Students’ decisions to pursue tertiary education in semi-peripheral countries, such as Türkiye, are influenced by a combination of push and pull factors. Push factors, including limited opportunities and political instability in home countries, drive students to seek education abroad (Hladchenko, 2023). Pull factors, such as lower living and tuition costs, accessible admission requirements, and socio-cultural similarities, make these destinations appealing (Kondakçı, 2011). Additionally, favorable socio-economic conditions, institutional reputation, and employment prospects in host countries enhance their attractiveness (Hladchenko, 2023). For some, studying abroad provides a pathway for future immigration, while others seek credentials and skills to improve their quality of life upon returning home (Stokes, 2021; Hladchenko, 2023).

A critical component in the admission process of most international students is the role of recruitment agents, which may be individuals, companies, or organizations that offer commercial services to facilitate students’ entry into foreign study programs (Brabner & Galbraith, 2013). Students and their families increasingly rely on these agents to navigate the complexities of applying to higher education institutions. Recruitment agents help students understand institutional expectations and cultural norms, assist with visa applications and essential documentation, and mitigate much of the procedural burden involved.

This reliance places recruitment agents in a position of considerable influence, shaping students’ educational choices (Robinson-Pant & Magyar, 2018). Acting as intermediaries, agents often shape students' expectations about the institutions and programs they consider. However, as international education increasingly treats students as consumers, concerns arise about transparency, fairness, and value for money in agent services (Sawir et al., 2009).

The role of recruitment agents in international education has also sparked debate among scholars, with many viewing agents as a controversial development in the sector (Altbach & Reizberg, 2013). Critics highlight issues related to the quality and transparency of information provided. Agents sometimes offer incomplete or misleading information due to limited expertise or proficiency (Altbach & Reizberg, 2013). Additionally, cases of unethical practices like document fraud have been documented, casting doubt on the integrity of relationships between students, agents, and universities (Galbraith & Brabner, 2013; Robinson-Pant & Magyar, 2018).

Agents' dual financial arrangements introduce further ethical concerns. Agents are often compensated by universities based on the number of students they recruit for specific programs and may simultaneously charge students for advisory services. This dual-compensation model creates a potential conflict of interest, as agents may prioritize institutional needs over student interests. This raises concerns that agents might steer students toward universities that serve agents’ financial interests rather than focusing on institutions best suited to students’ needs (Brabner & Galbraith, 2013).

Despite the increasing use of third-party recruitment agents by students and universities alike, research into the practices of these agents remains limited, especially in terms of their relationships with students and institutions (Hulme et al., 2014). This study aims to address this gap through three objectives: (1) to explore how international students form their expectations regarding universities and the host country; (2) to assess the alignment or divergence between students' initial expectations of Türkiye, its higher education system, and their academic programs, with particular attention to the role agents play in shaping these expectations; and (3) to examine the nature of interactions between students and agents during the application and admission processes, focusing on students' perceptions of the support and practices provided by agents.

This study adopts a phenomenological approach to explore the experiences of international students in Türkiye, focusing on their decision-making processes, the role of recruitment agents, and how their actual experiences align with or differ from their initial expectations shaped by external actors or resources. A qualitative design is well-suited for capturing the complexity of these lived experiences, as phenomenological research emphasizes understanding the essence of participants’ perspectives (Creswell & Poth, 2016; Moustakas, 1994). The study will be conducted at three universities in Türkiye, selected for their diverse recruitment practices. These include a private university and a state university that utilize recruitment agents in their international student admissions and a state university that does not rely on such agencies. This sampling strategy aims to capture diverse perspectives, which is critical for understanding the phenomenon under investigation (Maxwell, 2013). The inclusion of institutions with varying characteristics allows for comparative analysis and strengthens the validity of the findings (Patton, 2015). Data collection will involve semi-structured interviews with international students who have used recruitment agents and those who have not. Each interview, lasting approximately 50 minutes, will provide participants the opportunity to discuss their experiences in depth. Ethical considerations have been thoroughly addressed. Approval has been obtained from the relevant ethical committee, ensuring compliance with institutional and international ethical standards. Participants will receive detailed information about the study, their rights, and the measures in place to protect their confidentiality and anonymity. Written informed consent will be obtained before each interview. Participants will also have the right to withdraw from the study at any time without repercussions. Thematic analysis will be employed to analyze the interview data, a method that systematically identifies and interprets patterns or themes within qualitative data (Braun & Clarke, 2006). Themes will be compared across the three universities to highlight similarities and differences in student experiences, particularly regarding the role of recruitment agents. By examining the perspectives of students from universities with distinct recruitment practices, this study aims to contribute valuable insights into the factors shaping international student decisions and experiences in Türkiye. The findings are expected to inform university practices and policies while addressing broader implications for international higher education.

Insights from two pilot interviews have already highlighted key areas of investigation. In one pilot interview, a student shared how the ongoing war in his country acted as a push factor, motivating him to seek educational opportunities abroad. He also described how his recruitment agent played a pivotal role in guiding him toward his university, offering support throughout the application process. The interview revealed the student’s expectations from the agent, such as reliable advice and comprehensive assistance, and the extent to which these expectations were fulfilled. The interviews also shed light on students' experiences in Türkiye, highlighting both positive and negative aspects. Positive experiences included cultural similarities and the absence of a language barrier on campus, which helped facilitate smoother transitions. However, challenges were also noted, such as instances of racism, rising economic difficulties in the host country, and the ineffectiveness of Turkish preparatory courses. The findings from this study will contribute to the academic discourse on international education by highlighting the underexplored role of recruitment agents in shaping students’ decisions and experiences. By identifying gaps in service quality and potential areas for improvement, the research has practical implications for policymakers, higher education institutions, and recruitment agents. Furthermore, the study is significant in offering diverse perspectives from students who used agents and those who did not, capturing a more nuanced understanding of their experiences. The outputs will inform policymakers and educational stakeholders about the needs and expectations of international students, contributing to the development of better recruitment practices and support systems in higher education.

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