scholarly journals Chinese students’ study in the UK and employability: The views of Chinese employers, students and alumni, and UK teachers

2021 ◽  
Author(s):  
xin zhao ◽  
Andrew Cox
Keyword(s):  
International Students ◽  
Work Experience ◽  
Culture Shock ◽  
Chinese Students ◽  
Free Text ◽  
Online Questionnaire ◽  
Key Factor ◽  
Career Advice ◽  
To Come ◽  
The Uk

While not the only motive for Chinese students to come to study in the UK, employability must be one key factor. Yet there is relatively little research on perceptions among students, employers and teachers of how studying in the UK impacts employment prospects. This paper seeks to compare the views of these stakeholders on what are the essential skills needed for employability and whether these match those gained through study abroad. The data used was from an online questionnaire. The data showed that while there seemed to be some agreement about what skills were valued for employability and about what was learned in studying in the UK yet there was quite a strong mismatch between the two. Free text responses to the survey confirmed from previous research that reverse culture shock and work experience issues were important barriers to employability. They also revealed some types of challenge not identified or given emphasis before such as a reverse language shock and a misalignment between the timing of recruitment rounds and study in the UK. The data also confirmed the relative weakness of career advice for international students.

With A Little Help From My Friends: A Mixed Methods Study Of Psychological Distress And Help-Seeking Preferences Of Chinese International Students At Victoria University Of Wellington

2021 ◽  
Author(s):  
◽  
Kelly Atherton
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Mixed Methods ◽  
International Students ◽  
Support Services ◽  
Help Seeking ◽  
Chinese Students ◽  
Chinese International Students ◽  
Health Concern ◽  
Free Text

<p>Chinese international students have become an increasingly significant presence on tertiary campuses worldwide, with over 928,000 enrolled globally in higher education in 2017. The mental health of tertiary students has been recognised as a significant public health concern and the unique challenges faced by Chinese international students place them at higher risk of mental distress than domestic or other international students. However, there is a scarcity of literature focussing on the mental health of Chinese international students both internationally and in a New Zealand context. This study was undertaken to gather preliminary data on the existence and prevalence of psychological distress among Chinese international students at Victoria University of Wellington. It also investigated the help-seeking preferences of Chinese international students, their engagement with counselling services or barriers preventing engagement with counselling support, and their knowledge and use of additional university support services. Participants’ views on managing stress and their advice for newly arrived Chinese students were also explored. A mixed methods approach was utilised to gather both quantitative and qualitative data via an online survey, utilising the Kessler-10 to measure psychological distress in conjunction with a variety of categorical and free-text response questions to gather other information. The survey was sent to all Chinese international students at Victoria University of Wellington in 2017. A total of 205 Chinese international students responded to the survey, from 836 enrolled students (response rate 24.5%). Results indicate that the majority of the Chinese international student population at Victoria suffer from high levels of psychological distress (K10=23.33, SD=6.97). These results are comparable with studies of Chinese students who study abroad, or in their home country. Consistent with international research, participants preferred to use informal sources of support, most notably their parents and friends when stressed. They rated academic staff and student services as the supports they would be least likely to turn to when stressed. Despite the high levels of psychological distress reported, very few participants had sought formal mental health support, with only 12.3% of the sample accessing Student Counselling while studying at Victoria. Cultural and practical barriers impacted their decision to utilise the service and they provided recommendations to make the service better known amongst the student group to improve uptake. Participants’ advice to new Chinese students included getting involved, developing friendships with fellow students, improving English proficiency, and asking for help when needed. The findings from this study support the growing body of literature that Chinese international tertiary students are in need of additional culturally appropriate interventions throughout their university journey to improve their wellbeing, their awareness and use of support services, and to aid their integration to both their host country and education environment.</p>

scholarly journals Induction of labour during the COVID-19 pandemic: a national survey of impact on practice in the UK

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
M. Harkness ◽  
◽  
C. Yuill ◽  
H. Cheyne ◽  
S. J. Stock ◽  
...  
Keyword(s):  
Response Rate ◽  
Descriptive Statistics ◽  
Induction Of Labour ◽  
Cervical Ripening ◽  
Free Text ◽  
Online Questionnaire ◽  
Returning Home ◽  
Conventional Content Analysis ◽  
The Uk ◽  
Support Decision Making

