced students’ experiences with their university.

Few studies exist on the experiences of Mauritian students overseas. In a qualitative 
study by Khawaja and Stallman (2011), Mauritian students at an Australian institution 
were found to experience culture shock and difficulty interacting with local students 
due to different types of beliefs, styles, and value systems. A different study from the UK 
by Schweisfurth and Gu (2009) indicated that one of their respondents from Mauritius 
had a particularly bad experience sharing accommodation with local roommates, which 
seriously disturbed her study habits. The same student, however, spoke very positively about 
the support services provided by her university, such as welcome activities, orientation 
programs, opening bank accounts, and opportunities to make friends with students from 
different backgrounds.

Conceptual framework

The conceptual framework for this study was drawn from Arambewela and Hall’s (2009) 
model of international student satisfaction, in which they indicate the importance of 
service quality factors that are related to both the educational and non-educational aspects 



36   Journal of Student Affairs in Africa | Volume 10(1) 2022, 33-46 | 2307-6267 | DOI: 10.24085/jsaa.v10i1.3548

of the student experience. The model identifies seven constructs as significant predictors 
of student satisfaction, namely education, social, technology, economic, accommodation, 
safety, and prestige and image. The authors found that the expectations and perceptions of 
international students in relation to key service quality variables, such as teaching quality, 
access to lecturers, social activities, friends/relationships, job opportunities, transportation, 
and accommodation, varied among nationality groups and had a differential impact 
on student satisfaction (Arambewela & Hall, 2009). Therefore, because of the diversity 
of cultures, language and values, and expectations among international students, it is 
important that host institutions develop a diversified and adaptable service model that 
addresses the differential needs of students across nationalities and cultural contexts. 
This conceptual framework is in line with the arrival, learning, living, and support services 
constructs of the International Student Barometer, which is the instrument used in the 
present study. It also supports the main goal of this paper, which examines the experiences 
of international students from a specific sending country and discusses implications for 
university administrators and support staff on how to effectively serve foreign nationals 
from Mauritius.

Method
This quantitative study investigates associations between overall university satisfaction 
and various aspects of the student experience across four institutional settings (arrival, 
learning, living, and support services) for Mauritian international students at institutions in 
Australia and the UK. It uses anonymized, pre-existing data from the International Student 
Barometer (ISB) and was declared exempt from the requirements of human subject 
protection by the Institutional Review Board. 

Participants

The participants of this study were 207 degree-seeking, undergraduate students from 
Mauritius, enrolled at 43 different institutions in Australia and the UK. At the time the 
survey was taken, there were 2 016 Mauritian students studying in Australia, and 1 458 
studying in the UK (Tertiary Education Commission, 2016). The sample in this study 
is representative of 5.6% of all Mauritians studying in Australia that year, and 6.5% of 
all Mauritian students at UK institutions. The average age of respondents, across both 
destination countries, was 21.7 years, and 39.6% were female compared to 45.4% who 
were male. Business and Administrative Studies (21.3%), and Engineering (14%) were the 
top two study areas. A majority of students (43.5%) were enrolled in a year other than 
their first or last (in terms of study stage). All student participants completed the online 
ISB questionnaire through a hyperlink sent via email from September to December 2016. 
Table 1 details the demographic characteristics of respondents in this study.



Ravichandran Ammigan: Understanding the Experiences of Mauritian Students at Institutions of Higher Education …   37

Table 1: Mauritian student demographics (N = 207)

Variable Description n %

Age 18-22 137 66.2%

23-27 32 15.5%

28 and older 11 5.3%

Gender Male 94 45.4%

Female 82 39.6%

Did not respond 31 15.0%

Top study area Business/Admin. studies 44 21.3%

Engineering 29 14.0%

Biological Sciences 22 10.6%

Law 22 10.6%

Medicine (and related fields) 19 9.2%

Study stage First year 80 38.6%

Last year 37 17.9%

Other 90 43.5%

Student totals In Australia 112 54.1%

In UK 95 45.9%

Host institutions In Australia 21 54.1%

In UK 22 45.9%

Instrument

The International Student Barometer (ISB) was the instrument used in this study to 
measure the satisfaction ratings of international students. The ISB tracks and compares the 
decision-making, expectations, and satisfaction of international students from application 
to graduation, and has gathered feedback from more than 3 million students in over 1 400 
institutions across 33 countries since its inception in 2005 (i-graduate, 2021). Satisfaction 
items are organised in four main dimensions of experience: (1) arrival – students’ first 
impressions and experiences upon arrival to campus (18 variables); (2) learning – students’ 
academic environment and the aspects of teaching, studies, and facilities (33 variables); 
(3) living – student accommodation, social, and day-to-day life experiences (39 variables); 
and (4) support services – resources and services provided by the university’s academic and 
non-academic units (22 variables). The online questionnaire, which has been periodically 
tested for validity and reliability through 18 cycles (Brett, 2013), uses a 4-point Likert 
scale to measure satisfaction, where 1=very dissatisfied, 2=dissatisfied, 3=satisfied, and 
4=very satisfied. 



