What motivates Chinese women to study ion the UK and how do they perceive their experience?

Autor/in	Bamber, Matthew
Titel	What motivates Chinese women to study ion the UK and how do they perceive their experience?
Quelle	In: Higher education, 68 (2014) 1, S. 47-68Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-013-9679-8
Schlagwörter	Frau; Lehre; Auslandsbeziehungen; Studium; Akademischer Austausch; Student; Wissenschaftler; Ausland; China; Großbritannien
Abstract	This paper addresses two crucial questions facing the UK HE sector: what motivates female Chinese globally mobile graduates to continue their education in the UK?; and, are they satisfied with their experience? First, this mixed methods study revealed that the primary motivations were: early and mid-career gains, competitive advantages derived from completing a 1-year master's programme, favourable exchange rates, and the opportunity to travel. Alongside these, a number of challenges and concerns were also noted, including: high UK tuition fees and living costs, shifting Chinese employer perceptions of an overseas education, and punitive UK visa regulations. Second, findings indicated mid- to high levels of satisfaction with the experience. Students believed that the main strengths and benefits of a UK-based education related to the high levels of tutorial participation and interaction which facilitated increased subject-matter engagement, as well as to the development of interpretation and application skills. Nevertheless, respondents reported that there are many ways in which we need to improve, such as by: offering clearer language guidance, closing the assessment requirements expectations gap, offering more opportunities for classroom participation, cutting class sizes, reducing fees, and ironically, attracting students from geographical zones other than China to facilitate academic development and programme diversity.(HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2015/1