Factors that motivate Chinese students to study in the Uk - Essay Example

?  WHAT ARE THE FACTORS THAT MOTIVATE CHINESE TO STUDY IN THE UK? A CASE STUDY OF NCUK BEIJING BY INSTRUCTOR’S NAME DATE OF SUBMISSION What are the factors that motivate Chinese students to study in the UK? A case study of NCUK institution Beijing A Dissertation Proposal Introduction The aim of the present study is to investigate the factors that motivate Chinese student study to study in the UK. In order to understand the factors motivating Chinese students to study in the UK more clearly, the NCUK institution in Beijing will be used as a case study. Background of the Study Higher education has become an increasingly significant area of society in recent times, and higher education is likely to expand further in the 21st century. The 21st century might ultimately be known as the century of education. Numerous scholars view the arrival of an educated society, e.g. Unit Kingdom, Finland, Norway. Growth continues in a number of the world’s higher education systems, with predictions that millions of students will enter postgraduate educational institutions around the world in the next two decades, with most of that expansion occurring in the developing world. The last few decades of the 20th century witnessed considerable escalation in student mobility. The existence of international students on university campuses across different countries has increased over the past few years. Chinese students represent one of the biggest groups amongst international students in the United Kingdom (Altbach & Teichler, 2001). Due to a dramatic change in the policies of the Chinese government over the past few decades, a developing country has grown into as a super power (Wang, 2007). This development has come together with important reforms in higher education aimed at playing an important role in modernizing China (Zhang, 2007). The Open Door Policy taken up in 1978, which promoted foreign investment in China, allowed dual exchanges in education, firstly, teachers could go into foreign institutes of higher education to enhance the quality of their teaching, and secondly, a number of Chinese students could go abroad to study for higher degrees (Knight & DeWit, 1995). Since then, several impressive reforms in Chinese higher education have both altered the lives of many Chinese students and scholars. Since the pat two decades, education in China has been internationalized due to increase in globalization. This internationalization comprises a number of different activities, such as student and teacher exchange, specialized studies, technological assistance, the education of international students, and joint research programmes. China has become one of the world’s biggest exporters of students around the globe. Recent there are different researches to study the internationalization of higher education on various perspective, a number of which have been carried out in developed countries (Altbach & Teichler, 2001). China is the biggest supplier of international students around the world (Altbach & Knight, 2007). In recent decades, more and more Chinese students have been educated abroad for graduate degrees, with a number of graduate students studying in the United Kingdom (Mackie, 2007). The notion of gainning graduate degrees in British universities is broadly connected to the internationalization of higher education in China, as well as to the globalization of the Chinese society (Altbach & Knight, 2007). In order to achieve the dream of graduating from a foreign university, more specifically, the UK, there are a number of factors that influence students’ decision-making process. Researchers have discovered that family influence is a significant factor in overseas study decisions (Shanka, Quintal & Taylor, 2005). The opinions of family members might exercise various kinds of influence up on an individual’s behavior (Shanka, Quintal & Taylor, 2005). This is mainly because the nuclear familiar (single child policy) is small, parents have to finance the education therefore, and both the monetary cost and psychological separation play a significant role (Shanka, Quintal & Taylor, 2005). Similarly, friends are another important influence upon student choices. Studies over the last decade have time and again illustrated the significance of the opinions of friends when international students selected host institutions to study at (Bourke, 2000). Another factor that influences the students’ choices is the Internet, which is a vital source of information for the students around the world (Groms & Murphy, 2003). Furthermore, availability of the particular programme, reputation of an educational institution, location and size are other significant issues that have an effect upon students’ choices in studying overseas (Erdmann, 1983). Students also consider the economic benefits when deciding to study abroad. This plays a significant role because studying abroad and graduating from a well-reputed university will help the students build their careers and earn a respectable place in the society. Similarly, by graduating from a well-reputed, foreign university, the students not only satisfy their extrinsic motivation by receiving extrinsic rewards such as financial stability or job promotion, they also fulfill their intrinsic drive of experiencing pleasure and satisfaction at achieving something significant in their life (Xu, 2007). Another aspect in students the decision of study to overseas at universities is the alteration in focus and interests. There are a number of students who leave their homeland to acquire a degree in engineering or mathematics, either due to parental pressure or by choice. But, once the students reach the UK, the freedom to choose and the variety of choices available confuse them. This confusion ultimately results in a change in focus and interest of the students (Hodges, 2009). In order to understand the factors that