Chinese Oversea Students in Australia - Research Proposal Example

Chinese oversea students in Australia Abstract Oversea learning is a trend that has caught up in almost all the major developing countries. More and more students are heading abroad to seek further education in order to improve their living standards and have a competitive advantage in the hard pressed world economies (N.L.A. & C.N.L., 1998). Students who seek education overseas feel they have better chances of having better jobs and life if they have internationally recognized credentials (Dr. Remenyi & T.C.D., 2010). Table of Contents Introduction 4 Research proposal 4 Review of the Literature 5 Why do Chinese students go for oversea learning? 6 What influences Chinese students to choose one learning destination over another 7 Why do most Chinese students choose to study in Australia? 7 Research Questions 9 Research design 9 Methodology 9 Setting and participants 10 Methods and procedures 10 Ethical implications 10 How the Findings shall be disseminated 11 Limitations of the research proposal 11 Implications of the research proposal 11 Conclusion 12 References 14 Introduction Chinese students seeking oversea education can be traced back to 1800, where the first students went to America to pursue modern and western education (Dahlman, et al., 2007). Later on, under the leadership of the Qing dynasty, more Chinese students were taken to Europe to learn ship building which at the time was a key element in trade (Potts, 2003). Japan, which had realized worth of western education and had its roots embedded in it, provided China with a good opportunity for her people to study (Pan &C.H.C. 1998). In the early 1930’s, most of Chinese students were taken to Japan to study because it was cheap, the country was easily accessible and the Chinese perceived the Japanese language to be easier to learn and their cultures were almost similar (Dahlman, et al., 2007). Initial Chinese oversea learning was in the fields of Law, Politics and Military (Dahlman, et al., 2007). Those who went for oversea learning came back with modern knowledge on technology, governance, and economics, thus opening up the Chinese views on different issues and connecting the nation to the rest of the world (Potts, 2003). Although initial Chinese oversea learning was at socialist and developing countries and nations friendly to China, recently they have broaden the scope to include countries like south Africa, north America, Europe, Asian developed countries and Australia (A.B.S., 1978). Research proposal This research proposal is meant to answer the question “do the Chinese overseas students prefer to stay in Australia or go back to china after they finish studying in Australia and what influence them to prefer Australia? And highlight the reasons. The objectives of the research proposal is to find out the reasons why Chinese students learn abroad, the reasons why Chinese students prefer t o study in Australia and what are the benefits of oversea learning to Australia as the host country and to China as supplier of students. Review of the Literature The research question of this research proposal is to find out if the Chinese overseas students prefer to stay in Australia or go back to china after they finish studying in Australia. Chinese oversea students prefer to go back to China after completing their studies in Australia (Bochner & Wicks, 1972). This is because majority of the oversea learners are state and organization sponsored and have the responsibility and feel indebted to go back home and implement what they have learnt. China is a great economy and those with good credentials have opportunities to work there and get good remuneration packages (Tan, et al., 2007). Visiting scholars, who are part of international students, go back to China and upgrade systems, processes and operations as they have learnt while abroad (Dahlman, et al., 2007). International students receive a wide range of information and perspectives on innovations, problem solving, operations, governance and leadership and decision making which is beneficial to the nation of China, as they use this information for their advantage (Potts, 2003). Although these students seek knowledge and skills abroad, they still want to retain their nationality, cultures, traditions and the Chinese identity (Li & Kirley, 2008). Therefore, they return to China to experience this. Moreover, majorities go back because, that is where their families and friends are, and most Chinese people are deeply connected to their communities and families (Dahlman, et al., 2007). Chinese international students are susceptible to alienation, prejudice, discrimination and face violence in destination countries, thereby; they go back to China where they are feeling safe (Potts, 2003). In this research proposal, it is important to understand the reasons why Chinese students seek education overseas, why a Chinese student would prefer one destination nation over the other and why Australia has been a fertile ground for international learning for Chinese students. Why do Chinese students go for oversea learning? The objectives of this research proposal is to find out why Chinese students go for oversea learning, what influences Chinese students to choose one learning destination over another and why most of Chinese students choose to study in Australia. Chinese students studying in Australia account for more than 24% of international students. These students seek education in Australia through scholarships, Chinese government funding or self sponsorship (Bochner & Wicks, 1972). In total, the number of Chinese students seeking oversea learning has increased dramatically in the recent past (Pan &C.H.C. 1998). This is because, China has improved its state of economy which enables many people to afford to send their children to oversea countries to study; there is intense competition for local higher education in China, while most Chinese students seek oversea learning to be able to effectively survive in the high competitive labour markets in China (Potts, 2003). Most Chinese people have a perception that oversea learning offer more quality and effective education content (Tan, et al., 2007). Moreover, more and more Chinese students are learning abroad because they are sponsored by the Chinese government hence it does not cost them much, and it is among the Chinese international initiatives to promote good international