A PROJECT REPORT

ON

“FACTORS INFLUENCING CHOICE OF

INTERNATIONAL IMMIGRATION –AN
EMPERICAL STUDY IN EDUCATION INDUSTRY.”
Submitted in partial fulfillment of the degree of Bachelors of
Business Administration (BBA)
(2015 - 2018)

Submitted to: Submitted by:

Asst. Prof. Renuka Mehra Inayat Kaur Sandhu
GCCBA-50, Chandigarh BBA – III
Roll no: 15043924
PUPIN: 30215000006

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 SELF DECLARATION

This is to certify that this project report on “FACTORS

INFLUENCING CHOICE OF INTERNATIONAL
IMMIGRATION –AN EMPERICAL STUDY IN EDUCATION
INDUSTRY” is the result of my own efforts and it is based
on the data collected and guidance given to me. I have
prepared it during my summer vacations from June 01
2017 and the project was completed on 15th August
2017. This report is correct to the best of my knowledge
and so far has not been published anywhere else.

Inayat Kaur Sandhu

BBA III
Roll no: 15043924

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 INTRODUCTION
As a part of the curriculum of BBA III, I underwent my summer
vacation project at WWICS. This six week’s hard work and data collection
in an industrial organization seems to be necessary for the complete
understanding of the phenomenon related with Immigration abroad. This
study prescribes add situation before the researcher, thereby he or she gets
perfection.

This short study injects flavors of confidence in heart and mind of the
researcher. It provides ample opportunity to comprehend the phenomenon
and suggest best solution of it. I was assigned the title "Factors influencing
choice of international immigration –an empirical study in education
industry."

This study has been undertaken to identify and narrow down the factors and
the related items comprising the factors that were expected to explain
perception towards immigration of students and to examine the impact of
immigration.

The research aims to study the changes in the behavioral pattern of

immigration and provide suggestions about factors lacking in our country.

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 PREFACE

Migration as the physical transition of an individual or a group from one

society to another. This transition normally involves abandoning one social
setting and entering another, a different one. His emphasis is mainly on
leaving a whole set of social life of a person’s previous residential region and
establishing a new set of social life in a latter or new region where he
migrate and decided to live.

In this research, one will find a brief-up about Indian immigration, its history
and the current trends of Indian students towards immigration. The
research aims to jot down the factors which have an influence on the
students and persuades them to migrate.

We will also be listing out a few of the courses undertaken by the students
in order to be eligible for studying in a university abroad. The courses
include SAT, GMAT, GRE, IELTS, TOEFL, etc.

At the very end, we aim to exhibit suggestions that could be implemented

by the Indian government to retain its educated citizens.

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 ACKNOWLEDGEMENT

“Gratitude is the hardest of emotion to express and often does not find
adequate ways to convey the entire one feels.”

Summer vacation project is the one of the important part of the BBA course,
which has helped me to earn a lot of experience which will be beneficial in
my succeeding career.

For this with an ineffable sense of gratitude, I take this opportunity to

express my deep sense of indebtedness and gratitude to my principal of
Govt. College for Commerce and Business Administration, Mrs. Manjit Kaur;
and our HOD Prof. Manoj Bhambhu who has provided me an opportunity to
learn the corporate culture during my BBA course. At the same time I want
to thank all my faculty members and my guide Asst prof. Ms. Renuka Mehra.
It has been my great privilege to work under her inspiring guidance.

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 CONTENTS

Chapter Topic Page No.

Chapter 1 Introduction to the topic 7
 History 8-10
 Place of immigration 11
 Factors affecting the immigration 12
 Levels & trends 13-21
 Scope of Study 22
Chapter 2 Conceptual framework 25-26
 Definitions 27-29
 Migration Theories
 Alternative Methods 30-33
 Research Study 34-41
 Educational Qualifications 42-46
Chapter 3 Research Methodology 51
 Objectives of the study 52
 Research Design 53
 Sample Design 54
 Data Collection Method 55
 Limitations of the study 56
Chapter 4 Date Analysis and Interpretation 57-72
Chapter 5 Findings and Suggestions 73
Conclusions 74
Reference 75
Annexure 76-89

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 CHAPTER 1: Introduction
India has one of the world's most diverse and complex migration histories. Since the 19th
century, ethnic Indians have established communities on every continent as well as on islands
in the Caribbean and the Pacific and Indian oceans.

Quote on immigration
“History in its broadest aspect is a record of man's migrations from one environment to
another.’’
-Ellsworth Huntington

Explanation of the Quote

Human migration is the movement by people from one place to another with the intentions of
settling, permanently or temporarily in a new location and it has been so even before the
evolution of mankind. The movement is often over long distances and from one country to
another, but internal migrations also possible; indeed, this is the dominant form globally.
People may migrate as individuals, in family units or in large groups. A person who moves from
their home to another place because of natural disaster or civil disturbance may be described
as a refugee or, especially within the same country, a displaced person.

INDIA AS IMMIGRATION PROVIDER

HISTORICAL
Major emigration from the Indian subcontinent was to Southeast Asia. There is a possibility that
the first wave of Indian migration towards Southeast Asia occurred when Emperor
Ashoka invaded Kalinga and following Samudragupta's expedition towards the South. This was
followed by early interaction of Indian traders with South Asians and, after the mid-first
millennium CE, by the emigration of members of the Brahmin social caste. This resulted in the
establishment of the so-called Indianised kingdoms in Southeast Asia. The Cholas, who were
known for their naval power, conquered Sumatra and the Malay Peninsula. The influence of
Indian culture is still strongly felt in Southeast Asia with the royal Brahmins of Thailand. In such
cases, it is not reasonable to apply the label 'PIO' to the descendants of emigrants from
severalcenturies back. Intermixture has been so great as to negate the value of such
nomenclature in this context.

USA AND OTHERS

A wave of Indian immigrants entered the US after independence of India. A large proportion of
them were Hindus joining their family members under the new more color-blind immigration
laws, then Malayali immigrants from Middle East, Kerala, etc. and professionals or students that

7
came from all over India. By the late 1980s and early 1990s, large numbers of Guajarati, Telugu,
and Tamil people had settled in the US. The most recent and probably the largest wave of
immigration to date occurred in the late 1990s and early 2000s during the internet boom. As a
result, Indians in the US are now one of the largest among the groups of immigrants with an
estimated population of about 3.2 million, or 1% of the US population according to American
Community Survey of 2010 data. The US Census Bureau uses the term Asian Indian to avoid
confusion with the indigenous peoples of the Americas commonly referred to as American
Indians.

In contrast to the earliest groups of Indians who entered the US workforce as taxi drivers,
labourers, farmers or small business owners, the later arrivals often came as professionals or
completed graduate study in the US and moved into the professions. They have become very
successful financially thanks to the hi-tech industry, and are thus probably the most well-off
community of immigrants. They are well represented in all walks of life, but particularly so
in academia, information technology and medicine. There were over 4,000 PIO professors and
84,000 Indian-born students in American universities in 2007-08. In 2000, Fortune
magazine estimated the wealth generated by Indian Silicon Valley entrepreneurs at around
$250 billion.
The New York City Metropolitan Area, including Manhattan, Queens, and Nassau
County in New York State, and most of New Jersey, is home to by far the largest Indian
population in the United States, estimated at 679,173 as of 2014. Though the Indian diaspora in
the US is largely concentrated in metropolitan areas surrounding cities such as New York City,
Washington D.C., Boston, Philadelphia, Atlanta, Chicago, Dallas, Houston, Los Angeles, and San
Francisco — almost every metropolitan area in the US has a community of Indians.

WHY THEY GO…

People from all across the world seek to explore better lifestyles, job opportunities, a safer
environment, quality life and a lot more. Usually people explore these opportunities in
developed countries like The United States, Canada, UAE, etc. Marriage is the most common
purpose of migration, with 49 per cent migrating for marriage. Apart from that, work and
employment which consists of approximately 10 per cent of the migration population, is a key
factor influencing people to move across the globe.

THE PRESENT TOPIC HAS BEEN SELECTED, “FACTORS INFLUENCING CHOICE OF

INTERNATIONAL IMMIGRATION –AN EMPERICAL STUDY IN EDUCATION INDUSTRY.” IN VIEW
OF STUDING VARIOUS FACTORS AFFECTING DECISION TO SETTLE ABROAD.

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THREE SECTORS
1) EXTRATIVE INDUSTRY
Any processes that involve the extraction of raw materials from the earth to be used by
consumers. The extractive industry consists of any operations that remove metals, mineral and
aggregates from the earth. Examples of extractive processes include oil and gas extraction,
mining, dredging and quarrying. The migrants usually go abroad as unskilled laborers and work
in the extractive industries. Countries like UAE, France, etc. need labor to do the work of a
grade 4 employee.

2) CONSTRUCTION
The percentage of immigrant workers in the construction workforce is rising, according to an
analysis of the most recent 2016 American Community Survey data by the National Association
of Home Builders' Housing Economics. Immigrant workers comprise nearly 25% of the overall
construction workforce and accounting for an average of 30% in the construction trades.
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 3) SERVICE SECTOR
Immigrants are more likely than U.S.-born workers to be employed in a number of specific jobs,
including sewing machine operators, plasterers, stucco masons and manicurists. But there are
no major U.S. industries in which immigrants outnumber the U.S. born, according to a Pew
Research Centre analysis of government data.

