Chinese International Students’ Learning and Post-migration Growth Experiences: An Exploratory Study of a Foundation Studies Education Programme in Australia

Abstract

International empirical research shows international students experience varying degrees of complex and challenging transitional issues in their host country. Chinese international students (CISs) in particular often find themselves in vulnerable circumstances due to the significant disparities between the Chinese and Australian culture. This exploratory inquiry investigates the interconnections between international students’ post-migration growth, attitudes towards learning with a special focus on CISs’ experience. Results from this exploratory inquiry shed some new light on the direction of future research about foundation education programmes and international students.