relations with the nations around the world (Dahlman, et al., 2007). What influences Chinese students to choose one learning destination over another Although Chinese students account for most of international students in international educational institutions globally, their choice of destination is influenced by the reputation of the host nation and the institution of learning they are to join (Tan, et al., 2007). The other factor is the learning requirements and standards asked of them by the host nation, the language used in the destination country, and the cost of living and studying in the country of learning (Potts, 2003). Other reasons why a destination country may qualify over another is the availability and accessibility of information regarding education systems and contents and provision in the host country (Pan &C.H.C. 1998). Moreover, the quality of education content and its value in the job markets, the accessibility and availability of scholarship options in destination country and visa processing and visa acquisitions (Dahlman, et al., 2007). Why do most Chinese students choose to study in Australia? After understanding the reasons why Chinese students go for oversea learning and choose one learning destination country over the other, it is important to understand why Australia is a fertile ground for oversea learning for Chinese students (Tan, et al., 2007). Chinese students who go to Australia, they study higher education, vocational education and training and ELICOS which stands for English Language Intensive Courses for Overseas Students (Bochner & Wicks, 1972). The reasons as to why majority of international Chinese students go to Australia are because the nation communicate and speaks in English (Dahlman, et al., 2007). This aspect is important to most Chinese students because English is the second language most of them have learnt during their junior and high schools (A.B.S., 1978). By learning the English language it not only helps them communicate with majority of world population but they understand disciplines and subjects which are well researched and taught on in English (A.B.S., 1978). Australian education board in collaboration with the Chinese government has effectively been able to provide Chinese students with various learning options by giving bridging courses and educational exchange systems which allow Chinese students to join Australia’s academic institutions with ease (Bochner & Wicks, 1972). Australian academic courses are relatively affordable, easily available and have cheaper cost of living comparing with oversea educational courses and cost of living in Europe and United States. Moreover, Chinese students are able to easily acquire Visas (Potts, 2003). Australia is reputed to have the world best international educational standards which entice Chinese students whose parents value quality and will go to great lengths to ensure their children have the best education even if it means borrowing (Dahlman, et al., 2007). Australia has established its high standards of learning by offering quality educational content, well maintained educational facilities, and has invested in research and employing skilled, knowledgeable and experienced lecturers and tutors (Tan, et al., 2007). Australia has recognized China as a recruitive supplier of students thus has initiated comprehensive marketing for her educational products through advertising, exhibition tours, fairs, launching internet promotions and websites which give information needed by students on various courses, costs and facilities offered (A.B.S., 1978). This helps Chinese students easily acquire any information they may need. Australian ecology and social set up provides conducive climate, safety, recreation and stability required while learning thus luring not only Chinese students only but oversea students from all over the world (Bochner & Wicks, 1972). Australian government has acquired more than eleven billion dollars income to the economy from its education service export (Tan, et al., 2007). Research Questions a). Do the Chinese overseas students prefer to stay in Australia or go back to china after they finish studying in Australia? b). what makes Australia more preferable place for learning for Chinese oversea students? c). what factors influences a Chinese oversea student to choose one learning destination over the other? Research design There are various types of research design. They include descriptive designs like case studies and surveys, correlatinal research designs which include longitudinal and cross sectional studies and semi-experimental designs whish include field experiments, experimental designs which include true experimental designs, qualitative and quantitative research design (Punch, 2006). This study will employ qualitative and quantitative research design. Qualitative design will involve data collection using observations and interviews while quantitative research design will involve collection of data using questionnaires (Pan &C.H.C. 1998). Methodology Setting and participants The research will take place in learning institutions that offer overseas courses in Australia and working institutions that have absorbed Chinese oversea students in China. Participants will be 5 students who are still pursuing their courses, 3 Chinese and 3 Australian educational representatives, 5 graduates/ beneficiaries of Chinese oversea learning working in China and 5 graduates working in Australia. Methods and procedures Qualitative and quantitative methods will be used to carry out this research (Punch, 2006). Qualitative method is appropriate method for gathering opinions of participants, which in our case will involve gathering information from current Chinese oversea learners, working graduate Chinese oversea learners in Australia and China and academic representatives from Australia and China. Quantitative method will allow collection of data in impartial way using structured procedures, which in our case we shall use, structured questionnaires to obtain information the mentioned participants (Punch, 2006). Data collection will include interviews, questionnaires and statistical reviews. Structured interviews will allow the participants to give their perspectives in relation to oversea learning in Australia and returning back to China after completion of studies (Li & Kirley, 2008). In addition, structured questionnaires shall be used to obtain information concerning why majority