Abstract Background Induction of labour (IOL) is one of the most commonly performed interventions in maternity care, with outpatient cervical ripening increasingly offered as an option for women undergoing IOL. The COVID-19 pandemic has changed the context of practice and the option of returning home for cervical ripening may now assume greater significance. This work aimed to examine whether and how the COVID-19 pandemic has changed practice around IOL in the UK. Method We used an online questionnaire to survey senior obstetricians and midwives at all 156 UK NHS Trusts and Boards that currently offer maternity services. Responses were analysed to produce descriptive statistics, with free text responses analysed using a conventional content analysis approach. Findings Responses were received from 92 of 156 UK Trusts and Boards, a 59% response rate. Many Trusts and Boards reported no change to their IOL practice, however 23% reported change in methods used for cervical ripening; 28% a change in criteria for home cervical ripening; 28% stated that more women were returning home during cervical ripening; and 24% noted changes to women’s response to recommendations for IOL. Much of the change was reported as happening in response to attempts to minimise hospital attendance and restrictions on birth partners accompanying women. Conclusions The pandemic has changed practice around induction of labour, although this varied significantly between NHS Trusts and Boards. There is a lack of formal evidence to support decision-making around outpatient cervical ripening: the basis on which changes were implemented and what evidence was used to inform decisions is not clear.

scholarly journals Induction of labour during the COVID-19 pandemic: a national survey of impact on practice in the UK

2021 ◽  
Author(s):  
M Harkness ◽  
C Yuill ◽  
H Cheyne ◽  
SJ Stock ◽  
C McCourt
Keyword(s):  
Response Rate ◽  
Descriptive Statistics ◽  
Induction Of Labour ◽  
Cervical Ripening ◽  
Free Text ◽  
Online Questionnaire ◽  
Returning Home ◽  
Conventional Content Analysis ◽  
The Uk ◽  
Support Decision Making

AbstractBackgroundInduction of labour (IOL) is one of the most commonly performed interventions in maternity care, with outpatient cervical ripening increasingly offered as an option for women undergoing IOL. The COVID-19 pandemic has changed the context of practice and the option of returning home for cervical ripening may now assume greater significance. This work aimed to examine whether and how the COVID-19 pandemic has changed practice around IOL in the UK.MethodWe used an online questionnaire to survey senior obstetricians and midwives at all 156 UK NHS Trusts and Boards that currently offer maternity services. Responses were analysed to produce descriptive statistics, with free text responses analysed using a conventional content analysis approach.FindingsResponses were received from 92 of 156 UK Trusts and Boards, a 59% response rate. Many Trusts and Boards reported no change to their IOL practice, however 23% reported change in methods used for cervical ripening; 28% a change in criteria for home cervical ripening; 28% stated that more women were returning home during cervical ripening; and 24% noted changes to women’s response to recommendations for IOL. Much of the change was reported as happening in response to attempts to minimise hospital attendance and restrictions on birth partners accompanying women.ConclusionsThe pandemic has changed practice around induction of labour, although this varied significantly between NHS Trusts and Boards. There is a lack of formal evidence to support decision-making around outpatient cervical ripening: the basis on which changes were implemented and what evidence was used to inform decisions is not clear.

scholarly journals Chinese Students’ Expectations Versus Reality When Studying on a UK-China Transnational Chemistry Degree Program

2019 ◽  
Author(s):  
Phillippa B Cranwell ◽  
Michael G Edwards ◽  
Katherine Jane Haxton ◽  
Julie Hyde ◽  
Elizabeth M Page ◽  
...  
Keyword(s):  
Focus Groups ◽  
Academic Staff ◽  
Chinese Students ◽  
Extensive Study ◽  
Free Text ◽  
Student Expectations ◽  
Chemistry Students ◽  
Before And After ◽  
The Uk ◽  
The Relationship

An extensive study has been conducted into the experiences of Chinese chemistry students studying on transnational education (TNE) programs at four UK institutions partnered with Chinese universities; in particular, student expectations regarding studying in the UK compared with reality were examined. Students were consulted by questionnaire both before and after arrival in the UK. Results from the questionnaires were statistically analysed, the free text responses coded and these data were used to inform further discussion in focus groups. The main differences between the UK and China fell into three key areas: the language barrier; study habits of TNE students in the UK compared to when in China; and the relationship between UK academic staff and the TNE students. These findings are discussed in more detail throughout this paper. We conclude by providing recommendations for other institutions establishing TNE courses.

