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"Student mobility China."
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Between decolonization and recolonization: investigating Chinese doctoral students in Malaysia as a case of global South-South student mobility
International student mobility has traditionally witnessed a global South-North pattern. In recent years, a shift has occurred as the appeal of alternative geographies waxes, with Malaysia being an exemplar of inbound student mobility destination. To facilitate a deep probe of the under-researched global South-South student mobility, this study utilized a qualitative method to delve into 10 Chinese doctoral students' emic perceptions of their sojourn in Malaysia. Guided by a theoretical framework incorporating decolonization and recolonization, this study unpacks how these sociohistorical forces penetrate into and shape the students' preparation and navigation of a doctoral sojourn. Findings of the study reveal that while taking advantage of the Southern niche to yield commensurate benefits, thereby delegitimizing the Western supremacy, the students' make-do mentality and self-subjugating resistance inadvertently reinforce the Western dominance. Besides, these macro effects generate interlocking and conflicting affective consequences, instilling simultaneously positivity and inclusivity, inferiority, and anxiety. Altogether, decolonization and recolonization are concretely registered at the emotional level and bear a broader social significance. This article concludes with an alert and a call to address covert yet compelling inequalities in international student mobility. (HRK / Abstract übernommen).
Journal Article
Why and how international students choose Mainland China as a higher education study abroad destination
In terms of international student mobility, although Mainland China is commonly perceived as a major \"sending\" nation of international students, it is often overlooked as an important \"receiving\" nation of international students. Despite its tremendous leap to the third top destination choice of international students, existing research on the motivation and decision-making process of international students who choose to study in Mainland China is minimal. In order to address this gap in the literature, this study seeks to explain why and how 42 international students chose Mainland China as their study abroad destination. A synthesis model consisting of a three-stage process-motivation to study abroad/in China, the city/institution search and selection, the evaluation of the programme-is proposed to explain their decision-making process. Findings reveal that China's future development prospects distinctively attract students to choose China as their study abroad destination. This research also discusses the growing number of descendants of Chinese migrants who wish to return to their place of origin, China, for higher education in search of their cultural identity. Implications highlight the need for Mainland China government to ensure high-quality education to continue attracting an increasing number of talented students from around the world. Suggestions for future research are also provided.(HRK / Abstract übernommen).
Journal Article
Crisscrossing scapes in the global flow of elite mainland Chinese students
This paper applies Appadurai's notion of scapes in globalisation to study international student mobility. Thirty mainland Chinese students were interviewed; the majority of whom studied at prestigious institutions in the West before enrolling in their current PhD programmes at a research-intensive university in Hong Kong (HK) in the immediate aftermath of HK's large-scale social protests and amidst the Covid-19 pandemic. We seek to understand why these students relocated to HK to further their studies given these turbulent circumstances and how their mainlander identity and sojourns in the West influence their perceptions of HK's social movements from the perspectives of ethnoscape and ideoscape, respectively. Our findings reveal that HK represented the 'best' compromise for our participants, mitigating their nostalgia for home (i.e. mainland China) whilst offering a superior education to the Chinese mainland. Most participants perceived HK as a nationalistic ideoscape, wherein HK people's pursuit of autonomy is subordinated to the putative Chinese national interests. Moreover, ethnoscape and ideoscape dynamics were found to crisscross other scapes. Generous scholarships (i.e. financescape) provided additional incentives driving student relocations. The persistent consumption of Chinese social media (techno-mediascape) was found to have resulted in worldview conformity between our participants and the Chinese state. (HRK / Abstract übernommen).
Journal Article
Conceptualizing the discourse of student mobility between “periphery” and “semi-periphery”
China is now the second most popular destination country for African international students. This paper investigates the discourse surrounding this emergent flow of students, and the main aim is to offer a new means to conceptualize mobility between non-Western nations. The article highlights weaknesses in current postcolonial conceptualizations of student mobility. A key contribution to the literature on international student mobility is that it extends and adapts existing work on the unequal and asymmetrical nature of international student mobility by drawing on the concept of semi-peripheral (post)coloniality, to examine how specific modes of integration into the “world-system” result in particular discursive formations around international student mobility. The main argument is that relative structural positions between the sending region and receiving country are mirrored in discourse around international student mobility, which contains examples of civilizational paternalism and pursuit of pragmatic foreign policy goals.
Journal Article
International student mobility as “aspiration on the go”: stories from African students at a Chinese university
This article examines international student mobility (ISM) as a process of “aspiration on the go” for African students in China—a burgeoning yet under-researched international student flow. Drawing on 15 months of fieldwork at a Chinese university, we present ethnographic case studies of African students that unveil their varied aspirations for travelling to study in China and, more importantly, reflect the diversity and dynamics of their aspirations on the go in confrontation with the realities they have encountered during their stay. We demonstrate that students’ aspirations might be preserved, transformed, reconfigured, placed on hold or go well to realisation, each of which impacts their ISM navigation, such as decisions to leave, to stay or to move to another university/country. We argue that adopting a dynamic and processual approach is important for rethinking international student aspirations and mobilities, in that it not only identifies nuances that diversify our understanding of what international education may mean for different individuals—especially for those from less-privileged backgrounds in an ISM flow within the Global South—but also bridges such binaries as imagination and reality, promise and precarity and structural force and agency that are usually treated separately in the literature of ISM.
