Study Abroad Choices of Chinese Students: Factors, Influences and Motivations
Bibliographic record
Abstract
INTRODUCTIONResearch TopicToday, Chinese student is a powerful and unique consumer. As beneficiaries of China's unprecedented one-child policy and members of a society which highly regards education, Chinese students' educational choices have a global impact. Recent economic prosperity in China has afforded more opportunity for by Chinese students; expectation is that this trend will continue. In understanding needs of Chinese student-as-consumer, foreign universities open doors to an increasingly lucrative market and can better recruit students that match their institutional mission. Between 1978 and 2000, China exported more than 300,000 students overseas, and it is projected that by 2025, foreign universities will enroll over 645,000 Chinese students yearly (European Commission Research, 2007). Currently, China is largest exporter of students, comprising 15.2% of students enrolled in higher outside of their home country and contributing to more than one quarter of United States' foreign student population (Institute of International Education, 2013; Organization for Economic Co-Operation and Development, 2007).The primary research questions driving this study are: What factors influence country which Chinese students choose for study abroad? Among Chinese students who want to study in an English speaking country, what are perceived advantages and disadvantages of studying in United States, United Kingdom, Canada, and Australia? Why choose one over others? Understanding reasons and motivations that drive Chinese student is paramount for capturing talent and resources from abroad, as well as creating a positive learning experience for these students in their host country. As competition for foreign students increases, it is critical for educators outside of China to understand motivations and desires of Chinese students.Key Terms DefinedOpening up: to stop blocking communication with other countries, and instead, to attempt an active economic and cultural exchange with other peoples and regions of world, for cooperation and shared developmental projects (Wanxue & Hanwei, 2004). Opening up in Chinese context refers to time following Cultural Revolution when a series of economic reforms were put into place, with goal of economic growth.Gao Kao: academic examination that is pre-requisite for entrance to higher institutions in China.Study abroad, education, and education: Obtaining an undergraduate or post-graduate degree from a university outside of one's home country. The term is used interchangeably with terms international education and overseas education.Brain Drain: also known as human capital flight, mass emigration of technically skilled people from one country to another country, for many reasons, such as political instability of a nation, or increased opportunity in other locations.Hai Gui: Chinese who have been educated or lived abroad and have returned to China with foreign skills and experience. The Chinese phrase for sea turtles that were bom on shore, grew up at sea, but eventually returned to shore again.Hukou: Household registration system in Mainland China which identifies a person as a resident of a town, city and/or province.Jiaotong Ranking: A widely observed and influential worldwide university ranking system. The Jiaotong ranking is published annually by Shanghai Jiaotong University.HistoryThroughout its long and complex history, has been highly regarded in China. Starting in age of Confucius (551 BC-479 BC), great emphasis was put on scholarly pursuits and learning, and these values remain paramount in Chinese society today. Confucius called the treasure within(Wang, 2007, p. 38), and though China has undergone many changes since age of Confucius, is still regarded above all and is an integral part of China's tradition and culture. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".