Destination China: International Students in Chengdu

Abstract

Based on a survey of 355 international students studying at seven universities in Chengdu, China, this article analyses the reasons for their choosing to study in China. The main methods employed are factor analysis and associated nonparametric tests. Results reveal that the quality of Chinese education and Chinese specialities are the most important reasons. In addition, personal referral sources, tuition and living costs, bilateral relations between China and home countries, and policy incentives at the destination, are also important. There are differences between students from developing and developed countries. Students from developing countries placed more emphasis on the quality of Chinese education, suggestions from relatives/friends, and geographic proximity. Those from developed countries referred more frequently to costs and policy incentives. Students who chose courses focusing on Chinese culture, society and language tended to be attracted by human interest, while students who chose courses on other subjects paid more attention to the quality and content of the teaching.

Attracting International Students: Experiences of Asian Countries and the Case of University of Social Sciences and Humanities, Vietnam National University-Ho Chi Minh

“…Mặc dù Bắc Kinh và Thượng Hải vẫn là hai địa phương đón nhận du học sinh nhiều nhất, nhưng các tỉnh, thành khác cũng mở rộng quy mô đón nhận sinh viên quốc tế của mình. Ở thời điểm 2016, gần 70% du học sinh đến Trung Quốc tập trung ở các địa phương ngoài Bắc Kinh và Thượng Hải [13], chỉ riêng ở tỉnh Tứ Xuyên, số lượng sinh viên quốc tế đã tăng từ 1,846 vào năm 2010 lên 10,796 năm 2016 [14].…”

“…Có thể thấy các yếu tố thu hút sinh viên quốc tế đến học tập tại Trung Quốc như danh tiếng học thuật của quốc gia điểm đến hay những hỗ trợ tài chính là các yếu tố đã được nhắc đến trong mô hình của Mazzarol và Soutar [5]. Đồng thời các công trình nghiên cứu Ding [15] và Jiani [16], Lu và cộng sự [14] cũng đã chỉ ra ngoài yếu tố đặc trưng riêng như cơ hội học tập tiếng Trung thì các khóa học gắn liền với trải nghiệm văn hóa Trung Quốc được xem là những yếu tố thu hút sinh viên quốc tế hàng đầu chọn quốc gia này.…”

Trends and Orientations of Cameroonian Students upon Graduation from Chinese Higher Education Institutions

“…As the biggest sending country worldwide, China has become one of the fastest new emergent countries for study destinations. It is since 2015 the third most significant students' destination country in the world after the US and the UK (Lu et al, 2018;Jiani, 2016). With a vision of reaching 500,000 international students by 2020, which is already achieved since 2017 (Wen & Hu, 2019), China is attracting many international students across the globe (Huang, 2003;Jiani, 2016;Lu et al, 2018;Wen et al, 2017;Wen & Hu, 2019), with a large number of Asian and tremendous growth of African students.…”

“…It is since 2015 the third most significant students' destination country in the world after the US and the UK (Lu et al, 2018;Jiani, 2016). With a vision of reaching 500,000 international students by 2020, which is already achieved since 2017 (Wen & Hu, 2019), China is attracting many international students across the globe (Huang, 2003;Jiani, 2016;Lu et al, 2018;Wen et al, 2017;Wen & Hu, 2019), with a large number of Asian and tremendous growth of African students. The rapid development of China-Africa relationship has increased Africans' flow to China and Chinese to Africa (Edeh & Tachago, 2019), with an impressive growth of African students in China (Li, 2018).…”

Study Destination Choice and Career Preferences of International Students at China Pharmaceutical University

“…The findings of studies conducted in countries such as Malaysia [ 15 ], the United Arab Emirates [ 16 ], the United States of America [ 7 ], China [ 2 ], Iran [ 17 ], India [ 18 ], Korea [ 19 ], Australia [ 20 ], etc., identified several notable factors, among which were the quality of education, international reputation (ranking) of the university, cost of living (and cost of education), availability of scholarships, ease of gaining admission, ease of obtaining visas and prospects of better employment opportunities during and after completion of program of study. With particular reference to China as a study destination, the few studies on students’ mobility were not focused on specific program(s) of study such as medicine or pharmacy [ 2 , 21 , 22 ]. Studies on medical or pharmacy education, were not focused on determining the “pull-push” factors that made China a study destination for international students [ 23 , 24 ].…”