scholarly journals Current Situation of International Education for International Students in China

2021 ◽  
Vol 5 (2) ◽  
pp. 66
Author(s):  
Yan Bin ◽  
Umar Faruk Aminu ◽  
Jamiu Jimoh
Keyword(s):  
International Students ◽  
International Education ◽  
Current Situation ◽  
Technological Advancement ◽  
Online Questionnaire ◽  
Education Standards ◽  
Online Programs ◽  
Education Hub ◽  
To Come ◽  
The Impact

Over the past decades, China has become the education hub for many international students due to its internalization policies, education standards, economic advantage and the technological advancement. However, due to the impact of COVID-19 pandemic which also affected the educational sector, the closure of boarder necessitated the transition from in-person teaching to virtual teaching for international students unable to come to China due to restrictions. This paper focuses first on the concept of internationalization, internationalization mechanism of China and the management model of international students and second on the current situation of international students within and without China. The source of the data for this study consists of previous literature and survey data collected using an online questionnaire. The findings of this study reveal that international students experienced minor difficulties in transitioning and adapting to online classes, although the level of satisfaction of the students is low. Based on the findings of the study it can be concluded that the Chinese internationalization agenda and corporations can be further enhanced by establishing online programs for international students, which will require rigorous adjustment of the curriculum to accommodate more people around the globe among other considerations.

With A Little Help From My Friends: A Mixed Methods Study Of Psychological Distress And Help-Seeking Preferences Of Chinese International Students At Victoria University Of Wellington

2021 ◽  
Author(s):  
◽  
Kelly Atherton
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Mixed Methods ◽  
International Students ◽  
Support Services ◽  
Help Seeking ◽  
Chinese Students ◽  
Chinese International Students ◽  
Health Concern ◽  
Free Text

<p>Chinese international students have become an increasingly significant presence on tertiary campuses worldwide, with over 928,000 enrolled globally in higher education in 2017. The mental health of tertiary students has been recognised as a significant public health concern and the unique challenges faced by Chinese international students place them at higher risk of mental distress than domestic or other international students. However, there is a scarcity of literature focussing on the mental health of Chinese international students both internationally and in a New Zealand context. This study was undertaken to gather preliminary data on the existence and prevalence of psychological distress among Chinese international students at Victoria University of Wellington. It also investigated the help-seeking preferences of Chinese international students, their engagement with counselling services or barriers preventing engagement with counselling support, and their knowledge and use of additional university support services. Participants’ views on managing stress and their advice for newly arrived Chinese students were also explored. A mixed methods approach was utilised to gather both quantitative and qualitative data via an online survey, utilising the Kessler-10 to measure psychological distress in conjunction with a variety of categorical and free-text response questions to gather other information. The survey was sent to all Chinese international students at Victoria University of Wellington in 2017. A total of 205 Chinese international students responded to the survey, from 836 enrolled students (response rate 24.5%). Results indicate that the majority of the Chinese international student population at Victoria suffer from high levels of psychological distress (K10=23.33, SD=6.97). These results are comparable with studies of Chinese students who study abroad, or in their home country. Consistent with international research, participants preferred to use informal sources of support, most notably their parents and friends when stressed. They rated academic staff and student services as the supports they would be least likely to turn to when stressed. Despite the high levels of psychological distress reported, very few participants had sought formal mental health support, with only 12.3% of the sample accessing Student Counselling while studying at Victoria. Cultural and practical barriers impacted their decision to utilise the service and they provided recommendations to make the service better known amongst the student group to improve uptake. Participants’ advice to new Chinese students included getting involved, developing friendships with fellow students, improving English proficiency, and asking for help when needed. The findings from this study support the growing body of literature that Chinese international tertiary students are in need of additional culturally appropriate interventions throughout their university journey to improve their wellbeing, their awareness and use of support services, and to aid their integration to both their host country and education environment.</p>

scholarly journals An Analysis of Chinese Students’ Use of ‘Chinese’ Essay References: Another Role for International Students in the Internationalisation of the Curriculum