ECONOMY
Impact of economic activity can be seen on all aspects and stages of migration. Economic
activity plays a pivotal role in different stages of migration. People get motivated to move from
one place to another for differential economy and with a lust for economic betterment.
Migrants improve their economic status by getting better jobs at the place of destination.
Significant changes can be seen in agriculture at the place of origin. During different phases of
agricultural development impact of migration on agriculture can be seen distinctly. Earlier due
to lack of permanent habitation people were practicing shifting agriculture, because of this
significant changes were brought in agricultural landscape. Also because of migration, methods
of agriculture were also affected. Methods such as commercial farming, truck farming, dairy
farming, etc. involved in shifting agriculture underwent changes. Historical analysis of various
crops and fruits shows that they are not native of the place where they are grown now.
Migrants have brought them along with them from their places of origin. Plantations like
coffee, tea, and sugarcane were originally produced in Abyssinian highland, China and India
respectively. A change in resource utilization, technological innovations, and industrial
development can be seen as a consequence of migration. Excessive migration encouraged
people to tap all kinds of available resources to fulfil their increasing demands. Trade activities
are also affected by the process of migration. For example, European movement towards the
different parts of the world was trade oriented. They established their trade centers to gather
raw materials. People migrate to improve their status by getting high salaried job, by involving
themselves in highly profitable business and developing agriculture. This leads to the
transformation of the economy of the area and finally per capita income of the people
increases. But out migration of skilled labor, finally proves to be a hindrance in the way of
economy of the region. Migration has its positive effects in the way that it equalizes economic
opportunities. There will be availability of employment but lack of manpower in urban area, at
the same time there will be availability of manpower but lack of opportunities in the rural
areas, so this kind of imbalance is equalized by migration. Pressure on rural lands is decreased
by rural urban migration and power of rural savings increases in rural areas.

The pace of growth in the migrant stock varies across major areas.
Asia and Oceania experienced the fastest average annual growth rate in the migrant stock.
Between 2000 and 2015, the number of international migrants in Asia and Oceania grew by an

10
average of 2.8 per cent per year. Latin America and the Caribbean recorded the third fastest
average annual growth rate in the international migrant stock during this period (2.3 per cent),
followed by Africa (2.2 per cent). Europe and Northern America, where the size of the migrant
stock was already large, experienced a slightly slower pace of change, with an average annual
growth rate of 2 per cent for each.

GROWTH
The number of international migrants worldwide has continued to grow rapidly over the past
fifteen years reaching 244 million in 2015, up from 222 million in 2010 and 173 million in 2000.

Nearly two thirds of all international migrants live in Europe (76 million) or Asia (75 million).
Northern America hosted the third largest number of international migrants (54 million),
followed by Africa (21 million), Latin America and the Caribbean (9 million) and Oceania (8
million).

In 2015, two thirds (67 per cent) of all international migrants were living in just twenty
countries. The largest number of international migrants (47 million) resided in the United States
of America, equal to about a fifth (19 per cent) of the world’s total. Germany and the Russian
Federation hosted the second and third largest numbers of migrants worldwide (12 million
each), followed by Saudi Arabia (10 million).

In 2014, the total number of refugees in the world was estimated at 19.5 million. Turkey
became the largest refugee-hosting country worldwide, with 1.6 million refugees, followed by
Pakistan (1.5 million), Lebanon (1.2 million), and the Islamic Republic of Iran (1.0 million). More
than half (53 per cent) of all refugees worldwide came from just three countries: the Syrian
Arab Republic (3.9 million), Afghanistan (2.6 million), and Somalia (1.1 million).

Women comprise slightly less than half of all international migrants. The share of female
migrants fell from 49 per cent in 2000 to 48 per cent in 2015. Female migrants outnumber male
migrants in Europe and Northern America, while in Africa and Asia, particularly Western Asia,
migrants are predominantly men. The median age of international migrants worldwide was 39
years in 2015, a slight increase from 38 years in 2000. Yet in some major areas, the migrant
stock is becoming younger. Between 2000 and 2015, the median age of international migrants
declined in Asia, Latin America and the Caribbean, and Oceania.

Levels and Trends in International Migration

The number of international migrants worldwide has continued to grow rapidly over the past
fifteen years reaching 244 million in 2015, up from 222 million in 2010, 191 million in 2005 and
173 million in 2000. Between 2000 and 2005, the international migrant stock grew by an
average of 2 per cent per year. During the period 2005-2010, the annual growth rate
accelerated, reaching 3 per cent. Since then, however, it has slowed, falling to around 1.9 per
cent per year during the period 2010-2015.

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High-income countries host more than two thirds of all international migrants. As of 2015, 71
per cent of all international migrants worldwide----equal to 173 million international migrants---
-lived in high-income countries (figure 1). Of these, 124 million migrants were hosted in high-
income OECD countries, while 49 million migrants were living in other high-income non-OECD
countries. Only 29 per cent----or 71 million----of the world’s migrants lived in middle- or low-
income countries. Of these, 61 million resided in middle-income countries and 9 million in the
low-income countries.

Between 2000 and 2015, Asia added more international migrants than any other major area.
Asia gained some 26 million international migrants during this period, or 1.7 million additional
migrants per annum. Europe added the second largest number of international migrants
between 2000 and 2015 (20 million, or 1.3 million per year), followed by Northern America (14
million, or 0.9 million per year) and Africa (6 million, or 0.4 million per year). Latin America and
the Caribbean and Oceania added comparatively smaller numbers of migrants during this
period (3 million, or 0.2 million per year each). Despite this continued growth, international
migrants accounted for less than 2 per cent of the population of Africa, Asia, and Latin America
and the Caribbean

SCOPE OF STUDY
CHANDIGARH AND NEAR AREAS FROM WHERE THE QUESTIONNAIRE HAS BEEN
COLLECTED.
1) CHANDIGARH –The Chandigarh Administration has provided a sufficient number of
schools in each sector and villages of UT Chandigarh with a view to provide best
education for all the children of Chandigarh without reference to their religion, caste,
colour or creed with an aim of providing education within 1 km of their residence. Apart
from the schools established by the Government here, there is a good number of
privately managed Recognized and Government aided schools functioning from the
educational sites allotted to them by the Chandigarh Administration on confessional
rates from time to time. Being a home to 4 convent schools, 73 private schools and 110
government schools, Chandigarh boosts of excellent education standards with
admissions of students in over 31 colleges.

The following is the list of few of the best colleges and schools-
- Government College of Commerce & Business Administration, Sector
50, Chandigarh
Government College of commerce and Business Administration endeavours and
inspires to “Know”, to “Explore” and with that knowledge and exposition “Grow”
both in academics and co-curricular activities. They drive to delve deeper with the
true purpose of education by giving the students opportunities and an environment
that is positive, inspiring, challenging and stimulating.

- St. John School, Sector 26, Chandigarh

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 St. John's High School is an Edmund Rice Educational Institute, founded by the
Congregation of Christian Brothers in 1959.The school building was designed by
prominent French architect Pierre Jeanne rete. It is located in sector 26, Chandigarh.
It has been consistently ranked as one of the best schools in the Tri-City area for the
years 2013, 2014, and 2015.

- St. Xavier School, Sector 44, Chandigarh

St. Xavier Sr. Secondary School, Chandigarh, for boys and girls is a symbol of God and
his grace, an abode of education, in the service of our Lord Jesus Christ and
humanity. This school is completely managed by the Christian minority and is
controlled by the International Christian Education Foundation. The I.C.E.F. has
indeed taken a bold step towards the proliferation of knowledge, brotherhood,
secularism and democracy. This English Medium School is an addition to a
worldwide network of Christian Institutions.

- Carmel Convent School, Sector-9, Chandigarh

The Congregation of the Sisters of the Apostolic Carmel is an Indian
Congregation which took its roots in the year 1870 in its Foundress
Mother Veronica a holy and dedicated woman, who was divinely
inspired to reach out to many girls of her day. The school draws its
inspiration from Christ, who willed the total development of every
person, as also from our Foundress, Mother Veronica.Carmel Convent
School, Chandigarh, founded on July 16, 1959, is one of the institutions
conducted by the Apostolic Carmel Sisters.
2) MOHALI-
- Shaheed Udham Singh College of Engineering & Technology
The reputation that SUS Group enjoys is largely due to vision of the management
and the commitment of faculty. Their devotion, excellence and efficiency are
manifested not only in their classrooms but also in all activities encompassing the
campus. SUS Technology campus is an abode of learning which consciously works on
building the ability, attitude and motivation of students. Among other things, it
offers excellent placements and support services to its students. It attracts
thousands of students across the nation who go on to lead exciting careers after
earning world class qualifications and learning experiences from this Group. SUSGOI
is promoted by Desh Bhagat Memorial Educational Trust. The Trust is led by
Sukhwinder Singh Sidhu, (Chairman), Dr J.S. Dhaliwal (Vice Chairman) and S. Gurlabh
Singh Sidhu (Gen. Secretary) who are professionals and dedicated to the cause of
education.
- IISER Mohali
Indian Institute of Science Education and Research Mohali envisions a new
generation of scientists dedicated to the pursuit of knowledge in frontier areas of

13
 basic sciences. In an intellectually vibrant academic environment, IISER Mohali
nurtures the basic tenets of science education and research at undergraduate and
postgraduate levels. In so doing, the institute aims to emerge as a global centre of
learning, academic excellence, and innovative research.
As a centre of academic excellence, IISER Mohali has as its mission the imparting of
quality science education and the inculcating of the spirit of research through
innovative teaching and research methodologies. It is this unique combination that
renders IISER Mohali one of the premier science research institutes in the country. It
fosters a group of young aspiring minds driven by curiosity and a potential for
cutting-edge research. For spearheading robust scientific research, academic
freedom is of utmost importance, and IISER Mohali is the fitting place in this regard.