motivate Chinese students to study in the UK, it is important to understand the difference between the students who have been to UK and those who have not. Students who have been to UK have gained first hand experience of the educational climate, differences in culture and many other aspects from which the students who have not been to UK are unfamiliar. Rationale Due to rapid globalization and internationalization of higher education, Chinese students make up the largest proportion of international students in the world education market. I am one of those Chinese students studying in a UK university. Since I have come to UK, I have changed my field of study constantly; starting with Music Therapy, shifting to Music Education and then finally choosing an MA in Education. I have been trying to figure out the reason behind this constant change of mind. The first reason could be that I have been able to evaluate myself and decide on the field that I want to pursue. It could also be my over-confidence or the thought that I could excel in any field that I choose. The constant change of the fields could also be attributed to the encountering a number of new and inspiring fields of study. Therefore, I chose this research topic to understand this common problem faced by all Chinese students when they decide to study abroad. Furthermore, I also plan to study the cultural adaptation that the Chinese students have to undergo while studying overseas. The aim of the research proposal is not just to conduct research in the field, but also to provide policy advice in the area. Research Questions 1. What are the factors that motivate students to study in the UK? 2. How has internationalization of higher education influenced students’ decisions of studying in the UK? Aims and Objectives Based on the above summary of some of the issues of internationalization of higher educations, the aim of this dissertation will be to study the factors that motivate Chinese students to study in the UK by using NCUK institution in Beijing as a case study. This will be explored through six specific objectives, namely, to: Investigate factors that motivate Chinese students to study in the UK in NCUK Examine the factors that influence the students’ choices in NCUK Research the economics benefits gained from studying abroad in NCUK Explore the extent to which students change their focus and interests during the process of studying overseas, Examine the difference between students who have been to the UK and those who have not and Investigate the significance of gender as a factor in motivation Literature Review In the following section, a critical review of the existing literature is carried out to understand the factors that motivate Chinese students to study in the UK. This section will also provide an outline of the literature on Chinese culture and student adaptation, Chinese higher education system and British higher education system, motivational factors, economic behavior and interpersonal choice issues and the globalization of economy and internationalization of education. Chinese culture and adaptation Because of the distinct features of Eastern cultural life and the communist beliefs of the Chinese students, they deal with great difficulties when studying and living in Western countries. For Chinese students, the most common challenges are linked to language ability, academic performance, and social adjustment along with financial difficulties and host nation (Hanassab & Tidwel, 2002). Considering the relatively short history of china’s adoption to reopen to the outside world, Zhou and Todman (2009) investigated the patterns of adaptation of Chinese postgraduate students in the United Kingdom. International students, on entering the United Kingdom have to become accustomed to academic cultural differences as well as general cultural differences. Totally 257 Chinese postgraduate students are involved. They were divided into three parts for the questionnaire; before leaving, soon after arrival, and about 6 months after arrival. The results of the study indicated that patterns of adaptation over a period time varied in regards to general life, social life, and study life. The results further suggested that there was a variation in the patterns of academic adaptation of students who came in groups and those who came individually. Spurling (2007) investigated the social circumstances of first year Chinese students in one UK University. The study used in-depth interviews and constructivist grounded theory to explore the social circumstances of students from different programs in 2004-05. The exploratory approach suggests that establish new ways of living that neither characteristic of life at home nor of the prevailing cultural group. These researches are similar to the research paper currently under study. Furthermore, the above-mentioned research papers are relevant to my present research and will play a significant role in determining the path for further study. Globalization of Economy and Internationalization of Education Chan and Dimmock (2008) studied the internationalization of universities from three different perspectives; globalist, internationalist and translocalist. The study used two universities from UK and Hong Kong as case studies. The results of the study suggested that internationalization is a complicated notion, with several different explanations, emphases and rationales. The three paradigms of internationalization took in different dimensions indicating the significance of international, national and institutional situations, as well as existing opportunities and constraints of choice in decisions relating to internationalization. The research paper is relevant to my research work and will provide me with valuable ideas and thoughts that would enrich my research. Williams (2007) examined the language practice of a pair of Chinese students at university in UK. Using the research models from