A Descriptive and GIS-Based Study Mapping the Living Environments for International Students at IEQAS Excellent Accredited Universities in South Korea

Abstract

This study explores the institutional characteristics and spatial accessibility of International Education Quality Assurance System (IEQAS) Excellent Accredited Universities in South Korea. While IEQAS evaluates universities based on their capacity to recruit and manage international students, limited attention has been given to the external living environments surrounding these institutions. To address this gap, this study applies a Geographic Information Systems (GIS)-based approach to analyze both institutional profiles and spatial accessibility conditions. A total of 35 IEQAS Excellent Accredited Universities were examined. First, a descriptive profiling analysis was conducted to summarize institutional characteristics, including accreditation continuity, university type, regional distribution, international student enrollment, and language-related indicators. Second, spatial accessibility was evaluated through nearest-distance analysis to major transportation hubs (international airports and KTX stations) and facility-count analysis within a 1 km walkability buffer, including large-sized marts & supermarkets, hospitals & clinics, and pharmacies. The findings reveal significant variations in spatial accessibility among universities despite their shared accreditation status. Universities located in metropolitan areas demonstrate higher accessibility to transportation and daily life facilities, while those in suburban or regional areas show relatively limited access. These results indicate that institutional excellence does not necessarily guarantee favorable living environments for international students. This study highlights the importance of integrating spatial accessibility into discussions of international student support and higher education internationalization. The findings provide theoretical contributions by extending accessibility concepts to higher education contexts and offer practical implications for universities and policymakers seeking to improve international student living conditions.