38   Journal of Student Affairs in Africa | Volume 10(1) 2022, 33-46 | 2307-6267 | DOI: 10.24085/jsaa.v10i1.3548

Data analysis

All analyses were conducted on the unidentified responses using IBM’s SPSS software. 
Descriptive statistics, in the form of percentages, means, and standard deviations, were 
employed to summarize and display demographics and students’ level of satisfaction within 
each university environment. Paired-sample t-tests were used to compare overall satisfaction 
means between Australia and UK and determine whether the mean difference between 
the paired observations was statistically significant. Bivariate correlation analyses were 
performed to determine whether overall university satisfaction was associated with any of 
the satisfaction variables in the arrival, learning, living, and support service dimensions of 
the university experience. 

Results

Associations between overall satisfaction and the dimensions of experience 

To determine whether Mauritian students’ overall university satisfaction was associated 
with their experiences in the arrival, learning, living, and support services dimensions of 
the institution setting, Pearson’s correlation coefficients were computed. Results in 
Table 2 show significant positive correlations between overall satisfaction and each of the 
dimensions of experience, indicating the importance of the relationship among these five 
variables of the student experience. Overall university satisfaction had the strongest positive 
association with learning (r = .401, p < .01), followed by living (r = .315, p < .01), support 
services (r = .245, p < .01), and arrival (r = .237, p < .05). 

Table 2:  Correlations between overall satisfaction and dimensions of experience  
(N = 207)

Variables 1 2 3 4 5

1. Overall university experience –

2. Arrival experience .237* –

3. Learning experience .401** .433** –

4. Living experience .315** .334** .342** –

5. Support services .245** .252* .265** .312** –

M 3.12 3.24 3.13 3.14 3.01

SD .615 .544 .586 .668 .555

Range 1-4 1-4 1-4 1-4 1-4

Note: ** p < .01, * p < .05



Ravichandran Ammigan: Understanding the Experiences of Mauritian Students at Institutions of Higher Education …   39

Student satisfaction in Australia versus UK

Mauritian students were generally satisfied with their university experience at institutions 
in Australia and the UK. As indicated in Table 3, students reported a slightly higher 
satisfaction level with their overall university experience in the UK than in Australia [t(206) 
= -1.71, p < .005]. Although the paired-sample t-tests revealed a statistically significant 
difference in arrival, learning, and living satisfaction mean scores between Australia and UK 
institutions, the differences were minimal. In other words, the experiences of Mauritian 
international students did not vary much by host or destination country.

Table 3: International student satisfaction in Australia versus UK (N = 207)

Satisfaction variables Australia 
Mean  

(n = 112)

UK  
Mean  

(n = 95)

Mean  
Difference

Sig.

Overall university experience 3.05 3.20 -0.15 .021**

Arrival experience 3.23 3.26 -0.04 .063*

Learning experience 3.13 3.13 -0.01 .073*

Living experience 3.10 3.17 -0.07 .056*

Support services 3.00 3.01 -0.01 .737

Note: ** p < .05, * p.< .10

Correlates of overall satisfaction

A separate correlational analysis was performed to assess the relationship between Overall 
university experience and the satisfaction variables within each of the four dimensions of 
institutional experience, in both Australia and the UK combined. Table 4 summarizes the 
results of the analysis, indicating that several aspects of the institutional experience were 
positively associated with students’ overall university satisfaction. In the arrival category, 
opportunities to make friends with others upon arrival to campus (r = .311, p < .05) was a 
key factor for Mauritian students. A number of variables in the learning environment were 
also important, including the expertise of lecturers (r = .330, p < .01), personal support 
from academic staff (r = .325, p < .01), and the academic staff ’s command of the English 
language (r = .323, p < .05). Making friends locally (r = .415, p < .01), social facilities 
(r = .373, p < .01), and internet access (r = .359, p < .01) were essential determinants of 
the overall university experience in the living setting. Of the four dimensions of experience, 
variables within support services were found to be the highest correlates of overall satisfaction. 
Chaplaincy or multi-faith provision (r = .736, p < .01), Disability support services (r = .667, 
p < .01), and Accounts/finance department (r = .532, p < .01) were variables with the most 
significant associations with Mauritian students’ overall university satisfaction coefficient.



