TY - JOUR
T1 - Destination China
T2 - International Students in Chengdu
AU - Lu, Zheng
AU - Li, Wei
AU - Li, Mingming
AU - Chen, Yixuan
N1 - Funding Information:
The research is partially funded by National Natural Science Foundation of China (71742004). A Fulbright Senior Scholar Award and a US National Science Foundation grant (BCS-1660526) awarded to Wei LI facilitated the completion of this manuscript. We thank all survey participants, and Richard Bedford and Binod Khadria for their comments on the manuscript.
Publisher Copyright:
© 2018 The Author. International Migration © 2018 IOM
PY - 2019/6
Y1 - 2019/6
N2 - 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.
AB - 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.
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U2 - 10.1111/imig.12464
DO - 10.1111/imig.12464
M3 - Article
AN - SCOPUS:85047652039
SN - 0020-7985
VL - 57
SP - 354
EP - 372
JO - International Migration
JF - International Migration
IS - 3
ER -