- Chandigarh University
Chandigarh University, Punjab enjoys high standing among many national rating
services that evaluate quality of education, research activity, affordability and
athletic excellence. These rankings recognize not only CU as a whole, but also our
many respected schools and departments. Chandigarh University, Punjab is proud to
be recognized by the organizations and publications listed below for our excellence
in education.

- Rayat Bahra University

The university curriculum has been evolved after constant interaction with leading
professionals who are a part of Industry and Academic advisory boards. Also, a
strong emphasis is placed on developing analytical skills, communication, team
building and problem solving skills. The university also possesses unique Skill
Development Centre (SDC), empowering students with necessary skills to enhance
their employability. The SDC has strong nexus with the industry and imparts useful
soft skills pertaining to communication skills, professional ethics and sound values,
enabling students to venture out confidently and proving their calibre in workplace.

3) PATIALA-
- Thapar Institute of Engineering and Technology
The Thapar Institute of Engineering and Technology is one of India's oldest and
finest educational institutions, which provides a steady source of highly skilled talent
to the nation as well as overseas. Thapar Institute of Engineering & Technology,
located in Patiala, has been a pioneer in engineering education, research and
innovation. Our community involves ingenious minds solvers who are eager to make
the world a better place to live in with their innovative techniques and
discoveries.Rated amongst the top ranked innovation-driven private universities and
technical institutes in the country, Thapar Institute of Engineering & Technology has
been accredited with an 'A' grade by the National Assessment and Accreditation
Council. We constantly evolve our teaching methods, and provide quality education
to our students, whom we see as unique individuals with different interests and
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 aspirations. We keep the quality of our curriculum, faculty and infrastructure
unparalleled, and believe in encouraging thousands of young minds to excel in India
and abroad.

- G.S. Govt. College of Physical Education

Located in the middle of the sports city Patiala, the Prof. G.S. Govt. College of
Physical Education is spread over 25 acres of land and governed by State
Government of Punjab. It was established at Lahore in 1940, after partition it was
shifted to Shimla then in October 1952 to Ropar and finally in 1958 to Patiala. One of
the government funded colleges, it is affiliated to Punjabi University, Patiala. Mission
of the college is “Happy childhood, virile youth and capable citizen” also aim to
produce competent and qualified teachers of physical education and educational
empowerment to sports person. The college, with a view to have academic and
sports base for Physical Education professionals, is offering four different courses in
physical education. .

- Government Mohindra College, Patiala

Govt. Mohindra College, Patiala, is a gift of H. H. Maharaja Mohinder Singh (1852-76)
of Patiala to his subjects. One of the oldest institutions in the entire North India,
Govt. Mohindra College, Patiala, is a living monument of rare magnificence and
breath-taking grandeur. At the time of its inception in 1875, it was the only
institution of its kind in a vast area stretching from Lahore to Delhi. The College was
established to provide free education to the state subjects as this region was
educationally impoverished. His Excellency, The Earl of Northbrook, the then Viceroy
of India laid the foundation stone of the College building on 30th March 1875. The
building was completed in about nine years and His Excellency, Viceroy Lord
Ripon performed the Opening Ceremony on 17th March, 1884. At that time the
College was affiliated to the Calcutta University

4) LUDHIANA-
- Christian Medical College Ludhiana
Christian Medical College Ludhiana Society, on behalf of the Church, seeks to
contribute to the health needs of India by training primarily Christian Medical,
Dental, Nursing and other health professional students and by providing holistic
health services to the community and the nation, with people of the Christian faith
serving in Christ’s name alongside with those of other faiths, who identify with these
aims and goals.

- Arya College, Ludhiana

An institution that has always been a pioneer in the field of Quality Education since
1946. We excel in academics, sports and co-curricular activities. Following the great
ideals of all-time great Swami Dayan and Sarswati Ji, college always strives hard to
inculcate values of hard work, universal brotherhood, scientific outlook, excellence

15
 in human endeavour and above all discipline. We make earnest efforts to transform
students into high achievers ─ economically self-reliant, progressive, enterprising,
socially responsible and morally strong. The college offers airy and comfortable class
rooms, vast play grounds, and well equipped science and computer laboratories,
technologically advanced, and newly built high-tech AC Seminar room.

- Guru Nanak Dev. Engineering College, Ludhiana

Guru Nanak Dev. Engineering College, Ludhiana, established in 1956, was set up
under the aegis of Nankana Sahib Education Trust, devoted to the cause of rural
education to meet the growing demand for technical and professional manpower
and industries. The college has been declared an autonomous college by UGC, New
Delhi on 17.8.2012. The college has privilege of starting Ph.D. degree under Quality
Improvement Programme by AICTE, New Delhi. The college has been
accredited with ‘A’ Grade by NAAC. The college has attained ISO 9001:2008
Certification and the UG programmes are accredited by NBA under the New
Outcome Based System under Washington Accord. Recently, the Institute was
ranked Best Engineering College Award in Punjab State& 37th position under the
category of Top 75 Engineering College of Nation and First among Engineering
Colleges of Punjab.

5) JALANDHAR
- Apeejay School
The Apeejay institutions exemplify the fact that sky is not the limit in the pursuit of
excellence. The aim of our schools is to promote a system of integral education in a
congenial child-friendly environment that emphasises the unity of all knowledge,
synthesises humanity and sciences and recognises the fact that each child is unique.
We believe that education should enable the students to soar high - morally, socially
and spiritually. We believe that our students need to learn that the secret of success
and contentment lies in discovering one's own strengths as well as limitations.
- British Olivia School
British Olivia School provides sound education to boys & girls of classes Pre-Nursery
to 12th. School is affiliated to Central Board of Secondary Education (CBSE), New
Delhi. It aims to prepare the students for active participation in day-to-day life
situations and to develop basic mental abilities and skills.

- Delhi Public School

“What lie before and what lies beyond us is tiny matter compared to what lies
within us.”
At DPS we are to enhance the inner self of the children to discover their true
potential and prepare them achievers. We firmly believe that learning is a lifelong
process and no system of learning can be better than system of learning by doing.
The children are encouraged to explore, experiment, question, observe and
comprehend.
16
 CHAPTER 2: Conceptual Framework

Definitions-
Settled countries and from the centers of the cities to their suburbs”. Savani and Saxena in their
study have emphasized on the economic condition of the migrants. According to them both rich
and poor are equally prone to migration. In the case of rich people, they migrate to urban areas
for better comfortable lifestyle while as far as poor people are concerned they migrate to urban
areas owing to their economic hardships. In relation to this Gupta has given his points, he states
that “persons belonging to upper stratum have higher inclination to migrate from rural to urban
areas because they have higher level of education and economic conditions”.

Smith, T.L (1960), based his concept of migration on change in physical space. The definition
suggested by Lee, E.S (1969) in “A Theory of Migration” poses some problems when we look at
various types of cyclical migration i.e. the movement of people from villages to urban areas for
the duration of their active life, their visits back to the home town for a few days or a month
could not be included unless these are for last time at retirement etc. according to Theodore
Laplow, “Migration is strictly speaking, a change of residence and need not necessarily involve
any change of occupation, but it is closely associated with occupational shifts of one kind or
another. The principal directions of migration are illustrated by more or less continuous
movements from rural areas towards the city, from areas of stable population towards centers
of industrial or commercial opportunity, from densely settled countries to less densely

Eisenstaedt looks at migration as “the physical transition of an individual or a group from one
society to another. This transition usually involves abandoning one social setting and entering
another and permanent one”.

According to Baker, “migration is the act of moving from one spatial unit to another”.

MISHRA, S.K define migration as an inflow or outflow of population from a defined region to
another region for a permanent or semi-permanent settlement. His approach of defining
migration does not cover other relevant criteria and seems unsound.

According to ROSS, J.A. migration is a geographic mobility that involves a change of usual
residence between defined political or statistical areas, or between residence areas of different
types. The meaning of ‘change in residence’ here is for relatively permanent. The words
‘defined political or statistical or geographical areas’ are meant for certain areas surrounded by
a definite political or statistical or geographic boundary or line. Migration also entails the length
of stay in terms of time span and purpose.

EISENSTADT, S.N. defined migration as the physical transition of an individual or a group from
one society to another. This transition normally involves abandoning one social setting and
17
entering another, a different one. His emphasis is mainly on leaving a whole set of social life of
a person’s previous residential region and establishing a new set of social life in a latter or new
region where he migrate and decided to live.

According to DEMKO, G.J ROSS, H.M SCHNELL definition of migration or typology is generally
based on change in residence, journey to work, types of boundaries crossed, and many others.

LEE, E.S. in his theory of migration made an attempt to provide the theoretical background for
the spatial movement of populations. In his words, ‘migration is defined broadly as a
permanent or semi-permanent change of residence’. In his opinion, no restriction is placed
upon the distance of the move or upon the voluntary or involuntary nature of the act and no
distinction is made between external and internal migration. According to him, not all kinds of
spatial mobility are included in migration. For example, movement from one apartment to
another, continual movements of nomads and migratory workers, a move from plain to
mountains is not migration.

CLARKE said, ‘there is no unanimity over the meaning of migration’ though many consider it as
movement involving a change of residence of substantial duration. On the basis of this
definition one should exclude the constant movement of pastoral nomads, the temporary
movement of tourists and daily movement of commuters, but there is little justification for
their exclusion merely because we have no satisfactory terms, which encompasses the
numerous spatial movements of populations. Clarke was of the opinion that migration cannot
be defined perfectly as it involves a wider range of elements. Therefore, definition of human
migration remains inconclusive.