bilingualism, language practices and cultural awareness, the study utilized observation research method and conducted interviews to ascertain the uses of language. The results further suggested that the students’ language has not solely been developed due to their national educational system but is practiced frequently during their leisure time in situations of communication with other people. Even though, this article is not closely related to my area of study, but it provides an insight into the significance language requirement to study overseas. Motivation of Chinese students to study abroad Xu (2007) conducted a study on the ways that Chinese learn and study overseas. The study also investigated the intrinsic and extrinsic motivation of Chinese students in four areas; academic, vocational, personal and social. In the academic category, the students were concerned with studying a course for its own sake because of academic interest in the subject matter for intrinsic motivation, while obtaining grades good to assure a high position in the academic ladder. Similarly, in the vocational category, attaining knowledge and skills that can be used in a particular future job was the main concern intrinsically, while, the worth of a degree certificate in enhancing job prospects, the worth of degrees to indicate ownership of competitive skills in enhancing job opportunities and the worth of a postgraduate degree in enhancing job opportunities were the main extrinsic concerns. On a personal level, the intrinsic motivation was to improving oneself into a more independent and confident individuals through active participation with the subject matter and the extrinsic motivation was to prove oneself to others or stay away from losing face and becoming more skilled in dealing with inter-personal relationships. Lastly, in the social context, the students’ ability to enhance parents’ welfare by brining them happiness, pride and living standards through advancing in academic studies was the major concern of the students. Chirkov, et al. (2007) conducted dual researches with Chinese international students in Belgium and Canada to explore the role of two factors that motivate students’ decision to study overseas; the amount of self-determined drive and the substance of their goals. The Self-regulation Questionnaire - Study Abroad was used to study the self-determined motivation in students’ adjustment. To investigate the content of the students’ goals, the Goals for Study Abroad Scale were used. It comprised of a ‘Preservation factor’, which indicated the goals of staying away from unfavorable situations in the home country, and a ‘Self-development factor’, which indicated the goal of acquiring good education and improved job prospects abroad. The preservation goals were inversely related with cultural adaptation indicators. Both the factors had a direct relation with the cultural adaptation of the students. Wan (1999) investigated the motivational factors behind studying in the U.S. by observing two students in a U.S university. Both students suggested that they decided to study overseas to demonstrate their aptitude in learning and pursue successful life, and secondly, both the students were a little frustrated with the political situation in China. Even though, the above-mentioned research papers offer different points of view in motivation, I would like to choose the first view regarding intrinsic and extrinsic motivation. In order to understand the significance of intrinsic and extrinsic motivation in studying abroad, I would read further literature related to the subject. Economic Behavior and Interpersonal Choices A number of previous researches have taken up students’ perspective to examine high school students’ decision-making process in selecting college. Although researchers do not agree on one paradigm, Erdmann (1983) carried out a detailed research using high school students and their guidance counselors as a sample and found out that issues such as availability of particular programs, reputation of college, geographic location and size, and counselor and parent recommendations play a significant role in influencing students’ choices. Briggs (2006) explores the factors that influence student choice at six universities in Scotland to develop a paradigm for forecasting institutional choice for Scottish high school seniors. Variations were discovered across universities, majors and genders, while results show some reliability concerning the top three factors; academic standing, distance from home and location. Patrick, Care and Ainley (2011) investigated the relationship between occupational interests, self-efficacy, and achievement in forecasting of educational fields for Australian students. They discovered the best foretelling paradigm for students with strong Realistic interests was a combination of self-efficacy and interest. For Investigative students, both self-efficacy and achievement were best forecasters and for Artistic, Social, and Conventional, achievement was the best judge of future course admission. Chinese Higher Education System and British Higher Education System —From the perspective of Chinese student The present research mainly focuses on the motivation for studying overseas, not the higher education system; therefore, this section will be touched upon lightly during the research. Gu (2009) studied the increasing global competition for students who has viewed an ever more rapid internationalization of higher education. In the case of the UK, there has been a huge influx of Chinese students to British educational institutions since the establishment of the British Government's long-term global educational campaign in 1999. Drawing upon evidence from an extensive review of the literature on the internationalization of higher education, the research investigated changes in Chinese students' intercultural adaptation to the British higher education environment. Evidence from these