Assessing the Quality of Undergraduate Education for International Students in China:A Perspective of Student Learning Experiences

Purpose:The number of international students in China has been increasing over the recent decades.The rapid expansion of the international student population aroused concerns over the capacity of Chinese universities to fulfill international students’expectations toward academic development.Perceiving student learning experiences as an important indicator of higher education quality,this article focuses on undergraduate international students in China and discusses their learning experiences from three perspectives,i.e.,perceived learning environment,academic engagement,and student development.Design/Approach/Methods:Data were generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China.Descriptive statistics were calculated,and the structural equation model was applied.Findings:The research showed the respondents’academic development in a range of skills and abilities,while their learning experiences at the Chinese higher education institutions(HEIs)were largely unsatisfactory.Specifically,the research revealed the respondents’moderate-to-low-level evaluation of perceived classroom learning environment,their low level of academic engagement,and the significant negative influences of the perceived classroom learning environment and academic engagement on their academic development.Originality/Value:The analysis holds implications for the enhancement of positive learning experiences of international undergraduate students in China and the improvement of the quality of Chinese international student education.Student learning experiences are an important indicator of the quality of college teaching.Drawing on the data generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China,this presentation explores the characteristics of international undergraduate students’learning experiences in Chinese universities and analyzes the relationship among the three dimensions of their learning experiences.