2021 ◽  
Author(s):  
Miguel Antonio Lim ◽  
Zhuo Min Huang
Keyword(s):  
International Students ◽  
International Development ◽  
Mainland China ◽  
Chinese Students ◽  
Host Countries ◽  
Bibliographic Analysis ◽  
Knowledge Resources ◽  
Global University ◽  
The Uk ◽  
Academic Resources

The UK and other traditional ‘host’ countries welcome an increasingly large number of international students into their higher education (HE) programmes, a trend which some predict will be sustained even after the pandemic. The largest number of international students are from mainland China and some programmes have a large majority of Chinese students. This has raised important questions around the internationalisation of the curriculum in these contexts. While many studies have addressed the needs and challenges of international students there is relatively less work on the potential contributions of these students with respect to the curriculum. This paper conducts a bibliographic analysis of the academic references (n=7,264) used by students to construct their final essays on the theme of education and international development at a ‘leading global university’ based in the UK. It examines (1) what knowledge resources (i.e. references) are used by international students in their essays and (2) what are the characteristics and patterns present in these choices. The study finds that, when allowed to construct their own essays, Chinese students choose to use ‘Chinese’ knowledge resources within English and Anglophone academic essays. This increases when their lecturers and tutors explain and accept the value of non-English academic resources. The study then discusses the implications for lecturers and other pedagogues.

scholarly journals International Students, Reflection, and Employability

2020 ◽  
Vol 10 (S2) ◽  
pp. i-v
Author(s):  
Mary Ryan ◽  
Georgina Barton
Keyword(s):  
International Students ◽  
Cultural Differences ◽  
Professional Practice ◽  
Work Experience ◽  
International Student ◽  
Reflective Thinking ◽  
Support Staff ◽  
Special Issue ◽  
Career Advice

The International Student Barometer indicates international students’ interest in work experience, career advice and employment post-study. A necessary skill for all graduates is the ability to be able to reflect on and in professional practice, yet there is limited research that explores reflection, the teaching of reflective thinking, and reflexivity for international students. Our research has shown that international students may approach the process of reflection differently due to their cultural differences so it is important that universities acknowledge and consider further ways in which to teach and assess reflection for international students. This special issue shares 7 papers related to international students and reflection by drawing on Rodgers’ four functions of reflection. We hope that the special issue is of value to the journal’s readership, particularly in regard to assisting both academic and support staff in universities with their work on reflection with international students.

How students’ ethnicity influences their respect for teachers

2014 ◽  
Vol 22 (2) ◽  
pp. 159-178
Author(s):  
Elaine Evans ◽  
Rachel F. Baskerville ◽  
Katharine Wynn-Williams ◽  
Shirley J. Gillett
Keyword(s):  
International Students ◽  
Student Perceptions ◽  
Ethnic Diversity ◽  
Work Experience ◽  
International Student ◽  
Accounting Students ◽  
Online Questionnaire ◽  
Content Type ◽  
And Behaviors ◽  
The Impact

Purpose – The purpose of this paper is to investigate whether ethnicity makes a difference to the level of respect given to teachers by tertiary accounting students. In particular, it examines whether ethnicity has an impact on students’ perceptions regarding their teachers’ attributes and behaviors, which in turn influences their respect for their teachers. Design/methodology/approach – First year accounting students, both domestic and international, were surveyed in New Zealand, Australia and the UK, using a purpose-designed online questionnaire. “Ethnicity” was categorized according to first language, resulting in three categories: Home, Chinese and Other International. Student responses to quantitative questions regarding attributes and behaviors were analyzed using MANOVA and ANOVA. Open-ended questions provided further insight into student perceptions. Findings – Regarding teachers’ attributes, statistically significant differences are seen between the ethnic groups in qualifications, classroom control and professional qualifications or work experience, but not in teachers’ behaviors. The open-ended questions provided student contributions regarding respect. These included “clarity” and “good English skills.” Originality/value – This research contributes to debates over the impact of ethnic diversity in the classroom. It also contributes to the debate over the definition of the concept of “ethnicity.” A comparison between three countries is unusual; all have significant numbers of international students. Value is added through the findings, which challenge often-held assumptions regarding stereotypical “Chinese learners.” The findings will also assist teachers who have large numbers of international students in their classrooms.

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