Perceived benefits and realised opportunities of studying in China: Insights from post-graduation mobility of international students who studied in China
Notice bibliographique
Résumé
Obtaining better career prospects has increasingly been an important aspiration for international students studying in China. Based on interview data of 235 international students graduated from Chinese university in 2020 to 2023, this study unpacked increased jobs offered by overseas Chinese enterprises at students’ origin countries, expanded options created by proficiency of Chinese language and an understanding of Chinese culture, increasingly open employment policy for foreign graduates, and competitive higher education quality as the major benefits that study-in-China has offered. The study also found low initiative, lack of institutional support and limited jobs offered to international graduates in Chinese domestic labor market to be the major challenges faced by international graduates. It is highlighted that, by utilizing one’s agency and by integrating career service into university’s international student educational framework, international students are expected to benefit more from their experiences studying in China. Cited as: Li, Y. (2024). Perceived benefits and realised opportunities of studying in China: Insights from post-graduation mobility of international students who studied in China. Education and Lifelong Development Research, 1(2): 92-101. https://doi.org/10.46690/elder.2024.02.05 References: Ahmad, A. B., & Shah, M. (2018). International students’ choice to study in China: an exploratory study. Tertiary Education and Management, 24(4), 325–337. Bracht, O., Engle, C., Janson, K., Over, A., Schomburg, H., & Teichler, U. (2006). The professional value of ERASMUS mobility. University of Kassel, Germany. International Centre for Higher Education Research (INCHER-Kassel). Cai,Y. Z. (2012). 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Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».