The mental health of university students is not only a predominant topic for psychology and education researchers but also a source of interest for policymakers and various stakeholders. Although there has been a lot of research on higher education students’ mental health, we have little understanding on the mental health of international students (MHIS). Despite their distinctive characteristics compared to native students, the mental health issues of international students only started receiving attention very recently. So far, the literature on this topic lacks a comprehensive overview of its sub-topic and trending issues. By using bibliometric analysis, this research aims to fulfil this gap and provide a review of the extant literature about MHIS. Specifically, this study aims to (i) draw the growth trajectory and geographic distribution of the literature on MHIS; (ii) identify the documents and authors that have the greatest impact, generally and locally, within the major topic clusters of the literature on MHIS; and (iii) identify the most researched keywords in the literature on MHIS over time. The results have shown that academic documents about international students’ mental health are increasing in number and becoming more extensive content-wise. The research’s findings provide implications for stakeholders and identifies some prominent research avenues for the future.

Amidst the worldwide outbreak of the coronavirus, many overseas Vietnamese students have decided to return to Vietnam to seek protection from illness. However, the decision to return or not to return in such a risky context requires intensive thinking about the outcomes of each possible choice. The aim of this reflection paper is to explore the personal considerations and dilemmas during the decision-making process of two Vietnamese students in the Netherlands using the expected utility framework. The experience of applying a systematic approach to assess risky situations not only informs decisions more comprehensively but also provides an opportunity to look deeply at one's values and interests.

In the education sector, the academic factor is considered the primary focus when assessing the service quality of schools. However, the traditional approach to service quality proposes that the supplemental indicators of quality are just as important in meeting customer expectations. As parents of secondary school students are not directly involved in the academic service of the school, non-academic factors (e.g., administrative quality [ADQ] and physical environment quality [PEQ]) can be considered alternative service quality indicators, subsequently affecting their satisfaction and loyalty. Using data obtained from a survey questionnaire with 230 parents of secondary education students in Vietnam, this study examined non-academic service factors as antecedents of parent satisfaction and loyalty. Results of the exploratory factor analysis (EFA) yielded two factors under the non-academic service dimension: PEQ and ADQ. Results of the structural equation modeling (SEM) showed that while PEQ affects loyalty both directly and indirectly, ADQ affects loyalty only indirectly through satisfaction. Implications for stakeholders, including school principals and policymakers, have been drawn from the findings of this study.