TREWARTHA, G.A. placed emphasis on distance, human will and change in permanent
residence in migration. He described that the term ‘migration’ has various shades of meaning.
Most commonly migration involves a movement of some distance, which results in a change in
permanent address. But, according to him, this restrictive definition would exclude other types
of human mobility, including the daily trek of commuters between a city center and its
peripheral areas, the seasonal shift of migrant workers, the temporary and irregular
movements of tourists, and the wanderings of pastoral nomads. Hence the usual definition of
migration is stretched so that it may include a wide range of population mobility, even though
space may not permit a meaningful discussion of all forms.

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 MIGRATION THEORIES

Although migration phenomena have been studied by social scientists, thinkers, reformers and
others from the very beginning of human civilization, the theoretical and empirical knowledge
of migration has not developed to a considerable extent. That is why; even today this study
needs migration theories, laws and models taking into consideration its spatial and temporal
variations. Unlike physical laws, migration laws cannot be made rigid. Some hypothesis have
been developed by social scientists and scholars, they have formulated a few theories and laws
and have also suggested migration models.

THEORY PROPOUNDED BY TAYLOR:

Taylor formulated “Migration Zone theory” in 1949 while he was studying the dispersion of
people from cradle land of Central Asia. According to him, the first settlers of cradle land were
born in this land. A new race was originated in this area following which the original inhabitants
of the area migrated outside this land. “Negrito” are thought to be evolved first of all and they
were forced to migrate towards fringe by a population which was evolved later i.e. “Negro”.
After this, Australoid evolved and they forced the former two races to migrate. This process
enabled the evolution of several races and was also responsible for their global distribution. To
support his theory, Taylor proposed the following ideas: -

(a) There has been a centrifugal movement of population from central Asia to its nearest
continents such as Europe, Africa, Australia, etc.

(b) Almost all continents have several racial zones which are primitive and formation of these
zones indicates evidences of successive migrations from Central Asia.

(c) Primitive races are found in the peripheral areas for example Negrito are found in Tasmania,
Greenland and Brazil. This shows the successive migrations of Negrito people to the peripheral
areas of the world.

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 ALTERNATIVE MODELS
Michael P. Todaro (1969) proposed an alternative formulation of neoclassical migration models
in which prospective migrants maximize their expected income; in the aggregate migration
equation above, Wiand j are replaced by expected incomes at places i and j, respectively. Nearly
all empirical tests of the Todaro expected-income hypothesis use aggregate data on migration
flows and wages and assume a random job-allocation process so that expected income equals
the wage times the employment rate (or 1 minus the unemployment rate). The wage-driven
neoclassical model may be viewed as a special case of the Todaro model in which the
probabilities of employment at migrant destination and origin equal 1.

The power of the Todaro model lies in its ability to explain the persistence of migration in the
context of unemployment at migrant destinations. A higher wage in the urban sector than in
the rural sector is not a sufficient or even necessary condition for migration because the
probability of finding a job at the prevailing wage also matters. Like its neoclassical precursors,
expected-income models imply that an equilibrium eventually is reached, after which migration
pressures abate. The Todaro equilibrium is where expected incomes (not wages) are equalized
across sectors, adjusting for migration costs.

In the 1970s most statistical tests of the Todaro hypothesis used data on aggregate place
characteristics and migration flows. They generally supported the hypothesis that migration
flows from places where expected incomes are low to places where they are high and that
unemployment rates have an effect on migration that is independent of wages. These
aggregate models, however, were an uneasy fit with the theoretical models of migration
behavior on which they ostensibly were based. They left fundamental questions unanswered:
Why do some individuals migrate while others do not? What distinguishes the labor "lost" to
migration from that remaining in the rural sector?

RESEARCH STUDY
Indian Student Migration
The absolute number of Indian students abroad tripled from about 51,000 in 1999 to over
153,000 in 2007, according to the UNESCO Institute for Statistics as shown in the table below.
Thus, India ranks second among the world's largest sending countries for tertiary students,
after China.

Five countries accounted for 90 percent of all Indian tertiary students abroad. The United States
is by far the most important destination country, receiving more than half of the worldwide
expatriate Indian student force in 2006-2007, followed by Australia (16 percent) and the United
Kingdom (15 percent).

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 Indian Students Abroad, 1999 to 2007

The Institute of International Education reports that India has been the leading source of
foreign students in the United States since 2000-2001. In the 2007-2008 academic year, 15
percent of all foreign students admitted were from India, corresponding to almost 95,000
people. The majority of these Indian students pursue graduate studies, as did three out of four
Indian students in 2006-2007.
However, the number of Indians submitting applications to U.S. graduate schools shrunk 12
percent for the 2008-2009 school year compared with 2007-2008, according to a report from
the Council of Graduate Schools.

Studying in the United Kingdom has been a tradition for many Indian middle-class families.
After a temporary slowdown, this movement gained momentum again in the last decade when
British universities started to hold student fairs in India and recruit students directly. For this
purpose, at least 14 British universities have opened full-time offices in India.

In 2007, Indians made up 6.4 percent of the country's 374,000 foreign student enrolments, as
reported by the Atlas Project — up from 4 percent in 2003. The UK Higher Education Statistics
Agency reports that the majority of them are enrolled in graduate programs, the biggest
number in business studies, followed by engineering and technology, and computer science.

Student migration is often the gateway for permanent stay in the country. This is eased by
policies in many destination countries that allow students to convert their student status into a
residence permit if they find a job within a certain time after graduation.

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 EDUCATIONAL QUALIFICATIONS

1. International English Language Testing System (IELTS)

The IELTS is an abbreviation of the International English Language Testing System. Simply put, it
is an examination that assesses your English language skills in terms of spoken and written
English. If you wish to study or work in a country where English is the primary language of
communication, mainly Anglophone countries, you need to assure the university admission
officers and visa officers that you are proficient in the language.

The IELTS exam measures your skills in listening, reading, writing and speaking through two test
formats, namely IELTS Academic and IELTS General Training. While IELTS Academic can be taken
up by those who wish to go for higher education or professional registration, IELTS General
Training is for those who are looking at migrating to Australia, Canada, New Zealand and the
UK. For academic and work purposes, the US also accepts the same.

The test has been designed and is jointly owned by the British Council, IDP: IELTS Australia and
Cambridge English Language Assessment.

The International English Language Testing System, or IELTS, is an international standardized

test of English language proficiency for non-native English language speakers. It is jointly
managed by the British Council, IDP: IELTS Australia and Cambridge English Language

22
Assessment, and was established in 1989. IELTS is one of the major English-language tests in the
world, others being the TOEFL, TOEIC, PTEA and OPI/OPIC.
IELTS is accepted by most Australian, British, Canadian and New Zealand academic institutions,
by over 3,000 academic institutions in the United States, and by various professional
organizations across the world.
IELTS is the only Secure English Language Test approved by UK Visas and Immigration (UKVI) for
visa customers applying both outside and inside the UK. It is also a requirement for immigration
to Australia and New Zealand.
No minimum score is required to pass the test. An IELTS result or Test Report Form is issued to
all test takers with a score from "band 1" ("non-user") to "band 9" ("expert user") and each
institution sets a different threshold. There is also a "band 0" score for those who did not
attempt the test. Institutions are advised not to consider a report older than two years to be
valid, unless the user proves that they have worked to maintain their level.
In 2017, over 3 million tests were taken in more than 140 countries, up from 2 million tests in
2012, 1.7 million tests in 2011 and 1.4 million tests in 2009. In 2007, IELTS administered more
than one million tests in a single 12-month period for the first time ever, making it the world's
most popular English language test for higher education and immigration.
IELTS ELIGIBILITY CRITERIA
Anyone above the age of 16 years can take the IELTS test. If you wish to study, work or migrate
to the UK, Australia, Canada and New Zealand and study or work in the US, you can take this
test.

IELTS CHARACTERISTICS
IELTS Academic and IELTS General Training are designed to cover the full range of ability from
non-user to expert user. The Academic version is for test takers who want to study at tertiary
level in an English-speaking country or seek professional registration. The General Training
version is for test takers who want to work, train, study at a secondary school or migrate to an
English-speaking country.
The difference between the Academic and General Training versions is the content, context and
purpose of the tasks. All other features, such as timing allocation, length of written responses
and reporting of scores, are the same.
23
IELTS Academic and General Training both incorporate the following features:

 IELTS tests the ability to listen, read, write and speak in English.
 The speaking module is a key component of IELTS. It is conducted in the form of a one-to-
one interview with an examiner. The examiner assesses the test taker as he or she is
speaking. The speaking session is also recorded for monitoring and for re-marking in case of
an appeal against the score given.
 A variety of accents and writing styles have been presented in test materials in order to
minimize linguistic bias. The accents in the listening section are generally
80% British, Australian, New Zealander and 20% others (mostly American).
 IELTS is developed by experts at Cambridge English Language Assessment with input from
item writers from around the world. Teams are located in the USA, Great Britain, Australia,
New Zealand, Canada and other English-speaking nations.
 Band scores are used for each language sub-skill (Listening, Reading, Writing, and Speaking).
The Band Scale ranges from 0 ("Did not attempt the test") to 9 ("Expert User").

2. Test of English Foreign Language (TOEFL)

Test of English as a Foreign Language is a standardized test to measure the English
language ability of non-native speakers wishing to enroll in English-speaking universities. The
test is accepted by many English-speaking academic and professional institutions. TOEFL is one
of the two major English-language tests in the world, the other being the IELTS.

24
TOEFL is a trademark of the Educational Testing Service (ETS), a private non-profit organization,
which designs and administers the tests. ETS issues official score reports, sent independently to
institutions, for two years following the test.

