Higher education medium of instruction and career prospects: an exploration of current and graduated Chinese students’ perceptions

Abstract

This article reports a mixed-methods study that explored university students' perceptions of whether and how English Medium Instruction (EMI) improves career prospects. Questionnaire (n = 100) and interview data (n = 20) were collected from current and graduated (alumni) students from an EMI Finance programme at a Chinese university in Beijing. Participants reflected on their EMI experience and/or career experience to determine whether or not their employability had increased. Findings showed that both cohorts of students were positive that EMI will/had increased their career prospects. They believed that EMI could/had expanded their career choices as well as provided more job opportunities by improving their English proficiency. Overall students agreed that using EMI meant less content was taught, however, denied that this would negatively affect their career prospects. Practical implications for pedagogy are discussed.

A cross-cultural analysis on career decision-making of college students: the role of Chinese mainstream ideology ( Análisis intercultural sobre las decisiones de los universitarios respecto a sus salidas profesionales: el rol de la ideología dominante )

“…They pointed it out as their main competitive advantage in the labour market. Such findings are supported by similar studies on the job prospects of Chinese students studying abroad and returning after overseas studies (Huang & Curle, 2021).…”

“…Señalaron estos factores como su principal ventaja competitiva en el mercado laboral. Estos resultados se ven corroborados por estudios similares sobre las perspectivas laborales de los estudiantes chinos que estudian fuera de su país cuando regresan tras finalizar sus estudios (Huang & Curle, 2021).…”

The Analysis of EMI Policy in Undergraduate Universities in Mainland China

“…However, it may be that not all students will improve in academic learning. Students' academic performances may be positively related to their English proficiency (Lin & Lei, 2021), and students with high English proficiency are able to adapt to EMI instruction, whereas students with low English proficiency may perceive EMI to be a negative influence on content learning (Huang & Curle, 2021). For students with proficient English, the English instructions are comprehensible and English provides no barrier to their learning, so the EMI course will not negatively affect their academic performance.…”

Navigating New Terrain: First-Year Chinese Students’ Transitionary Experiences In a Sino-US Joint Venture University In China

“…The student demographic in IBCs in China primarily consists of those from high socioeconomic backgrounds (Yang & Wu, 2021). These students aim to further their education abroad and seek intercultural learning opportunities and to improve their English language proficiency for future career advancement (Hu, 2019; Huang & Curle, 2021). However, a significant portion of enrollees come from students who performed poorly on the “Gaokao” exams and were unable to secure admission to reputable local universities (Yang & Wu, 2021).…”