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Review of Literature on International Chinese Students

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Chinese Overseas Students and Intercultural Learning Environments

Abstract

In order to figure out the landscape of current empirical research on international Chinese students, this chapter reviews the existing literature through following the phases of students’ academic adjustment (period of pre-departure, learning and living abroad, and finishing the study). The author holds that research in English-speaking countries concerning pre-departure experiences is mainly conducted from a customer-based perspective. For Chinese students abroad, current research explores their learning experience in an intercultural milieu and discusses their daily life abroad. At the end of the chapter, the author reviews discussions about brain drain, brain gain, and brain circulation; the readjustment of Chinese returnees; and their intention of working in the host country.

Survival of the fittest.

Herbert Spencer

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Notes

  1. 1.

    Student mobility in this case refers to any opportunity for students to work or study abroad while undertaking their degree program—whether undergraduate or postgraduate.

  2. 2.

    The two associations are the International Committee of the Young Men’s Christian Association and the National Board of the Young Women’s Christian Association.

  3. 3.

    Either translated as 面子mianzi or 脸 lian. ‘Face’ can be interpreted as a person’s reputation and feelings of prestige within multiple spheres, including the workplace, the family, personal friends, and society at large.

  4. 4.

    For purposes of this study, multi-culture is defined as bonds between non-compatriot foreign students.

  5. 5.

    According to Wissenschaft weltoffen, the term ‘student dropout’ refers to ‘former students who commenced a first degree at a German higher education institution, but ultimately left the German higher education system without completing the degree. Students who changed their subjects or their higher education institution are not taken into consideration’ (DAAD and DZHW 2015, p. 37).

  6. 6.

    Wissenschaft weltoffen presents data on the international nature of studies and research in Germany, including themes as foreign students in Germany, German students abroad, and international mobility of students.

  7. 7.

    It is paramount to clarify the definition of ‘international students’ in Germany. In the German language, international students are called Ausländische Studierende. According to the criteria of whether students received their higher education entrance qualification in Germany or in another country, official government statistics have differentiated between Bildungsausländer (mobile international students) and Bildungsinländer (non-mobile international students). The differentiation between these two groups of international students is important: the criterion for applying to the university and applying for the financial support according to Bundesausbildungsförderungsgesetz (Federal Education and Trainings Assistance Act for supporting university students in Germany) between Bildungsausländer and Bildungsinländer is different: the latter can apply for it while the former cannot. In addition, although Bildungsinländer have a lower university participation rate than German students, the learning and living situation of Bildungsinländer is more similar to the German students than to Bildungsausländer. Unless specified, in this book, the term ‘international students’ in Germany refers to the Bildungsausländer.

  8. 8.

    The source of news retrieved 30 August 2015 from http://www.nytimes.com/1991/11/04/us/iowa-gunman-was-torn-by-academic-challenge.html; http://www.washington.edu/alumni/columns/sept00/choices.html; and http://www.washingtonpost.com/wp-dyn/content/article/2009/01/22/AR2009012200943.html respectively.

  9. 9.

    Results indicated that low maladaptive perfectionism played a buffering effect for those who had been in the USA longer, but had the opposite effect for those who had been in the USA for a shorter period. In contrast, the effect of high maladaptive perfectionism shows no significant difference between the two groups (Wei et al. 2007).

  10. 10.

    Among these 700 academicians who obtained an overseas degree, 79.05 per cent of them received a doctoral degree, 13.55 per cent received a master’s degree, and 7.26 per cent received a bachelor’s degree.

  11. 11.

    For example, inadequate graduate education in China, limited opportunities for career development, and so on, are push factors from the Chinese side; advanced graduate education, positive aspects of individual life in the USA, and so on, are pull factors from the American side; while Chinese students’ limited English language proficiency, difficulties in cultural adjustment, and so on, are push factors from the USA.

  12. 12.

    See models developed by Bennett (A developmental model of intercultural sensitivity 1993), Berry et al. (Psychology of acculturation 1987), and Kim (Communication and cross-cultural adaptation 1988), which describe the developmental stages of acculturation and intercultural sensitivity or adaptation.

  13. 13.

    However, at the same time, Chinese students scored significantly higher than Australian students in ‘fear of failure’, ‘negative attitude to study’, and ‘disorganized study’.

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    Jiani Zhu

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Zhu, J. (2016). Review of Literature on International Chinese Students. In: Chinese Overseas Students and Intercultural Learning Environments. Palgrave Studies on Chinese Education in a Global Perspective. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-53393-7_2

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