of Chinese students seek education overseas, why they prefer to study in Australia and what influences them to pick a learning destination over the other. The research shall review Chinese statistical labor data to find out how many of the self sponsored, state sponsored and organization sponsored students go back to work in China after completion of their studies. Ethical implications Research ethics standards will be adhered to during this study. Participation will be strictly voluntary in nature and participants will have the right to withdraw from the study at any time of the study (Li & Kirley, 2008). All data provided via interviews, structured questionnaires and observations will maintain confidentiality of data provided by identifiable participants, or individuals and their anonymity will also be maintained (Punch, 2006). All the information and data collected during this study will be used exclusively for this research study only. How the Findings shall be disseminated Once the research has been carried out and data has been collected and analyzed, the findings shall be published in internal journals to be distributed to various Australian oversea learning institutions and made available to Chinese Education and Planning Board. Limitations of the research proposal The report although answers all the questions that were set affront, it does not offer solutions on what are the implications on China’s economy for increased rate of Chinese students seeking oversea education. In addition, what China need to do to ensure that it is not brain- drained and those seeking oversea education, all of them come back and implement what they have learnt hence developing the economy and improving the standards of living for the people of China. Implications of the research proposal There are several implications that arise from the research. Owing to the increased influx of students in Australia, will the Australian government be able to continue offering quality educational content. The study raises the question why Chinese government has not established enough learning content and facilities enough to service her population. The study will help the Chinese government learn what reasons make most of her learning population learn elsewhere thereby, capitalize on it. Moreover, learn what Australia does to be able to attract and maintain their clientele and utilize that information for their own advantage. Australia on the other hand, from the study can learn what oversea students look for when deciding to join a learning destination, thereby implementing the things the students want which will increase the income from the education service export even more. Conclusion Research proposal seeks to answer the question “do the Chinese overseas students prefer to stay in Australia or go back to china after they finish studying in Australia and what influence them to prefer Australia? From the objectives of the research proposal, which are to find out the reasons why Chinese students learn abroad, the reasons why Chinese students prefer to study in Australia and what are the benefits of oversea learning to Australia as the host country and to China as supplier of students. The study has found out that most of Chinese overseas students return to China on completion of their studies owing to strong family ties that Chinese people have. Moreover, they return to China to avoid being discriminated, prejudiced, since they will be able to work and feel safe at the same time. Chinese overseas students have more competitive advantage over domestic learners, thus they are able to find good jobs in their own country. Among reasons, why Chinese students go overseas to study is because of the increased competition for entry in local higher education, high competition in the job market, and the Chinese government encourages overseas learning. Moreover, improved economic status of China allows parents to afford to take their children to learn overseas and there is a perception that oversea education is more valuable and marketable in the world labor markets. From the study, among factors that influence Chinese oversea students choosing one learning destination over the other is the ability of the country to offer affordable quality courses, low cost of living and ease in getting visas, the reputation of the learning institution and country to offer credible quality education, the language spoken and availability of scholarships. The study further shades light on why Australia is a fertile ground for overseas students from China. The fact is attributed to the use the English language in Australia, collaboration of Australian government and Chinese government to initiate education exchange programs to ease transfer for students, low cost of living and affordable courses in Australia and Australian government has initiated massive campaigns and advertisement of her educational products in China. Additionally, Chinese oversea students choose to learn in Australia over other countries because Australian educational systems have good reputation in China and have stable and safe social and political systems conducive for learning. References A.B.S. (1978). Official yearbook of the Commonwealth of Australia, Issue 62; Issue 1977. Melbourne: Aust. Bureau of Statistics. Bochner, S., Wicks, P. (1972). Overseas students in Australia. Sydney: New South Wales University Press. Dahlman, C.J., Zeng, D.Z., Wang, S. (2007). Enhancing China's competitiveness through lifelong learning. Beijing: World Bank Publications. Dr. Remenyi, D., T.C.D. (2010). Proceedings of the International Conference on e-Learning. Dublin: Academic Conferences Limited. Li, X., Kirley, M. (2008). Simulated Evolution and Learning: 7th International Conference, SEAL 2008, Melbourne, Australia, December 7-10, 2008, Proceedings. Melbourne: Springer. N.L.A., C.N.L. (1998). APAIS, Australian public affairs information service: a subject index to current literature. Sidney: National Library Australia. Pan, L., C.H.C. (1998). The encyclopedia of the Chinese overseas. Harvard: Harvard University Press. Potts, P. (2003). Modernizing education in Britain and China: comparative perspectives on excellence and social inclusion. London: Routledge. Punch, K.F. (2006). Developing effective research proposals. Singapore: SAGE. Tan, C. B., Storey, C., Zimmerman, J. (2007). Chinese overseas: migration, research and documentation. Hong Kong: Chinese University Press. Read More