In spite of the annual increase in the number of internationally mobile students travelling across borders for higher education, a holistic overview on the students' study and living experiences is lacking. International studentsencounter various difficulties in adjusting to academic, social and lifestyle challenges faced tlu'oughout their duration of study. As such, the main aim of this study is to develop the "international student experience" conceptual framework capable of facilitating higher education practitioners in designings policies and initiatives to support the international student population. The context selected for this study is Malaysia as international student recruitment underlines the country's agenda 111 international ising its higher education system. Towards this aim, five policy documents from four countries well - established in international student recruitment, namely Gennany, the Netherlands, ew Zealand and Australia were coded and analysed following conventions outlined under the discourse analysis method. It was found that higher education institutions play central role in international student management, in collaboration with various participants within and outside the institutions. The design of policies significantly impact interpretation and delivery of "intemational student experience"across higher education systems. This include how each policy statement is written, the inclusion of policy instruments binding the participants to their responsibilities, the level of operation and tangible sanctions outlined, the legitimation and enforcement of policy statements among the participants, and the values and principles projected to the participants through the policies.As such, the design of policies defining the "intemational student experience" in the Malaysian higher education system must take into consideration the overarching principles underlying intemational student recruitment, targeted intemational student population, autonomy to higher education institutions, regulated segments, legal enforcement across public and private higher education institutions, empowered network of participants, and flexibility for future expanSIOn