FORMATS AND CONTENT

Internet Based
Since its introduction in late 2005, the TOEFL Internet-based Test (iBT) format has progressively
replaced the computer-based tests (CBT) and paper-based tests (PBT), although paper-based
testing is still used in select areas. The TOEFL iBT test has been introduced in phases, with
the United States, Canada, France, Germany, and Italy in 2005 and the rest of the world in
2006, with test centers added regularly. The CBT was discontinued in September 2006 and
these scores are no longer valid.
Initially, the demand for test seats was higher than availability, and candidates had to wait for
months. It is now possible to take the test within one to four weeks in most countries. The four-
hour test consists of four sections, each measuring one of the basic language skills (while some
tasks require integrating multiple skills), and all tasks focus on language used in an academic,
higher-education environment. Note-taking is allowed during the TOEFL iBT test. The test
cannot be taken more than once every 12 days.
1. Reading
The Reading section consists of questions on 3-5 passages, each approximately 700
words in length. The passages are on academic topics; they are the kind of material that
might be found in an undergraduate university textbook. Passages require
understanding of rhetorical functions such as cause-effect, compare-contrast and
argumentation. Students answer questions about main ideas, details, inferences,
essential information, sentence insertion, vocabulary, rhetorical purpose and overall
ideas. New types of questions in the TOEFL iBT test require filling out tables or
completing summaries. Prior knowledge of the subject under discussion is not necessary
to come to the correct answer.

25
 2. Listening
The Listening section consists of questions on six passages, each 3–5 minutes in length.
These passages include two student conversations and four academic lectures or
discussions. The conversations involve a student and either a professor or a campus
service provider. The lectures are a self-contained portion of an academic lecture, which
may involve student participation and does not assume specialized background
knowledge in the subject area. Each conversation and lecture passage is heard only
once. Test-takers may take notes while they listen and they may refer to their notes
when they answer the questions. Each conversation is associated with five questions
and each lecture with six. The questions are meant to measure the ability to understand
main ideas, important details, implications, relationships between ideas, organization of
information, speaker purpose and speaker attitude.
3. Speaking
The Speaking section consists of six tasks: two independent and four integrated. In the
two independent tasks, test-takers answer opinion questions on familiar topics. They
are evaluated on their ability to speak spontaneously and convey their ideas clearly and
coherently. In two of the integrated tasks, test-takers read a short passage, listen to an
academic course lecture or a conversation about campus life and answer a question by
combining appropriate information from the text and the talk. In the two remaining
integrated tasks, test-takers listen to an academic course lecture or a conversation
about campus life and then respond to a question about what they heard. In the
integrated tasks, test-takers are evaluated on their ability to appropriately synthesize
and effectively convey information from the reading and listening material. Test-takers
may take notes as they read and listen and may use their notes to help prepare their
responses. Test-takers are given a short preparation time before they have to begin
speaking. The responses are digitally recorded, sent to ETS’s Online Scoring Network
(OSN), and evaluated by three to six raters.
4. Writing
The Writing section measures a test taker's ability to write in an academic setting and
consists of two tasks: one integrated and one independent. In the integrated task, test-
takers read a passage on an academic topic and then listen to a speaker discuss it. The
test-taker then writes a summary about the important points in the listening passage
and explains how these relate to the key points of the reading passage. In the
independent task, the test-taker must write an essay that states their opinion or choice,
and then explain it, rather than simply listing personal preferences or choices.
Responses are sent to the ETS OSN and evaluated by at least 3 different raters.

Paper-based Test

The TOEFL paper-based Test (PBT) is available in limited areas. Scores are valid for two years
after the test date, and test takers can have their scores sent to institutions or face time.

26
 1. Listening (30 – 40 minutes)
The Listening section consists of 3 parts. The first one contains 30 questions about short
conversations. The second part has 8 questions about longer conversations. The last
part asks 12 questions about lectures or talks.

2. Structure and Written Expression (25 minutes)

The Structure and Written Expression section has 15 exercises of completing sentences
correctly and 25 exercises of identifying errors.
3. Reading Comprehension (55 minutes)
The Reading Comprehension sections has 50 questions about reading passages.
4. Writing (30 minutes)
The TOEFL PBT administrations include a writing test called the Test of Written English
(TWE). This is one essay question with 250–300 words in average.

3. Scholastic Assessment Test (SAT)

The SAT is owned, developed, and published by the College Board, a private, non-profit
organization in the United States. It is administered on behalf of the College Board by
the Educational Testing Service, which until recently developed the SAT as well. The test is
intended to assess students' readiness for college. The SAT was originally designed to not be
aligned with high school curricula, but several adjustments were made for the version of the
SAT introduced in 2016, and College Board president, David Coleman, has said that he also
wanted to make the test reflect more closely what students learned in high school.
On March 5, 2014, the College Board announced that a redesigned version of the SAT would be
administered for the first time in 2016. The current SAT, introduced in 2016, takes three hours
to finish, plus 50 minutes for the SAT with essay, and as of 2017 costs US$45 (US$57 with the
optional essay), excluding late fees, with additional processing fees if the SAT is taken outside
the United States. Scores on the SAT range from 400 to 1600, combining test results from two
800-point sections: mathematics, and critical reading and writing. Taking the SAT, or its
competitor, the ACT, is required for freshman entry to many, but not all, colleges and

27
universities in the United States. Starting with the 2015–16 school year, the College Board also
announced it would team up with Khan Academy, a free, online education site to provide SAT
prep, free of charge.

STRUCTURE
The SAT has four sections: Reading, Writing and Language, Math (no calculator), and Math
(calculator allowed). The test taker may optionally write an essay which, in that case, is the fifth
test section. The total time for the scored portion of the SAT is three hours (or three hours and
fifty minutes if the optional essay section is taken). Some test takers who are not taking the
essay may also have a fifth section which is used, at least in part, for the pretesting of questions
that may appear on future administrations of the SAT. (These questions are not included in the
computation of the SAT score.) Two section scores result from taking the SAT: Evidence-
Based Reading and Writing, and Math. Section scores are reported on a scale of 200 to 800, and
each section score is a multiple of ten. A total score for the SAT is calculated by adding the two
section scores, resulting in total scores that range from 400 to 1600. There is no penalty for
guessing on the SAT: scores are based on the number of questions answered correctly. In
addition to the two section scores, three "test" scores on a scale of 10 to 40 are reported, one
for each of Reading, Writing and Language, and Math. The essay, if taken, is scored separately
from the two section scores.

Reading Test

The Reading Test of the SAT is made up of one section with 52 questions and a time limit of 65
minutes. All questions are multiple-choice and based on reading passages. Tables, graphs, and
charts may accompany some passages, but no math is required to correctly answer the
corresponding questions. There are five passages (up to two of which may be a pair of smaller
passages) on the Reading Test and 10-11 questions per passage or passage pair. SAT Reading
passages draw from three main fields: history, social studies, and science. Each SAT Reading
Test always includes: one passage from U.S. or world literature; one passage from either a U.S.
founding document or a related text; one passage about economics, psychology, sociology, or
another social science; and, two science passages. Answers to all of the questions are based
only on the content stated in or implied by the passage or passage pair.

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Writing and Language Test

The Writing and Language Test of the SAT is made up of one section with 44 multiple-choice
questions and a time limit of 35 minutes. As with the Reading Test, all questions are based on
reading passages which may be accompanied by tables, graphs, and charts. The test taker will
be asked to read the passages, find mistakes or weaknesses in writing, and to provide
corrections or improvements. Reading passages on this test range in content from topic
arguments to nonfiction narratives in a variety of subjects. The skills being evaluated include:
increasing the clarity of argument; improving word choice; improving analysis of topics in social
studies and science; changing sentence or word structure to increase organizational quality and
impact of writing; and, fixing or improving sentence structure, word usage, and punctuation .

Mathematics

An example of an SAT "grid-in" math question and the correctly gridded answer.

The mathematics portion of the SAT is divided into two sections: Math Test – Calculator and
Math Test – No Calculator. In total, the SAT math test is 80 minutes long and includes 58
questions: 45 multiple choice questions and 13 grid-in questions.The multiple choice questions
have four possible answers; the grid-in questions are free response and require the test taker to
provide an answer.

 The Math Test – No Calculator section has 20 questions (15 multiple choice and 5 grid-in)
and lasts 25 minutes.
 The Math Test – Calculator section has 38 questions (30 multiple choice and 8 grid-in) and
lasts 55 minutes.
Several scores are provided to the test taker for the math test. A sub score (on a scale of 1 to
15) is reported for each of three categories of math content: "Heart of Algebra" (linear
equations, systems of linear equations, and linear functions), "Problem Solving and Data
Analysis" (statistics, modelling, and problem-solving skills), and "Passport to Advanced Math"
(non-linear expressions, radicals, exponentials and other topics that form the basis of more

29
advanced math). A test score for the math test is reported on a scale of 10 to 40, and a section
score (equal to the test score multiplied by 20) is reported on a scale of 200 to 800.
Calculator use
All scientific and most graphing calculators, including Computer Algebra System (CAS)
calculators, are permitted on the SAT Math – Calculator section only. All four-function
calculators are allowed as well; however, these devices are not recommended. All mobile
phone and smartphone calculators, calculators with typewriter-like keyboards, laptops and
other portable computers, and calculators capable of accessing the Internet are not
permitted.Research was conducted by the College Board to study the effect of calculator use on
SAT I: Reasoning Test math scores. The study found that performance on the math section
was associated with the extent of calculator use: those using calculators on about one third to
one half of the items averaged higher scores than those using calculators more or less
frequently. However, the effect was "more likely to have been the result of able students using
calculators differently than less able students rather than calculator use per se. There is some
evidence that the frequent use of a calculator in school outside of the testing situation has a
positive effect on test performance compared to those who do not use calculators in school.

