Study Abroad Decision-making of Chinese International Students: The Role of Universities’ International Environment and Overseas Publicity

The internationalization of higher education has become a focal point in Hungary during the past few years. Consequently, all Hungarian higher education institutions aim to increase the number of international students. It is because one positive and multiplicative effect of internationalization is perceived to be an increase in the level of cultural sensitivity of both the international and the Hungarian students. The present paper, therefore, investigates this auspicious effect by presenting the rationale, the purposes, the contents as well as the findings of a small-scale quantitative research which aims to uncover how the cultural sensitivity of the respondents has changed after they began their tertiary studies in an international environment. The research was conducted among Hungarian and international students studying on English-taught programmes in the field of social and economic sciences at a Hungarian university, namely Széchenyi István University. Findings reveal that the cultural sensitivity of the respondents (both international and Hungarian) was indeed enhanced during their tertiary studies and this was as a result of the international learning environment. However, due to the limitations of the research, these findings remain tentative rather than conclusive.

<p>This paper examines a Chinese international student's decision-making pattern towards migration intentions after graduation using "the standard push-pull and reverse push-pull models". This paper aims to suggest ways to improve the overall immigration and settlement experience of an international student in Canada by applying an autoethnography research methodology. The major factors that contribute to a Chinese international student's decision-making process when it  comes to migration intentions are divided into five phases including the initial journey, the post-graduation experience, the process of seeking permanent residence, acquiring the status of a </p> <p>permanent resident, and finally, an examination of the racism towards Chinese students in the era of COVID-19. This paper argues that immigration and settlement experience are severely affected by cultural identity, inclusion and diversity, the immigration system and administration process, government settlement and integration services, and incentives to attract returnees from the Chinese government.</p>

<p>This paper examines a Chinese international student's decision-making pattern towards migration intentions after graduation using "the standard push-pull and reverse push-pull models". This paper aims to suggest ways to improve the overall immigration and settlement experience of an international student in Canada by applying an autoethnography research methodology. The major factors that contribute to a Chinese international student's decision-making process when it  comes to migration intentions are divided into five phases including the initial journey, the post-graduation experience, the process of seeking permanent residence, acquiring the status of a </p> <p>permanent resident, and finally, an examination of the racism towards Chinese students in the era of COVID-19. This paper argues that immigration and settlement experience are severely affected by cultural identity, inclusion and diversity, the immigration system and administration process, government settlement and integration services, and incentives to attract returnees from the Chinese government.</p>

The aim of this study was to develop and evaluate an instrument to assess international students' perceptions of the international learning environment called 'Measure of the International Learning Environment Status' (MILES). We based the development of the MILES on a solid theoretical framework from Moos by addressing three domains to measure the quality of the international learning environment, namely goal direction, relationships, and system change and system maintenance. We have designed and constructed the instrument in three steps. Firstly, we have collected items from relevant existing instruments and grouped them into the three domains via content analysis. Secondly, we applied a Delphi procedure involving international higher education experts from different stakeholder groups and from different cultural backgrounds to identify and reach consensus on the items comprehensively covering important elements of the international learning environment. Thirdly, we carried out an initial questionnaire evaluation. The final MILES consisted of 47 items with 13 in the first domain, 17 in the second and 17 in the third domain. The content of the domains was clearly in line with Moos theoretical framework and we interpreted the sets of items as goal direction, relationships, and supporting services, respectively. This study provides a comprehensive and systematically developed instrument for future research to better understand international students' perspectives towards the international learning environment that are supported by stakeholders from a range of cultures.

This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance learning during the Winter of 2021 at the University of Toronto Mississauga (UTM). By analyzing qualitative and quantitative data collected from self-report pre- and post- course surveys (n=587), we review the general learning experience of Chinese international students (n=30) in comparison to other international students (n=34) and domestic students (n=523). Our study shows support, but at the same time undermines some prevailing notions about Chinese international student experiences of studying in Western universities. Our data suggests that while many Chinese international students may feel a lack of English language proficiency is a barrier to their learning, it does not significantly impact their performance when compared with domestic students. The preliminary results suggest that educational research and policy makers should move beyond a focus on language proficiency and examine the role of other factors when developing strategies to facilitate supportive learning environments for English Language learners (ELL) and international students in a university setting.

Chinese international students often find it challenging to adjust to attending college in the United States (US). There is limited research addressing Chinese international college students’ adjustment in the US. Drawing on what literature exists combined with research addressing Chinese immigrants’ transition and international students’ transition, this article examines strategies to help Chinese international students successfully make this adjustment. Educating the Chinese international students, educators and counselors about the challenges as well as offering strategies to overcome these challenges may help students succeed in a new educational system and a new culture. Key words: Chinese International Students, college adjustment, success strategies for college.

The purpose of this study was to investigate the career adaptability and the acculturation of Chinese international hospitality students, enrolled in an Australian university. Furthermore, the study explored how their career adaptability and acculturation are related. The methodology included a thematic analysis of 19 semi-structured interviews with Chinese international hospitality students enrolled at a Southeast Queensland Australian University. The results showed that the career adaptability (career control and career concern) were driven by the students’ own agency or family influences. Furthermore, I found that the students were either host or home culture oriented, and they acculturated mainly through work/internships, socializing and group work at university. Finally, I found that acculturation has an impact on international students’ career adaptability, and that the students’ career adaptability also affects their acculturation.

