Career Placement Concerns of International Graduate Students: A Qualitative Study

Shen, Yih-Jiun; Herr, Edwin L.

doi:10.1023/b:jocd.0000036703.83885.5d

Cited by 43 publications

(62 citation statements)

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“…This is consistent with related work (e.g. Nilsson et al 2004;Singaravelu et al 2005) which has previously identified international students as not engaging with careers services due to differences in cultural values (Byon et al 1999) or their support not to be seen as worthwhile (Shen and Herr 2004). Chinese students may present a specific challenge for careers services to engage with as traditionally family influence exerts an impacts on Asian students' career choices (Sun 2015;Wong and Liu 2010;Yi et al 2003;Yoo and Skovholt 2001), though this may not hold true from the data we presented above.…”

Section: University Support To Develop Future Employabilitysupporting

confidence: 90%

“…Norton and Thomas 2009), the research showed that Chinese students had relatively low awareness and perceived usefulness of extra-curricular activities. In order to actively engage this group of students, institutions might want to translate some extracurricular activity promotional materials in order to overcome language barriers (Shen and Herr, 2004). Popular Chinese social media sites (e.g.…”

Section: Discussionmentioning

confidence: 99%

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International experience, universities support and graduate employability – perceptions of Chinese international students studying in UK universities

Huang

Turner

2018

Journal of Education and Work

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Biographical noteDr. Rong Huang is an Associate Professor in Tourism Marketing at Plymouth University. Her research interests focus on aspects of the tourism phenomenon and published articles in relation to international student travel, food tourism and intermediation. She is also known as an expert for experience of international students in the UK and published many articles related to Chinese students travel and employability related issues.Dr Rebecca Turner is an Educational Developer at Plymouth University. Her research interests include examining the role of research and scholarship in college-based HE, the contribution evaluation can make to educational development practice and student transitions. International experience, universities support and graduate employability ---Perceptions of Chinese international students studying in UK universities AbstractRecent policy developments in English Higher Education have resulted in employability placed in the spotlight, whereby the success of universities will be measured based on graduate employment. This represents the latest focus placed on employability in the sector, as universities are increasingly expected to provide employment-ready graduates to meet the demands of a global economy. In response universities have invested considerable energy into initiatives and services to enhance the employability outcomes of graduates. However, institutions have largely been UK-centric on their focus, with limited attention paid to the employability needs of international students. In this paper, we report the outcomes of a study centred on the largest group of non-EU domiciled international students in the UK, those from Mainland China. Drawing on survey data we examine Mainland Chinese students' attitudes to their employability and the support they engage with through their UK University. We pay specific attention to the opportunities presented through the 'international' nature of the HE experience, and consider how these are utilised by both the students, and their institutions, to develop their future employability. We conclude by proposing recommendations for universities and institutions to enhance the support offered to this often overlooked, but significant group of students.

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Section: University Support To Develop Future Employabilitysupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

International experience, universities support and graduate employability – perceptions of Chinese international students studying in UK universities

Huang

Turner

2018

Journal of Education and Work

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“…Because of their nonresident status, ESL international students usually find it more difficult to find full-time jobs after graduation than American students in the US (Lee & Rice, 2007). As a result, job seeking is often a major concern and stressor for many ESL international students who desire to stay in the US after receiving their degrees (Shen & Herr, 2004).…”

Section: Academic Stressors Among College Studentsmentioning

confidence: 99%

Academic Stressors as Predictors of Achievement Goal Orientations of American and ESL International Students

Lin

McElwain

2019

jis

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This study explores academic stressors and achievement goal orientations of college students, and the relationship between these variables using academic stressors as predictors. As the number of English as a Second Language (ESL) international students has increased rapidly in the US, students' status (American or ESL international) was also examined. A total of 715 students participated in the study from two universities in the US. Results show that ESL international and American students have different achievement goal orientations and academic stressors. Additionally, student status and academic stressors predict college students' various goal orientations. The implications provide useful suggestions to higher education professionals in order to better understand and assist diverse students to succeed in academia.

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“…By 2007, this number had grown to over 623,000, reflecting more than a 650% increase from the 83,000 foreign students enrolled prior to the INA's enactment (IIE 2008). By enabling international student numbers to expand, the US made a politically savvy move that not only helped the economic and societal progress of developing countries by providing educational opportunities to their citizens, but served to enrich the student population of US colleges and universities while financially benefiting those institutions (Mazzarol and Soutar 2002;Shen and Herr 2004).…”

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confidence: 99%

International doctorates: trends analysis on their decision to stay in US

2010

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Despite the significant implications of the foreign doctorates' stay or return decision on a personal level, as well as for the home and host countries, there is very little research that provides a comprehensive understanding of the factors that predict international doctorates' decision to stay in the US and how those factors differ by country of origin or field of study. In addition, the patterns of stay (versus return) and the factors influencing those decisions may have changed over time, partly due to the changes in the immigration policies of the US and in economic development or national policy of home countries. Therefore, this study examines the patterns of international doctorates' stay versus return decision from a historical perspective across the period of the 1980, 1990, and 2000s. Using data from the Survey of Earned Doctorates (SED), collected in the US, this study enables us to move beyond a static understanding of the relative stay rates by country to an examination of how country-specific changes, such as shifts in economic development or national policy (push/pull factors), may relate to shifts in the stay versus return decision with a particular emphasis on the field specific effects.

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Career Placement Concerns of International Graduate Students: A Qualitative Study

Cited by 43 publications

References 0 publications

International experience, universities support and graduate employability – perceptions of Chinese international students studying in UK universities

International experience, universities support and graduate employability – perceptions of Chinese international students studying in UK universities

Academic Stressors as Predictors of Achievement Goal Orientations of American and ESL International Students

International doctorates: trends analysis on their decision to stay in US

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