Journal Article
The visible hand behind study-abroad waves
This paper adds an organizational dimension to the body of literature on international student mobility. Existing studies examine push/pull factors and student motivations, neglecting that students' motivations and demands are not necessarily spontaneous, but can be shaped by external forces. Drawing on interview, archival and observation data collected on four leading cram schools that prepare students for the TOEFL/GRE, IELTS and SAT in China, I argue that cram schools not only coach students on test preparation and \"how to study abroad,\" but they also adopt organizational framing to instill in students \"why to study abroad.\" Leading cram schools have played an integral role in promoting a certain organizational framing as the dominant approach of a niche market in a given era. During the 1990s, when the TOEFL/GRE niche market was rapidly expanding, the market leader in this niche promoted self-help and nationalism as dominant discourses. Self-help discourse frames overseas study and test preparation not as means, but as the ends of students' lives: going beyond one's limit and making one's life complete. Nationalist discourse depicts overseas study as a detour to build a stronger China after learning from the West. After 2000, however, new organizational framing picked up momentum in the new niche markets of IELTS and SAT. Targeting urban middle-class consumers, market leaders in these new niches increasingly framed studying abroad as a springboard for immigration, a channel for becoming global elites and an opportunity for status improvement for the entire family. My article bridges literature on transnational higher education with studies on supplementary education. (HRK / Abstract übernommen).
Journal Article
International student mobility, Covid-19, and the labour market: a scoping review
The Covid-19 pandemic resulted in significant disruptions to both international student mobility and labour markets. Against this background, this scoping review documents findings from 35 studies, published between January 2020 and February 2024, that focused on international student mobility, Covid-19, labour market outcomes, and related regulations. The review shows that the Covid-19 pandemic negatively impacted (1) the labour market outcomes of international students before studying abroad, through changes in visa regulations, (2) skill acquisition during their mobility, (3) the duration of their studies, and (4) the availability of jobs during and after their mobility period. These negative impacts occurred at a time when international students’ needs for work were heightened. This ‘double whammy’ was more pronounced among international students from lower socio-economic backgrounds, increasing pre-existing inequalities. It was also affected by students’ residency status and policy changes. These findings underline the critical role that temporality plays in shaping the returns to international student mobility. However, the existing literature on the topic is relatively sparse and has primarily relied upon qualitative approaches and rapid research. Future studies are needed to better understand the impact of Covid-19 on the labour market outcomes of international students.
Journal Article
Global pathways: new evidence on the international graduate school choice of Chinese outbound students
China serves as an indispensable recruitment market for higher education institutions across the globe. Using large-scale administrative and survey data from one of China’s pipeline provinces for sending students abroad, we provide new evidence on the factors influencing Chinese students’ graduate school choices internationally. We model international student mobility as a function of schooling-constrained, international migration, and consumption values. Descriptive results from nested logit model and multinomial logit model support the model predictions. We also construct counterfactual policy simulations by examining what would have happened under different potential scenarios in both China and destination countries. The simulation results show that the changes in Chinese college quality and family income are likely to affect the number of Chinese students studying abroad but not their distribution patterns among destination countries. In the meanwhile, factors including scholarship opportunities, work visa policies, and recruitment efforts in the destination countries would substantially shift Chinese students’ choice of destination country and therefore the specific graduate school location.
Journal Article
Subject in motion: (de)capitalization and coping strategies of Tibetan \Sea Turtles\ in China
Previous studies on Chinese overseas students have generally presumed a smooth transition from mobility to mobility capital and have lacked an ethnic perspective. In this study, we adopt mobility capital as an analytical lens to explore the life trajectories of a group of Tibetans with studying abroad experiences. Drawing on qualitative data through multiple methods, we find a shift from collective-oriented expectations regarding studying abroad to individualist life planning and lifestyles after returning to work in the Tibet Autonomous Region (TAR). Before studying abroad, the informants viewed such experiences as important capital that could be later used to make a change for the Tibetan group, their local societies, and the state. Those views met a different reality after returning to TAR because the informants generally felt they were being viewed as potentially risk subjects in the workplace, which significantly impeded the capitalization of educational mobility at the institutional level. However, the informants developed coping strategies to find self-worth in private life by capitalizing on educational mobility. By addressing the subjective experiences of Tibetan informants in TAR and their associations with institutional contexts, this article not only engages an ethnicity-sensitive perspective to understand the politics of international educational mobility but also extends the discussion on individuals' experiences of educational mobility to the successional stage upon returning to their home societies. This article ultimately emphasizes the need for more culturally and politically reflexive policies that can sustain the flow of ethnic talents and help them realize their self-worth. (HRK / Abstract übernommen).
Journal Article