With high numbers of Chinese international tertiary students worldwide, it is important that institutions understand how best to establish environments that support positive mental health in this student group. This study used a mixed methods approach via an online survey to explore levels of psychological distress, help-seeking preferences, and engagement with counselling among Chinese international students at a New Zealand university. Findings support existing literature showing that Chinese international tertiary students experience high levels of distress and under-utilise counselling and other campus services, while the relationship between students and family is an important consideration to assist in mitigating psychological distress. Culturally appropriate interventions are needed to improve the wellbeing, and aid the integration, of Chinese students to their host country and educational environment.

This important work satisfies the need for a thorough assessment of environmental justice concerns at the global level. Using three international environmental case studies, the book extends the theory of environmental justice, commonly used in domestic settings, to the international arena of environmental law, policy and politics. Spanning the traditional boundaries between political science, international relations, international law, international political economy and policy studies, this text is intended primarily for scholars of environmental justice, national and international policymakers, businesses, activists and students of international environmental law, public policy and political economy of the third world.

This study investigates the psychometric properties of the Berkeley Expressivity Questionnaire (BEQ) within a cross-cultural framework, specifically among Chinese international students in Malaysia. Exploratory factor analysis identified a four-dimensional structure that diverges from the original three-factor model. This new structure was subsequently validated through confirmatory factor analysis (N = 300), yielding superior model fit indices compared to alternative models, all exceeding conventional benchmarks. The findings highlight significant cross-cultural distinctions, notably in emotional concealment, reflecting the complex interplay between traditional Chinese cultural values and the demands of international educational environments. Detailed analyses indicated that specific adaptations in item wording and context were essential to achieve cross-cultural measurement validity. This research contributes to the methodological discourse on cross-cultural measurement and enriches understanding of emotional expression dynamics among international students. It underscores the importance of culturally responsive adaptations when employing Western-developed assessment tools across diverse populations. The proposed four-dimensional framework offers a refined perspective on emotional expressivity in multicultural educational contexts, providing valuable insights for enhancing the support structures aimed at improving adaptation and psychological well-being for Chinese international students.

Mandarin speaking, mainland Chinese secondary students enrolled in grades nine through twelve make up almost 50% of America's international student population (U.S. Immigration and Customs Enforcement, 2015). According to the literature, these students face unique challenges in their education: learning core subjects in a non-native language before they have fully grasped the language, and sitting in classes that are taught by teachers with virtually no training in making the content comprehensible for international students. The purpose of this qualitative study is to acquire an in-depth understanding of the challenges that Mandarin speaking, mainland Chinese, international secondary students face in their learning during their first year at one suburban California private school which established an international student program in 2007. The researcher conducted personal interviews with nine Mandarin speaking, mainland Chinese international secondary students in grades seven through 11 who were in their first year attending this private school. Each participant answered 20 questions regarding the perceived challenges they face on a daily basis in this school as they attend mainstream classes with their native English speaking peers. The findings showed that the participants faced challenges in understanding the teacher in mainstream classes, learning difficult content in mainstream classes while still learning English, adjusting to a different educational system and culture, and making friends with the American students at school.

Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital. Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions. Future Research: Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?

Although many studies on international student mobility have examined the impact of individual factors (e.g., gender, age, family background) on students’ decisions to study abroad, much less attention has been devoted to the role played by the institutional climate and characteristics of their home university. Using data from an Italian survey containing information on a large number of university students, this research investigated the extent to which a more international academic environment incentivizes students to participate in study abroad programs. A logit model was developed to estimate the effect that the degree of internationalization of one’s home university has on the probability that its students will study abroad, while controlling for several student-level factors. The empirical estimates indicate that this effect is significant, suggesting that being part of an international academic environment, where domestic students can interact more frequently with international students, helps motivate them to undertake study abroad. This result stresses the importance of engaging domestic students in the internationalization process of their universities.

Research regarding the support of career decision-making for international Chinese doctoral research students has been scarce and has assumed the homogeneity of international students. Offering insights to career practitioners, this article investigates the support for career decision-making experienced by international Chinese doctoral research students based in Australia from pre-sojourn up to their preparation for graduation. Arising from a thematic analysis of interviews with ten PhD students across three Australian universities, the findings reveal a desire for learning and career advancement that transcends national borders, underpinned by support that reinforces self-reliance and the formation of virtual and real-life social networks.

The purpose of the current study was to describe American domestic students’ experiences interacting with international students in a conversation partner program at an American university. This study used in-depth, semi-structured interviews grounded in positioning theory. Seven American students (three men and four women) participated. They served as conversation partners of Chinese international exchange students every fall semester. Four major interrelated themes emerged from the data. They were (a) seeking strategies for overcoming intercultural communication challenges, (b) addressing challenges for explaining sarcasm concepts, (c) finding mutual hobbies and interests, and (d) integrating field trips into the conversational program. This study encourages academic departments and faculty to develop a study group of conversational partnerships associated with value, origins, languages, and cultures of international students. This will contribute to a greater appreciation of the richness of diversity and to meaningful academic and social experiences at American universities for all students.