studies indicated that in spite of various difficulties and problems, most students have managed to survive the needs of the learning and the living environment and become accustomed to and grow. Analysis of their learning experiences suggests that this learning process rangers over developmental continuum comprising of students in rising above the emotional tensions taking place because of alterations in their thinking process, their sense of identity and sociocultural values. Methodology Research Approach The present research employs both the interpretative and the positivist approach. The positivist approach will be employed when quantitative data is collected using surveys and statistical techniques are used. Similarly, the interpretative approach is used when qualitative research methods such as case studies interviews are conducted (Stephens, 2009). The three methods; qualitative, quantitative and case study will be used simultaneously. This will be done by using NCUK as the case study institution where the quantitative method through administration of a questionnaire and qualitative method by conducting interview with the institution’s personnel will be employed. Sample The present study aims at studying factors that motivate Chinese students to study in the UK by using NCUK institution Beijing as a case study. A sample of 24 subjects, including both males and females, ranging from the ages of 18 to 35 years, will be drawn from different areas in Beijing, China. Among the 24 students, 12 students will be those who have been abroad and finished study and went back to China, and the other 12 students will be those who are still studying in NCUK, but intend to study in UK, so they have not yet been abroad. Further sample of 3 teachers, both males and females, will be drawn from NCUK, Beijing to examine the role teachers’ play in rationale. Further information from both students and teachers will be gathered regarding age, gender, education, etc. Sampling Strategy The sampling strategy employed in the research will be Stratified Random Sampling model. Stratified Random Sampling also is referred to as proportional or quota random sampling, also separating the population into uniform subgroups and then drawing a simple random sample from each subgroup (Trochim, 2006). The reason for employing Stratified Random Sampling is that it will enable the researcher to draw a sample of Chinese students who have studied abroad or plan to study abroad from the total population and then draw a random sample among the Chinese students to administer the questionnaire and interview. They will be the same was the case with the interview group drown from the teachers. Data Collection The survey aims at studying factors that motivate Chinese students to study in the UK by using NCUK institution Beijing as a case study. In order to achieve the aims and objectives of this report, both primary research methods and secondary research methods will be employed in the data collection. Primary Research Methods Quantitative Data Collection: In order to gain an understanding of the factors that motivate Chinese students to study in the UK by using NCUK institution Beijing as a case study, a questionnaire will be administered. The questionnaire will include questions related to factors that influence the students’ choices, perceived economics benefits gained from studying abroad, the extent to which students change their focus and interests during the process of studying overseas, difference between students who have been to the UK and those who have not and the significance of gender as a factor in motivation. The questionnaire will be administered to 24 students, among which 12 will be those who have been abroad and finished their study and returned home already, and the other 12 students will be those who are still studying in NCUK, but intend to study in UK, so they have not been abroad yet. Qualitative Data Collection: In order to collect relevant data, in-depth interviews all be conducted the selected 24 students and 3 teachers. The interviews will be conducted with the mentioned personnel of NCUK Beijing institution. The interviews will be based on a short structured questionnaire but open-ended, which will be designed to obtain information about each of the objectives of the study. These interviews would be undertaken only when a full understanding of the policies and procedures involved at NCUK has been achieved. Qualitative Analysis The qualitative analysis of the data will include an analysis of the interviews that will be conducted with the NCUK’s personnel regarding the factors that motivate Chinese students to study abroad. Quantitative Analysis Inferential and descriptive statistics will be applied on the data collected. Frequency and percentages of the variables will also be calculated. The quantitative analysis of all the questions in the questionnaires will be carried out. The presentation of appropriate primary sources (statistical indexes, graphs, tables of primary data) will also be used in order to support the ideas of the literature. This will enable the researcher to statically analyze the data, interpret it and made recommendations accordingly. Triangulation As it is difficult to combine qualitative and quantitative research methods, therefore, in order to derive accurate results from the research methods, triangulation will be employed which is the mixing of methods so that different point of views can be acquired regarding the research (Thurmond, 2001). The present research will combine the qualitative and quantitative methods by administering the questionnaire and conducting interviews. The recording and documentation of the data will start in the month of May. Consent Letter All the participants in the study will be given a consent letter, which will give them the right to withdraw from the content at any stage of the research. Also the authority and confidentiality of the people will be