# Proposing a SX Model with Cultural Factors
## 2 Theoretical Background
### Student eXperience (SX)  
The Student eXperience (SX) is a widely used concept, which lacks a general agreement regarding its meaning [11]. The given use of the concept usually has relevance in specific contexts. Even so, the concept of SX is clearly related to the satisfaction and needs of students. Since its inception, it has been used mainly in academic environments, but over time it has been observed that SX includes aspects that go beyond the classroom and reach aspects of the students' daily life. [PERSON] et al. (2008) defined SX within the academic area as the \"experience of higher education teaching, learning and assessment and their experience of other university ancillary service aspects\" [12]. As mentioned, the concept has been used outside the academic sphere. This is the case with some authors who use the \"total student experience\" concept to refer to students' experiences in broader contexts than the classroom [13; 14]. We recently carried out a SLR on the SX concept [1]. As a result of this work, it was possible to define the concept from a CX perspective, where the students are a particular type of customer. In this way, the SX are all the physical and emotional perceptions and reactions that a student or future student experiences in response to interaction with the products, systems, or services provided by a HEI, and interactions with people related to the academic field, both inside and outside of academic space. In this SLR we also identified that SX has three dimensions (see Figure 1). This is based on the factors commonly treated in investigations in the educational field and student experience evaluation methods. The three SX dimensions are:  
1. Social: This dimension is related to community relationships and institutional engagement. Although students constantly interact with people in a society, this dimension focuses on interpersonal relationships within HEIs (student-student) and especially interactions with staff (student-administrative and student-educator for example). Along with the interactions, this dimension analyzes the feeling of institutional belonging, or engagement, of the students. 2. Educational: This dimension is related to Students' Learning Engagement, Higher Education Quality, Learning Resources/Learning Environment, and Educational/Support Services. This dimension encompasses any aspect that focuses on promoting an adequate educational environment or maximizing the educational outcomes of students (teaching methodologies, technological infrastructure, educational support networks). Consequently, these aspects translate into a positive perception of the quality of the HEI, which is why quality has been incorporated into this dimension. 3. Personal: This dimension is related to student development and outcomes, student feelings and emotions, environment relationship, student thoughts, and students' identity and background. Personal aspects of each student's life that may influence interactions and perceptions with HEI services and products are considered. This dimension encompasses aspects related to culture, socioeconomic level, disabilities, personal aspirations, family structure, and leisure, among others. In the detected SX dimensions in the literature, poor analysis of cultural aspects was observed. We consider this a problem since cultural aspects are especially relevant in SX. This is in view of the role played by cultural capital in studies (learning outcomes) and the cultural identity of international students in their personal adaptation process [15; 16; 17]. Culture acts transversally at the level of various factors that make up the SX, as evidenced in later sections. SX includes, per se, factors related to retention rates [18; 19] and academic performance [20]. Solutions that seek to improve student satisfaction also have a direct impact on the quality perceived by students, since satisfaction is noted as an indicator of quality in HEIs [13; 21].