Style of questions

Most of the questions on the SAT, except for the optional essay and the grid-in math responses,
are multiple choice; all multiple-choice questions have four answer choices, one of which is
correct. Thirteen of the questions on the math portion of the SAT (about 22% of all the math
questions) are not multiple choice. They instead require the test taker to bubble in a number in
a four-column grid.
All questions on each section of the SAT are weighted equally. For each correct answer, one raw
point is added.No points are deducted for incorrect answers. The final score is derived from the
raw score; the precise conversion chart varies between test administrations.

4. Graduate Management Admission Test (GMAT)

The Graduate Management Admission Test (GMAT) is a computer adaptive test (CAT)
intended to assess certain analytical, writing, quantitative, verbal, and reading skills in written
English for use in admission to a graduate management program, such as an MBA. It requires
knowledge of certain specific grammar and knowledge of certain specific algebra, geometry,

30
and arithmetic. According to the test owning company, the Graduate Management Admission
Council (GMAC), the GMAT assesses analytical writing and problem-solving abilities, while also
addressing data sufficiency, logic, and critical reasoning skills that it believes to be vital to real-
world business and management success. It can be taken up to five times a year. Each attempt
must be at least 16 days apart.
GMAT is a registered trademark of the Graduate Management Admission Council. More than
7,000 programs at approximately 2,300 graduate business schools around the world accept the
GMAT exam.as part of the selection criteria for their programs. Business schools use the test as
a criterion for admission into a wide range of graduate management programs,
including MBA, Master of Accountancy, Master of Finance programs and others. The GMAT
exam is administered in standardized test centres in 114 countries around the world. According
to a survey conducted by Kaplan Test Prep, the GMAT is still the number one choice for MBA
aspirants despite the increasing acceptability of GRE scores. According to GMAC, it has
continually performed validity studies to statistically verify that the exam predicts success in
business school programs.

FORMAT AND TIMING

The GMAT exam consists of four sections: an analytical writing assessment, an integrated
reasoning section, a quantitative section, and a verbal section. Total testing time is three and a
half hours. Test takers have 30 minutes for the analytical writing assessment and another 30
minutes to work through 12 questions, which often have multiple parts, on the integrated
reasoning section and are given 75 minutes to work through 37 questions in the quantitative
section and another 75 minutes to get through 41 questions in the verbal section.

Section Duration in minutes Number of questions

Analytical writing assessment 30 1 essay

Integrated reasoning 30 12

Quantitative 75 37

Verbal 75 41

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The quantitative and verbal sections of the GMAT exam are both multiple-choice and are
administered in the computer-adaptive format, adjusting to a test taker’s level of ability. At the
start of the quantitative and verbal sections, test takers are presented with a question of
average difficulty. As questions are answered correctly, the computer presents the test taker
with increasingly difficult questions and as questions are answered incorrectly the computer
presents the test taker with questions of decreasing difficulty. This process continues until test
takers complete each section, at which point the computer will have an accurate assessment of
their ability level in that subject area and come up with a raw score for each section.
On July 11, 2017, the GMAC announced that from now on the order in which the different parts
of the GMAT are taken can be chosen at the beginning of the exam.
Three options will be available at the test center:

 Analytical Writing Assessment, Integrated Reasoning, Quantitative, Verbal (original order)

 Verbal, Quantitative, Integrated Reasoning, Analytical Writing Assessment
 Quantitative, Verbal, Integrated Reasoning, Analytical Writing Assessment

5. Graduate Record Examinations (GRE)

The Graduate Record Examinations (GRE) is a standardized test that is an admissions

requirement for most Graduate Schools in the United States. The GRE is owned and
administered by Educational Testing Service (ETS) who created it in 1949. According to ETS, the
GRE aims to measure verbal reasoning, quantitative reasoning, analytical writing, and critical
thinking skills that have been acquired over a long period of learning. The content of the GRE
consists of certain specific algebra, geometry, arithmetic, and vocabulary. The GRE General Test
is offered as a computer-based exam administered at parametric testing centres.
In the graduate school admissions process, the level of emphasis that is placed upon GRE scores
varies widely between schools and departments within schools. The importance of a GRE score
can range from being a mere admission formality to an important selection factor.

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The GRE was significantly overhauled in August 2011, resulting in an exam that is not adaptive
on a question-by-question basis, but rather by section, so that the performance on the first
verbal and math sections determine the difficulty of the second sections presented. Overall, the
test retained the sections and many of the question types from its predecessor, but the scoring
scale was changed to a 130 to 170 scale (from a 200 to 800 scale).
The cost to take the test is US$205, although ETS will reduce the fee under certain
circumstances. They also promote financial aid to those GRE applicants who prove economic
hardship. ETS does not release scores that are older than 5 years, although graduate program
policies on the acceptance of scores older than 5 years will vary.

STRUCTURE
The computer-based GRE General Test consists of six sections. The first section is always the
analytical writing section involving separately timed issue and argument tasks. The next five
sections consist of two verbal reasoning sections, two quantitative reasoning sections, and
either an experimental or research section. These five sections may occur in any order. The
experimental section does not count towards the final score but is not distinguished from the
scored sections. Unlike the computer adaptive test before August 2011, the GRE General Test is
a multistage test, where the examinee's performance on earlier sections determines the
difficulty of subsequent sections. This format allows the examined person to freely move back
and forth between questions within each section, and the testing software allows the user to
"mark" questions within each section for later review if time remains. The entire testing
procedure lasts about 3 hours 45 minutes. One-minute breaks are offered after each section
and a 10-minute break after the third section.
The paper-based GRE General Test also consists of six sections. The analytical writing is split up
into two sections, one section for each issue and argument task. The next four sections consist
of two verbal and two quantitative sections in varying order. There is no experimental section
on the paper-based test. This version is only available in areas where the computer-based
version is unavailable.

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Verbal section

The computer-based verbal sections assess reading comprehension, critical reasoning, and
vocabulary usage. The verbal test is scored on a scale of 130-170, in 1-point increments (Before
August, 2011 the scale was 200–800, in 10-point increments). In a typical examination, each
verbal section consists of 20 questions to be completed in 30 minutes.Each verbal section
consists of about 6 text completion, 4 sentence equivalence, and 10 critical reading questions.
The changes in 2011 include a reduced emphasis on rote vocabulary knowledge and the
elimination of antonyms and analogies. Text completion items have replaced sentence
completions and new reading question types allowing for the selection of multiple answers
were added.

Quantitative section

The computer-based quantitative sections assess basic high school level mathematical
knowledge and reasoning skills. The quantitative test is scored on a scale of 130–170, in 1-point
increments (Before August 2011 the scale was 200–800, in 10-point increments). In a typical
examination, each quantitative section consists of 20 questions to be completed in 35
minutes. Each quantitative section consists of about 8 quantitative comparisons, 9 problem
solving items, and 3 data interpretation questions. The changes in 2011 include the addition of
numeric entry items requiring the examinee to fill in a blank and multiple-choice items
requiring the examinee to select multiple correct responses.

Analytical writing section

The analytical writing section consists of two different essays, an "issue task" and an "argument
task". The writing section is graded on a scale of 0–6, in half-point increments. The essays are
written on a computer using a word processing program specifically designed by ETS. The
program allows only basic computer functions and does not contain a spell-checker or other
advanced features. Each essay is scored by at least two readers on a six-point holist scale. If the
34
two scores are within one point, the average of the scores is taken. If the two scores differ by
more than a point, a third reader examines the response.
Issue Task
The test taker is given 30 minutes to write an essay about a selected topic.Issue topics are
selected from a pool of questions, which the GRE Program has published in its entirety.
Individuals preparing for the GRE may access the pool of tasks on the ETS website.
Argument task
The test taker will be given an argument (i.e. a series of facts and considerations leading to a
conclusion) and asked to write an essay that critiques the argument. Test takers are asked to
consider the argument's logic and to make suggestions about how to improve the logic of the
argument. Test takers are expected to address the logical flaws of the argument and not
provide a personal opinion on the subject. The time allotted for this essay is 30 minutes.The
Arguments are selected from a pool of topics, which the GRE Program has published in its
entirety. Individuals preparing for the GRE may access the pool of tasks on the ETS website.

Experimental section

The experimental section, which can be either verbal or quantitative, contains new questions
ETS is considering for future use. Although the experimental section does not count towards
the test-taker's score, it is unidentified and appears identical to the scored sections. Because
test takers have no definite way of knowing which section is experimental, it is typically advised
that test takers try their best and be focused on every section. Sometimes an identified
research section at the end of the test is given instead of the experimental section.There is no
experimental section on the paper-based GRE.

35
 CHAPTER 3: Research Methodology

Research:Research in common parlance refers to the search for knowledge. It can be also
defined as a scientific and systematic search for pertinent information on specific topic. In fact,
search is an art of scientific investigation. In simple terms, research means, ‘A careful
investigation or enquiry especially through search for new factsin any branch of knowledge.’
Methodology: A system of broad principles or rules from which specific methods or procedures
may be derived to interpret or solve different problems within the scope of a particular
discipline. Unlike an algorithm, a methodology is not a formula but is a set of practices.