confirmed and respected. Cover Letter A cover letter will be attached to the questionnaires, which will explain the aims and objectives of the research to the respondents. It will give information about the time that the questionnaire will take to complete. Furthermore, it will explain the privacy and the confidentiality of the information gathered. Percentages In order to analyze and interpret the result, percentages will also be calculated for each question. This will allow the researcher to acquire a quantitative analysis of the data collected. Conclusion In conclusion, due to the significance of higher education in today’s world and its internationalization, it is important to determine the factors that motivate Chinese students to study in the UK. The data that will be collected for the research will seek the opinion and perception of students who want to study in the UK and those who have already studied there. Due to China’s position as one of the world’s biggest exporters of students around the globe, it is important for researchers to understand the different factors the influence the choices of the Chinese students to study abroad. Furthermore, it is imperative that researchers understand the intercultural adaptation of Chinese students in the UK and the difficulties and challenges faced by the students during this adaptation. Another aspect that holds an important position in this paper is the change in focus and attention of Chinese students during the process of acquiring education of overseas and the difference between students who have been to UK and those who have not. Thus, it is important to understand the factors that motivate Chinese students to study in the UK, in order to improve the intercultural adaptation and policies regarding international students. References Altbach, PG, & Knight, J, 2007, ‘The internationalization of higher education: motivations and realities’, Journal of Studies in International Education, vol. 11, pp. 290-305. Altbach, PG & Teichler, U, 2001, ‘Internationalization and exchanges in a globalized university’, Journal of Studies in International Education, vol. 5, no. 5, pp. 4-25. Bourke, A 2000, ‘A model of the determinants of international trade in higher education’, The Service Industries Journal, vol. 20, no. 1, pp. 110-138. Briggs, S, 2006, ‘An exploratory study of the factors influencing undergraduate student choice: the case of higher education in Scotland’, Studies in Higher Education, vol. 31, pp. 705-722. Chan, WWY, & Dimmick, C, 2008, ‘The internationalization of universities: globalist, internationalist and translocalist models’, Journal of Research in International Education, vol. 7, pp. 184-204. Chirkov, V, Vansteenkiste, M, Tao, R & Lynch, M, 2007, ‘The role of self-determined motivation and goals for study abroad in adaptation of international students’, International Journal of Intercultural Relations, vol. 31, pp. 199-222. Erdmann, DG, 1983, ‘An examination of factors influencing student choice in the college selection process’, Journal of College Admissions, vol. 100, no. pp. 3-6. Groms, L, & Murphy J, 2003, ‘An exploratory study of marketing international education on line’, The International Journal of Education Management, vol. 17, no, 3, pp. 116-12. Gu, Q 2009, ‘Maturity and Interculturality: Chinese students' experiences in UK higher education’, European Journal of Education, vol. 44, no. 1, pp. 37-52. Hanassab, S, & Tidwell, R, 2002, ‘International students in higher education: identification of needs and implications for policy and practice’, Journal of Studies in International Education, vol. 6, no. 4, pp. 305-322. Hodges, L 2009, Pop-ular culture: why Chinese students are getting creative? The Independent, viewed 28 February 2011, Knight, J & DeWit, H, 1995, Strategies for the internationalization of higher education: a comparative study of Australia, Canada, Europe and the United States of America, European Association for International Education, Amsterdam. Mackie, N 2007, Chinese drawn to Britain, BBC New, viewed 28 February 2011, Patrick, L, Care, E, & Ainley, M, 2011, ‘The relationship between vocational Interests, self-efficacy, and achievement in the prediction of educational pathways’, Journal of Career Assessment, vol. 19, no. 1, pp. 61-74. Shanka, T, Quintal, V, & Taylor, R, 2005. ‘Factors influencing international students' choice of an education destination: a correspondence analysis’, Journal of Marketing for Higher Education, vol. 15, no. 2, pp. 31-46. Spurling, N 2007, ‘Exploring adjustment: The social situation of Chinese students in UK higher education’, Learning and Teaching in Social Science, vol. 3, no. 2, pp. 95-117. Stephens, S 2009, Qualitative research in international settings: a practical guide, Routledge, United Kingdom Thurmond, VA 2001, ‘The point of triangulation’, Journal of Nursing Scholarship, vol. 33, no. 3, pp. 253-258. Trochim, WMK 2006, Probability sampling. Research Methods: Knowledge Base, viewed 28 February 2011 Wan, G 1999, The learning experience of Chinese students in American universities: a cross-cultural perspective, CIEA. Wang, Z 2007, ‘Key factors that influence recruiting young Chinese students’, International Education Journal, vol. 8, no. 2, pp. 37-48. Williams, TR 2007, ‘Literacy practices: two Chinese at university in England’, The East Asian Learner, vol. 3, no. 1, pp. 356-371. Xu, R 2007, ‘How do Chinese students learn and study?’ Interchange, viewed 28 February 2011, Yang, R 2002, The third delight: internationalization of Higher Education in China, Routledge, New York and London. Zhang, Z 2007, ‘Understanding Chinese international graduate students’ adaptation to learning in North America: a cultural perspective’, Higher Education Perspectives, vol. 3, no. 1, pp. 45-49. Zhou, Y, & Todman, J, 2009, ‘Patterns of adaptation of Chinese postgraduate students in the United Kingdom’, Journal of Studied in International Education, vol. 13, no. 4, pp. 467-486. Read More