40   Journal of Student Affairs in Africa | Volume 10(1) 2022, 33-46 | 2307-6267 | DOI: 10.24085/jsaa.v10i1.3548

Table 4: Correlates of overall satisfaction (Australia and UK combined)

Variables M SD r

Arrival 

Making friends upon arrival 2.97 .803 .311*

Learning

Expertise of lecturers 3.34 .579 .330**

Personal support from academic staff 3.14 .648 .325**

Academic staff grasp of English 3.19 .709 .323**

Courses that lead to a good job 3.05 .683 .304**

Online library facilities 3.30 .615 .303**

Living

Making friends from this country 2.98 .796 .415**

Social facilities 3.01 .723 .373**

Internet access at my residence 3.04 .702 .359**

Social activities (organised events) 3.00 .722 .353**

Feeling safe and secure 3.28 .606 .341**

Cost of living 2.68 .657 .324**

Transportation on campus 3.17 .657 .324**

Eco-friendly attitude of institution 3.28 .598 .315**

Support services

Chaplaincy or multi-faith provision 3.15 .745 .736**

Disability support services 3.20 .422 .667*

Accounts/finance department 3.05 .539 .532**

IT and systems support 3.20 .717 .508**

Personal tutors 3.38 .672 .448**

Career services 3.23 .633 .438**

Students’ union/governance 3.18 .718 .416**

Immigration/visa advising 2.97 .718 .410**

Student advisory services 3.23 .538 .409**

Note: ** p < .01, * p < .05. Table shows .3 correlation coefficients and above.

Discussion
The findings in this study show that Mauritian students at Australian and UK institutions 
were generally satisfied with various aspects of their university experience. There were 
no major differences is respondents’ overall satisfaction between the two host countries, 
although students in the UK reported slightly higher satisfaction ratings that those in 
Australia. The arrival experience had the highest satisfaction mean score in both destination 



Ravichandran Ammigan: Understanding the Experiences of Mauritian Students at Institutions of Higher Education …   41

countries, which is an indication that adequate resources and support were being provided 
to students upon arrival at their respective campuses. 

Satisfaction with each of the four dimensions of institutional experience was found to 
be positively associated with Mauritian students’ overall university experience. This aligns 
well with previous research by Ammigan and Jones (2018) and supports the understanding 
that a conducive arrival, learning, living, and support services environment is critical in 
ensuring students’ overall satisfaction with the university. Another significant factor for 
consideration is that the learning environment exhibited the strongest correlation coefficient 
with overall university satisfaction, which highlights the importance for host institutions to 
prioritise a quality and well-supported academic environment for their international students. 
Additionally, the relationship between support services and the other dimensions of satisfaction 
draws key implications for administrators in the sense that universities must allocate sufficient 
resources and establish a robust support infrastructure in both the curricular and co-curricular 
setting to enhance the experience and success of their international students. 

This study also found several satisfaction variables (within each of the four dimensions 
of experience) to be positively correlated with students’ overall university experience. In 
other words, overall satisfaction with the institution was dependent on students’ satisfaction 
with a number of variables within the arrival, learning, living, and support services settings. 
Results from this study, which echo some of the findings and recommendations from our 
conceptual framework, are discussed below along with implications for university staff and 
administration, as well as student advisors and guidance counsellors who advise and assist 
students on their study abroad plans.

Arrival 

Upon arrival to campus, it was important for Mauritian students to find opportunities for 
making friends and developing personal networks within the local community. This is not 
surprising as several studies, noted in the literature review, have pointed to the positive 
impact that initial friendships and a local support system can have on international students’ 
well-being and academic success at their university (Arkoudis et al., 2013; Walsworth et al., 
2021). Host institutions must therefore be intentional and strategic at establishing initiatives 
that can assist new international students with acculturation, integration, and engagement 
in their new campus environment. Offering networking opportunities and organising 
social and cultural events during their first few days on campus and at orientation can make 
students feel welcome and forge a sense of belonging. Buddy and mentorship programmes 
that engage current student leaders with incoming students prior to their arrival to the 
university can initiate conversations early on and facilitate their transition to their new 
campus. Arrangements for airport pick up, transportation to campus, dormitories, and 
shopping centres, and welcome events in the initial days can spark opportunities for new 
students to connect with local members of the campus community. It is also key that 
international students are prepared for what to expect and how to access resources before 
they reach their institution so they can settle in quickly.



42   Journal of Student Affairs in Africa | Volume 10(1) 2022, 33-46 | 2307-6267 | DOI: 10.24085/jsaa.v10i1.3548

Learning

A number of satisfaction variables in the learning environment were positively associated 
with Mauritian students’ overall university experience. Significant factors, such as the 
expertise of lecturers and personal support from academic staff, indicate that the teaching 
aspects of the classroom environment must remain central to students’ university experience 
as they are key determinants of international student satisfaction. This corresponds with the 
research of Butt and Rehman (2010) and Arthur (2017). The relationship between student 
employability and university satisfaction was somewhat predictable as many international 
students seek internship and post-graduation work opportunities to complement their 
academic credentials (Gribble et al., 2017). This stresses the importance of resources and 
guidance on career readiness and development offered by the university’s Career Services 
Center and academic programme. Online library facilities was also found to be a vital 
aspect of the university experience as supported by the research of Asare-Nuamah (2017). 
In addition to the existing facilities, institutions must make sure that their international 
students know how to access and utilize their online academic resources through available 
tutorials and training materials. These findings also lead to important practical implications 
for international student recruitment professionals. As Ammigan (2019) found, the 
overall learning experience does not only influence university satisfaction but is the most 
significant predictor of international students’ willingness to recommend their institution 
to prospective applicants.