Research methodology means any tools or techniques used in the research of any project.
Research methodology is a systematic way to solve the research problem. The research process
consists of a series of closely related activities and to solve a research problem adopt the
following process:-
LOGICAL FLOW OF RESEARCH IS AS FOLLOWS

Identification of problem

Research objective

Sources of data

Data collection

Sample

Sample Size

Data interpretation

Data analysis

Finding and observation

Conclusion

Recommendation
36
 OBJECTIVES OF THE STUDY

The specific objectives of the study are:

 To identify and narrow down the factors and the related items comprising the factors
that were expected to explain perception towards immigration of students.
 To examine the impact of immigration.
 To study the changes in the behavioural pattern of immigration.
 To provide suggestions about factors lacking in our country.

RESEARCH DESIGN

The controlling plan for a research study in which the methods and procedures for collection
and analyzing the information is to be collected is known as Research Design or A framework or
plan for a study that guides the collection and analysis of the data. Secondary sources were
explored first to asses past research conducted on FACTORS INFLUENCING CHOICE OF
INTERNATIONAL IMMIGRATION- AN EMPERICAL STUDY IN EDUCATION INDUSTRY. The next
stage involved gathering information via qualitative methods from students. This allowed me to
identify and narrow down the factors and the related items comprising the factors that were
expected to explain perception towards immigration of students. The next step involved
designing and pre-testing a questionnaire that was administered to a convenient sample.

The pre-test was instrumental in assessing the strengths and weakness of the questionnaire
and in ensuring that all pertinent variables were included. At this stage, several modifications
were made to the instrument to remove ambiguities, to eliminate items that did not seem to fit
the context and to improve the flow of the questions. The questionnaire was filled by different
age groups so that their perception towards student immigration.

37
Research design can be thought of as the structure of research. It is the glue that holds all the
elements in a research project together. Research design is a vital part of the research study. It
is the logical and systematic planning and directing of piece of research. It is the master plan
and blue print of the entire study

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 SAMPLE DESIGN

SAMPLES
Sample design means the number of students or persons involved during the project. A sample
design is the framework, or road map, that serves as the basis for the selection of a
survey sample and affects many other important aspects of a survey as well.

Sources of data:

PRIMARY DATA
 Personal interaction.
 Observation.
 Sufficient data collected through feedback forms by the students. [Questionnaires]
SECONDRAY DATA
 Magazines, journals, brochures, etc. Website of the company. [www.wepindia.com].
 Books.
 Earlier researches on similar topic.

39
 DATA COLLECTION METHOD
METHOD OF SAMPLING USED-

Random sampling method: In the random sampling method, all items have some chance of
selection that can be calculated. Random sampling technique ensures that bias is not
introduced regarding who is included in the survey. In this survey all the employees were
selected for questioning through a questionnaire.

The questionnaire consists of three parts:

First part consists of 10 questions concerning the education facilities available abroad.
Second part consisting of 10 questions exploring the To Monetary Factors or Business
Opportunities.
Third part consisting of 5 questions related to factors lacking in India & the preferred
destination for immigration

Sample size: The sample size is 176 Students.

LIMITATIONS OF THE STUDY

Every attempt will be taken to obtain the error free and meaningful result but as nothing in this
world is 100% perfect. I believe that there will be still a chance for some errors due to
constraints of time and resources, the study is likely to suffer from certain on account of
following limitations-

 The research was conducted in only 4 cities.

 Time was limited.
 The answers given by the respondents have to be believed and have to be taken for
granted as truly reflecting their perception.
 The sample size is too small to reflect the opinion of the whole Country.

40
CHAPTER 4: Data Analysis & Interpretation
Questions Related to Education Facilities Available Abroad.

Question 01

Table no. 01-

S. No. Answers Frequency Percentage
01. True 144 81.8%
02. False 33 18.8%

Interpretation-
The question asked to the respondents was if they would want to experience
better educationfacilities which are available abroad. Out of the 176 respondents,
144 agreed that they would want to experience better education facilities. The
remaining 33 disagreed and would prefer studying in India.

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Question 02-

Table no. 02-

S.no. Answer Frequency Percentage
01 Yes 120 68.2%
02 No 22 12.5%
03 Maybe 37 21%

Interpretation-
The question asked to the respondents was whether the factor of availability of
different courses or subjects of their choice a reason for them to move abroad.
120 people i.e. 68.2% have considered this option while choosing to move to a
foreign country.

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Question 03-

Table no. 03-

S. no. Responses Frequency Percentage
01 Strongly agree 87 49.4%
02 Agree 42 23.9%
03 Neutral 16 9.1%
04 Disagree 25 14.2%
05 Strongly disagree 6 3.4%

Interpretation-
The question asked to the respondents was if better quality of education a reason for them to
move abroad. Out of 176 respondents, 87 strongly agreed to it, 42 agreed to the question, 16
people remained neutral, 25 of them disagreed and 6 strongly disagreed.

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Question 04-

Table no. 04-

S. no. Responses Frequency Percentage
01 Strongly agree 90 51.1%
02 Agree 41 23.3%
03 Neutral 17 9.7%
04 Disagree 19 10.8%
05 Strongly disagree 9 5.1%

Interpretation-
The question asked to the respondents was if better exposure to studies and a more practical
approach towards studies a factor considered by them why deciding to shift abroad for
education. The results suggested that 74.4% individuals did take this factor while deciding to
study abroad and while choosing the place to study. 9.7% individuals remain neutral, while
15.9% disagree with the question asked.

44
Question 05-

Table no. 05-

S. no. Response Frequency Percentage
01 True 133 75.6%
02 False 43 24.4%

Interpretation-
The respondents were asked whether the factor of studying in a well reputed, internationally
recognized school have an influence on their decision making
process. 75.6% individuals agreed that the factor has an influence, while 24.4% people
disagreed.

45
Question 06-

Table no. 06-

S. no. Response Frequency Percentage
01 True 136 77.3%
02 False 40 22.7%

Interpretation-
The question asked to the respondents was if a safer, open and a friendly environment
available abroad a factor to be considered while moving to a foreign country. 77.3% of the
respondents said that it was a factor to be considered, while 22.7% denied it.

46
Question 07-

Table no. 07-

S. no. Response Frequency Percentage
01 Yes 91 51.7%
02 No 45 25.6%
03 Maybe 40 22.7%

Interpretation-
The respondents were asked if their reason to move abroad and study there was because their
family members lived abroad, to which 51.7% respondents said yes, 25.6% disagreed and 22.7%
remained neutral.

47
Question 08-

Table no. 08-

S. no. Responses Frequency Percentage
01 Strongly agree 90 51.1%
02 Agree 35 19.9%
03 Neutral 20 11.4%
04 Disagree 20 11.4%
05 Strongly disagree 11 6.3%

Interpretation-
The above statement was provided and the respondents were asked if they agree to it. The
responses received were- 51.1% strongly agreed to the statement, 19.9% agreed, 11.4%
remained neutral, 11.4% disagreed and 6.3% strongly disagreed.

48
Question 09-

Table no. 09-

S. no. Response Frequency Percentage
01 Yes 100 56.8%
02 No 40 22.7%
03 Maybe 36 20.5%

Interpretation-
The respondents were asked if they wanted to study and settle abroad from the very beginning
of their life. A 100 people out of 176 said yes, while 22.7% disagreed and 20.5% remained
neutral.

49
Question 10-

Table no. 10-

S. no. Responses Frequency Percentage
01 Strongly agree 70 39.8%
02 Agree 36 20.5%
03 Neutral 21 11.9%
04 Disagree 29 16.5%
05 Strongly disagree 20 11.4%

Interpretation-
The question asked to the respondents was whether their reason for moving abroad would be
because their friends study abroad. 70 people strongly agreed, 36 people simply agreed, 29
disagreed and 20 strongly disagreed.

50
DIMENSION- Questions Related To Monetary Factors Or Business
Opportunities.

Question 11-

Table no. 11-

S. no. Response Frequency Percentage
01 Yes 115 65.3%
02 No 34 19.3%
03 Maybe 27 15.3%

Interpretation-
The question asked to the respondents was if better and quicker returns on educational
investments a factor they consider while planning to study abroad. 65.3% individuals agreed to
considering the factor, 19.3% simply denied and 15.3% responded with maybe.

51
Table no. 12-

Table no. 12-

S. no. Responses Frequency Percentage
01 Strongly agree 83 47.2%
02 Agree 42 23.9%
03 Neutral 19 10.8%
04 Disagree 18 8%
05 Strongly disagree 14 10.2%

Interpretation-
The respondents were asked whether enhanced business opportunities a reason why they
would want to move abroad. 47.2% strongly agreed to the question, 23.9% simply agreed,
10.8% remained neutral, 8% simply disagreed and 10.2% strongly disagreed.

52
Question 13-

Table no. 13-

S. no. Responses Frequency Percentage
01 Strongly agree 81 46%
02 Agree 39 22.2%
03 Neutral 23 13.1%
04 Disagree 24 13.6%
05 Strongly disagree 9 5.1%

Interpretation-
The question asked to the respondents was if good entrepreneurial opportunities which they
were looking for, a reason for them to move abroad. 46% of the respondents strongly agreed to
the question, 22.2% simply agreed, 13.1% remained neutral, 13.6% simply disagreed and 5.1%
strongly disagreed.

53
Table no. 14-

Table no. 14-

S. no. Response Frequency Percentage
01 Yes 117 66.5%
02 No 30 16.5%
03 Maybe 29 17%

Interpretation-
The financial stability available outside is a factor to be considered for 66.5% of the
respondents, while it may be a factor for 17% of them and it is not a factor to be considered for
16.5% of the respondents.

