Highly‐skilled Migration from China and India to Canada and the United States

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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.

Section: Introductionmentioning

confidence: 99%

Destination China: International Students in Chengdu

Zheng

Wei

et al. 2018

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“…A series of recruitment programmes by different institutes were encouraged in various regions across China. Top-tier Chinese universities and large Chinese firms either directly recruited overseas Chinese professionals on their own or joined job fairs organized by Chinese Consulates in different countries, which helped build platforms to effectively 249 ; 100 3, 512 (2011)(2012)(2013)(2014)(2015)(2016)(2017) *requires to sign a 3-year contract to work at least 2 month/year in China…”

Section: Differential Policies and Reasons Exploredmentioning

confidence: 99%

“…With increasing wealth in China (in 2014 per capita GDP was US$7,590 compared to India's $1,582), this involves sending them to study with family funds to obtain foreign degrees, especially in Global North countries. Thus, Chinese students are the top international student group in a number of countries, such as the U.S. and Canada (Lo, Li and Yu, ). The number of Chinese students going overseas was more than 1.8 times that of Indian students in 2016.…”

Section: Background Information: Comparing China and Indiamentioning

confidence: 99%

“…Large numbers of well‐educated Indian and Chinese professionals work outside their home countries and form a highly‐skilled diaspora, providing a large pool of potential returnees. For instance, India‐born professionals are the largest of all foreign‐born groups with college degrees in the United States (Lo, Li and Yu, ). Among US science and engineering PhD degree holding foreign nationals, Chinese and Indians constantly rank among the highest percentages remaining in the U.S. five years after obtaining their degrees.…”

Section: Background Information: Comparing China and Indiamentioning

confidence: 99%

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Policies for Recruiting Talented Professionals from the Diaspora: India and China Compared

Wei

Bakshi

Tan

et al. 2018

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Despite the continuous asymmetrical power relations between the Global North and South, the “global race for talent” is no longer a privilege enjoyed only by developed countries. Comparative analysis of policy content and effectiveness has attracted increasing interest. The examination of policy initiatives resulting in return migration of highly‐skilled migrants from the Global North to the Global South, however, remains inadequate. In this article, we provide a comparative analysis of policies targeting high‐level Chinese and Indian professionals including full‐time returnees. Two key differences in policy instruments and outcomes in the two countries are identified and they have implications for migration policies in other countries in the Global South and North.

“…In recent years, however, there has been rapid growth of family‐sponsored undergraduate students whose academic performance varies a great deal. In the meantime, the rapid growth and improved quality of top Chinese universities are increasingly able to attract and retain top‐tier Chinese students (Lo, Li and Yu ).…”

Section: Empirical Findings: Demographic/socioeconomic Profiles and Mmentioning

confidence: 99%

Student Migration: Evidence from Chinese Students in the US and China

Zhao

Zheng

et al. 2018

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This article is based on the analysis of a pair of cross‐national parallel surveys on Chinese students, respectively inside the People's Republic of China and in the US. Specifically, it makes comparisons between two cross‐sectional groups: 1) Chinese students in a PRC university who intend to study abroad (with a subset that stated that the United States is their top destination), versus 2) Chinese students already at a US university. Building on a “motility” concept while using an “Intellectual Migration” conceptual framework and chi‐square and logistic regression analyses, it demonstrates that Chinese students' possibly returning to the PRC are significantly influenced by their gender, college GPA, family finance, assessment of China's current and future development. The results on outmigration or return migration intentions are presented, and it concludes with some policy implications and future research directions.