Inbound student mobility is an important part of higher education's internationalisation plans since it helps universities in many ways, including academically, culturally, and financially. To make these kinds of initiatives more appealing and sustainable, most institutions have set up buddy systems and other peer-based support programs. This study aims at examining how well the Course-Buddy (C-buddy) program at a Malaysian public university works. The program was made to help new inbound mobility students with their studies. This study utilised mixed-method approach where the academic performance (GPA) of students who undergo the C-buddy program was statistically compared with those who did not undergo the program. Additionally, qualitative feedback from international students who undergo the program are also collected. Independent sample t-test had been used for quantitative analysis. The results indicated that there is no significant difference between the results of both groups. Nevertheless, the international students recognised the contribution of C-buddy program in facilitating their studies and providing informal support. This study shed a light on the importance of C-buddy program in helping international students to adjust with the studies environment in Malaysia and ultimately satisfied with their exchange program. Additionally, this study also highlighted the need to improve the C-buddy program to sustain the inbound mobility program.
A Mon, study studied this question.
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