54
Question 15-

Table no. 15-

S. no. Responses Frequency Percentage
01 Strongly agree 88 50%
02 Agree 38 21.6%
03 Neutral 21 11.9%
04 Disagree 18 10.2%
05 Strongly disagree 11 6.3%

Interpretation-
The study shows that majority of the respondents i.e. 71.6%, feel that better infrastructural
facilities is one of the key factors which influences them to study abroad. 16.5% respondents
disagree, while 11.9% remain neutral.

55
Question 16-

Table no. 16-

S. no. Response Frequency Percentage
01 Yes 119 67.6%
02 No 29 16.5%
03 Maybe 28 15.9%

Interpretation-
The question asked to the respondents was if higher and better standards of living motivate
them to shift abroad. The responses received stated that 67.6% people agree with the
statement, while 16.5% don’t.

56
Question 17

Table no. 17
S. no. Response Frequency Percentage
01 Yes 110 62.5%
02 No 29 16.5%
03 Maybe 37 21%

Interpretation-
From the figures above it can be seen that 62.5% students agree that a person’s real reason to
study abroad is to finally get the PR of that country. 16.5% do not agree.

57
Question 18-

Table no. 18-

S. no. Response Frequency Percentage
01 Yes 88 50%
02 No 53 30.1%
03 Maybe 35 19.9%

Interpretation-
Study shows that 50% students would want to go to a country on study basis to get the
gateway to another country. 30.1% students do not agree with this concept, while 19.9% think
it may be a factor.

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Question 19-

Table no. 19-

S. no. Response Frequency Percentage
01 Yes 114 64.8%
02 No 25 14.2%
03 Maybe 37 21%

Interpretation-
The question asked to the respondents was if varied employment opportunities would be a
reason for them to move abroad. 64.8% students agreed, 14.2% disagreed and 21% remain
neutral.

59
Questions Related to Factors Lacking In India

Question 20-

Table no. 20-

S. no. Responses Frequency Percentage
01 Strongly agree 87 49.4%
02 Agree 38 21.6%
03 Neutral 16 9.1%
04 Disagree 20 11.4%
05 Strongly disagree 15 8.5%

Interpretation-
The respondents were asked if reservation quotas and lack of job opportunities a reason why
they want to move to a foreign country. 71% of the respondents agreed while 19.1% disagreed.

60
Question 21-

Table no. 21-

S. no. Response Frequency Percentage
01 Yes 122 69.3%
02 No 24 13.6%
03 Maybe 30 17%

Interpretation-
The study reveals that lack of jobs in India, the increasing competition and excessive population
compel 69.3% of the students, 13.6% remain unaffected by these factors and 17% do not know
if they do.

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Question 22-

Table no. 22-

S. no. Response Frequency Percentage
01 Yes 113 64.2%
02 No 31 17.6%
03 Maybe 32 18.2%

Interpretation-
The question asked to the respondents was ifthey want to study abroad to get work permit of
the country. 64.2% of them said yes, they would want to go to get the work visa permit. 18.2%
were not sure, while 17.6% denied.

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Question 23-

Table no. 23-

S. no. Responses Frequency Percentage
01 Strongly agree 87 49.4%
02 Agree 37 21%
03 Neutral 17 9.7%
04 Disagree 26 14.8%
05 Strongly disagree 9 5.1%

Interpretation-
Respondents were asked to give their opinion on the current conditions of Indian democracy
and if that would be a factor compelling them to study outside. 70.4% of the students agreed
that the government was incapable, while 19.9% disagreed.

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Question 24-

Table no. 24-

S. no. Response Frequency Percentage
01 Yes 110 62.5%
02 No 35 19.9%
03 Maybe 31 17.6%

Interpretation-
The question asked to the respondents was if government schemes like old age pensions, free
schooling till high school, etc. attract them to study abroad and settle there. The study
concludes that 62.5% students want to avail these benefits, while 19.9% don’t.

64
PREFERENCE OF COUNTRIES
The respondents were asked to state 3 of the most preferred countries they would want to
study in. The responses received are shown below.

The Most Preferred Country

The data collected for the second most preferred country according to the respondents is
represented by the bar-graph below.

Frequency
70
62
60 56

50

40

30 25

20
13
10 6
2 3
1 1 1 1
0

Frequency

Interpretation-
The analysis of the data collectedduring the research depicts the following: -

 Canadais the most preferred country for most people with a frequency of 62
respondents.
 TheUnited States of Americaranks 2nd with a frequency of 56 respondents.
 United Arab Emirates ranks 3rdwith a frequency of 25 respondents.

65
The Second Most Preferred Country
The data collected for the second most preferred country according to the respondents is
represented by the bar-graph below.

Frequency
60
51
50
41
40

29
30

Frequency
20 16
12
10 10 9
10
2
0

Interpretation-
The analysis of the data collectedduring the research period depicts the following: -

 Australiaranks 1st amongst the second most preferred country with a frequency of 51
respondents.
 Canada ranks 2nd amongst the second most preferred country with a frequency of 41
respondents.
 The United States of America ranks 3rd with a frequency of 29 respondents.

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The Third Most Preferred Country
The data collected for the third most preferred country according to the respondents is
represented by the bar-graph below.

Frequency
40
37

35

29 29
30

24
25
21
20
16
15
15

10
5
5

0
Canada UK USA Japan Switzerland Germany Australia Mexico

Frequency

Interpretation-
The analysis of the data collectedduring the research period depicts the following: -

 TheUnited States of Americaranks 1st amongst the third most preferred country with a
frequency of 37 respondents.
 United Kingdom (UK) and Australia, both rank 2nd amongst the third most preferred
country with a frequency of 29 respondents.
 Canada ranks 3rd amongst the third most preferred country with a frequency of 24
respondents.

67
The Education Qualification of the Respondents
The data collected regarding the education qualification of the respondents is represented by
the pie-chart below-

S. no. Qualification Frequency Percentage

01 Matriculation 43 24.4%
02 12th Grade 76 43.2%
03 Graduate 34 19.3%
04 Post Graduate 23 13.1%

Interpretation- The analysis of the data collectedduring the research period depicts the
following: -

 24.4% respondents have passed the 10th grade and are now planning to study abroad.
Their frequency is 43 respondents.
 The respondents who have cleared 12th grade have a frequency of 76. They constitute to
about 43.2%.
 The graduates constitute to 19.3% of the respondents, with a frequency of 34
individuals.
 The post graduates constitute to 13.1%, with a mere frequency of 23.

68
The Income Level of the Respondents and Their Family
The data collected regarding the income level of the respondents and their family is
represented by the pie-chart below-

S. no. Income Frequency Percentage

01 Below 5 lakh 36 20.5%
02 5-7 Lakh 26 14.3%
03 7-10 Lakh 32 18.2%
04 Above 10 Lakh 82 46.6%

Interpretation- The analysis of the data collectedduring the research period depicts the
following: -

 Respondents having an income level below 5 Lakhs constitute to 20.5% with a

frequency of 36 students.
 Respondents of the income group of 5-7 Lakhs constitute to 14.3% with a
frequency of 26 individuals.
 Respondents of the income group of 7-10 Lakhs constitute to 18.2% with a
frequency of 32 individuals.
 Respondents of the income group of 10 Lakhs and above constitute to 46.6%
with a frequency of 82 individuals.

69
 FINDINGS & SUGGESTIONS

During the research study conducted among few of the clients of WWICS Global Law Offices
Pvt. Ltd. & the students of various schools and colleges by the help of my Observations and
Interactions held with them, I found out the following:

 Most of the students wish to study in a foreign country.

 People seek to explore the various opportunities available abroad.Factors or
Opportunities like varied employment opportunities, employee satisfaction, better
standards of living, quality education, infrastructure facilities, etc. motivate people to
study in a foreign country.
 Getting the Permanent Residency of a country is the main factor for students to study
abroad.
 The governments of developed countries provide for their citizens with beneficial
policies like old age pensions for all citizens, free bread & butter for the homeless, etc.

Suggestions are:

 Indian students are migrating to foreign countries because of lack of opportunities, cut-
throat competition, discrimination, poor standards of living, etc. in India.
 India should focus on improving its political structure and reduce discrimination
prevailing in the country.
 The government should introduce certain schemes in favour of the private sectors.
Countries like Canada and USA have citizen friendly policies and they take proper care
of their citizens.
 The reservation quotas should be revised.
 The government should introduce strict measures to control the population growth in
the country.

70
 CONCLUSIONS

It can be concluded that numerous factors compel an individual to migrate to another country.
Certain factors like better job and career opportunities, improved, modern and sophisticated
living standards, an open environment and an open mindset of the people, etc. hold more
power in persuading an individual to immigrate.

Student migration trends show that the major factors motivating students to study abroad are
the educational facilities, career opportunities and a chance to settle in the same country.
Though, some students also plan on simply getting a work visa permit to work in that particular
country.

Certain changes in the government system might prevail students to stay in India and proceed
with their studies. Finally to retain our citizens successfully, the cooperation of the government
and the citizens is essential.

71
 REFERENCES

BOOK REFERENCE:
 Immigration Lawsby Kanu Priya Goyal
 New Challenges in Immigration Theoryby Crispino E.G. Akakpo
 Immigration Research for a New Century by Nancy Foner

INTERNET REFERENCE:
www.theguardian.com
www.migrationpolicy.org
www.google.com
www.scribd.com
www.slideshare.com
www.smartmanager.com
en.wikipedia.org
www.timesofindia.indiatimes.com
www.onlinelibrary.wiley.com

www.rediff.com
www.gndec.ac.in
www.aryacollegeludhiana.com
www.gndec.ac.in
www.pgsgcpe.com
www.thapar.edu
www.targetstudy.com
www.chdeducation.gov.in
www.elsevier.com

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 ANNEXURES

QUESTIONNAIRE:-

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