Economic returns to English proficiency for college graduates in mainland China

Guo, Qian; Sun, Wei

doi:10.1016/j.chieco.2014.07.014

Cited by 44 publications

(25 citation statements)

References 13 publications

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“…Indeed, students’ positive attitudes toward research increased their interest in applying principles they learned to the practice of medicine [17]. Although Chinese medical postgraduates encounter a substantial language obstacle in their academic pursuits [18], our study showed that the English literacy level, which is known as the “College English Teaching (CET)” level in China [19], was note shown to not influence the effectiveness of the course, likely because the college students’ English literacy level has significantly improved in China in recent years [20].…”

Section: Discussionmentioning

confidence: 98%

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

et al. 2019

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Background There is a dearth of published literature that demonstrates the impact of a Guide to Reading Biomedical English Literature course on new Chinese medical postgraduates. Keeping this gap in mind, the objectives of this study were to assess the factors associated with course effectiveness using the teacher, postgraduate and organizational factors. Methods This study was conducted at Nanjing Medical University from December 2014 to December 2015. The participants were 440 new graduate students from different medical specialties. At baseline, each student was assessed for teacher factors, individual factors and organizational factors using a self-administered structured scored anonymous questionnaire. After that, Pearson chi-square analysis was conducted to evaluate the factors that impact teacher factors (knowledge level, teaching style, individualized teaching, logical teaching, heuristic teaching, literature difficulty, bilingual teaching), individual factors (gender, attitude toward studying, previewing literature, English literacy level) and course management (such as teaching objectives and assessment system) on this course. Furthermore, multiple logistic regression analyses were performed to determine the impact of the above factors on our outcome variables (knowledge level, teaching style, individualized teaching, heuristic teaching, study attitude, previewing literature, management). Results Nearly all of the participants (420 of 440, 95.5%) thought this course was helpful for learning to read scientific literature and understanding scientific research design. Multivariate logistic regression analyses showed that the participants perception of the course as effective was associated with teachers’ high knowledge level (Adjusted Odds Ratio, AOR = 49.673; 95% confidence interval, 95% CI = 4.28, 575.90). In addition, heuristic teaching was found to be significantly associated with a positive teaching effect of teaching (AOR = 12.76; 95% CI = 1.78, 91.64). Furthermore, the participants perception of the course as effective was associated with positive attitude toward studying (AOR = 25.004; 95% CI = 2.51, 249.09). Previewing literature was also associated with course effectiveness (AOR = 0.02; 95% CI = 0.04, 0.11). Conclusions This study indicated that the course effectiveness of the Guide for Reading Biomedical English Literature was associated with i) teachers’ knowledge, ii) heuristic teaching, iii) students’ positive attitude, and iv) students’ previewing literature. Electronic supplementary material The online version of this article (10.1186/s12909-019-1731-7) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 98%

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

et al. 2019

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“…The third strand, to which my paper is most closely related, focuses on the wage premium from the command of foreign languages earned by natives. Most of these papers focus on developed countries [see Grin (2001) for Switzerland; Fry and Lowell (2003), Saiz and Zoido (2005) Levinsohn (2007) and Casale and Posel (2011) for South Africa; Azam et al (2013) for India; Di Paolo and Tansel (2015) for Turkey; and Guo and Sun (2014), Wang et al (2017) for China]. Thus far, not much research in this strand has been conducted for Central and Eastern European countries [see Toomet (2011) for Latvia and Estonia and Fabo et al (2017) for Czechia, Slovakia and Hungary].…”

Section: Review Of Literaturementioning

confidence: 99%

The wage premium from foreign language skills

Liwiński

2019

Empirica

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The globalisation of labour markets makes language skills one of the key competences required by employers nowadays. The purpose of this paper is to estimate the wage premium from the foreign language skills earned by Poles. Poles seem to be a good case study, because the Polish language is not used for international communication and as many as 58% of Poles command at least one foreign language. I use data from three waves (2012–2014) of the Human Capital Balance survey with a pooled sample of about 35,000 individuals. I estimate a wage equation with the Heckman correction for selection to employment and I check for robustness with propensity score matching. I find that the advanced command of a foreign language yields a wage premium of 11% on average. Interestingly, I find a much higher wage premium from proficiency in Spanish (32%), French (22%) or Italian (15%) than from proficiency in English (11%) or German (12%).

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“…We took account of whether a student participated in student organizations and won any awards, respectively. English proficiency is viewed favorably in the Chinese labor market (Guo and Sun 2014). We took account of whether a student held a College English Test Band 4 (CET-4) certificate, which is widely recognized by Chinese employers.…”

Section: Variablesmentioning

confidence: 99%

Migration premium? The economic returns to youth inter-province migration in post-reform China

Zhao

2019

Journal of Youth Studies

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Every year, millions of young people migrate away from their home provinces for higher education and employment in China. However, less is known about the extent to which Chinese young people may benefit economically from their migration. Analyzing nationally representative data from the new China College Student Survey, this paper examines the impact of inter-province migration on the starting salaries of Chinese young people after undergraduate studies. Utilizing the method of propensity score matching, this research reveals differences in the economic returns to migration for higher education and for work, and between young people of rural and urban hukou origins. The economic premium attached to inter-province education migration is largely mediated and thus explained by socioeconomic disparities across Chinese provinces. By contrast, young people's work migration generates a positive economic premium, over and above the wage disparity between sending and host provinces. Underlining the context-dependent nature of the migration premium, the results draw attention to China's institutional features-i.e. the structural configurations of education and work migration and the hukou system-in shaping the economic returns to youth migration. Rural and urban young people's differential access to the migration premium may also exacerbate socioeconomic inequalities in post-reform China.

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Economic returns to English proficiency for college graduates in mainland China

Cited by 44 publications

References 13 publications

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

The wage premium from foreign language skills

Migration premium? The economic returns to youth inter-province migration in post-reform China

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