Living

Students in this study conveyed the importance of being able to make friends locally within 
their living environment, as they did when they first arrived at their university. To address 
this need for socialization on campus, institutions must continue to provide opportunities 
for meaningful engagement and involvement among students – and between international 
and domestic students. Social and cultural initiatives, such as residential and campus life 
events, coffee hours, student leadership groups, and language and conversation programmes, 
can help students make new acquaintances, engage in cross-cultural dialogues, increase 
their awareness and understanding of different worldviews, and develop global competence. 
These co-curricular initiatives must be carefully designed and intentionally linked to 
the formal global learning curriculum in order to produce high quality experiences and 
enhance cultural diversity, inclusion, and engagement for all students (Leask & Carroll, 
2011). Dedicated physical space and facilities must also be assigned for these inclusive 
programmes and events to foster a sense of belonging and build tradition and community. 
The other correlates of overall university satisfaction for the respondents in this study 
was internet access in their housing, safety and security on campus, the cost of living, 
transportation services, and the eco-friendly attitude of their institution.



Ravichandran Ammigan: Understanding the Experiences of Mauritian Students at Institutions of Higher Education …   43

Support services

A total of nine variables in the support services category were associated with overall 
university satisfaction, including six that held the strongest correlation coefficients of all 
variables across the four dimensions of institutional experience. This is indicative of the 
importance of these factors to Mauritian students overseas, as well as the significance of 
support services to international students from a holistic standpoint. In this context, it 
behoves host institutions to continue assessing the needs of their international student 
community and strengthen campus support services through a strategic and collaborative 
approach across student affairs, academic departments, and local community resources 
(Briggs & Ammigan, 2017). For instance, the provision of chaplaincy or multi-faith services 
is dependent on a strong partnership with a wide variety of religious, cultural, and spiritual 
entities and support groups both on and off campus. Access to and effective usage of 
campus resources such as disability support services, the finance department, IT and systems 
support, student governance, and immigration and visa services requires a strong partnership 
between the International Student Office and various university support units to promote 
and customize services to the international community. Personal tutors, career services, and 
student advisory services hinge on close collaborations between academic departments 
and student affairs. The International Student Office in particular has direct access to the 
international community and can play a vital role in developing services for international 
students and getting the word out about key resources on campus (Ammigan & Laws, 
2018). Foremost, the delivery of support services must remain student-centred and must be 
adaptable across nationalities and cultural contexts to maximize their impact, effectiveness, 
and satisfaction ratings, and address the differential needs of students (Arambewela & Hall, 
2009; Roberts et al., 2015). 

Conclusion
To the author’s knowledge, this study is the first of its kind to investigate the experiences 
of Mauritian students at institutions of higher education in Australia and the UK using 
data from the International Student Barometer. In exploring the associations between 
students’ overall university satisfaction and their experiences with various aspects of the 
university environment, this research demonstrated that a number of satisfaction variables 
were significant in the arrival, learning, living, and support services contexts. Making 
friends upon arrival, organised social activities and facilities, internet access and IT support, 
and chaplaincy or multi-faith provision were some of the distinct correlates of Mauritian 
students’ overall university experience. Although the results from this study are not meant 
to be generalizable, they merit consideration and serve as a point of reference for university 
educators and administrators, and for those preparing Mauritian students to engage in 
study abroad. One of the limitations of this research is that the ISB is a self-reporting 
instrument, and it is subject to social desirability and response bias. Future research should 
consider a larger sample of Mauritian international students, explore the experiences of 



44   Journal of Student Affairs in Africa | Volume 10(1) 2022, 33-46 | 2307-6267 | DOI: 10.24085/jsaa.v10i1.3548

graduate students from a comparative perspective, and expand the scope to include more 
participating institutions and destination countries.

Acknowledgement
The author is grateful to i-graduate for making data available for this study. 

Research Ethics 
This research was declared exempt from the requirements of human subject protection by 
the Institutional Review Board.

Funding
The author received no financial support for the research, authorship, or publication of this 
article.

Declaration of Conflicting Interests
No potential conflict of interest was reported by the author.

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How to cite:
Ammigan, R. (2022). Understanding the experiences of Mauritian students at institutions of higher 

education overseas. Journal of Student Affairs in Africa, 10(1), 33-46. DOI: 10.24085/jsaa.
v10i1.3548