The Study-to-work Transition of Chinese International Students: Navigating a Future in the Global Labour Market

In the global competition for talents,the massive inflow of Chinese students into the UK has drawn great attention.However,only a few studies examine students’interactions with socioeconomic structures in their study-to-work transition.This study used Higher Education Statistics AgencyHESA,22data and interview data collected from Chinese postgraduate students,and it aims to:investigate structural factors that influence post-study migration patterns of Chinese students;and explore how Chinese students interact with wider social structures.This study found that different configurations between students"goals,""actions,"and"reflexivity"would lead to different employment outcomes.Three different study-to-work transition strategies were identified:"proceeding without a fixed plan";"reaching a compromise";and"knowing goals and approaching goals".Findings suggest that the transition between study and work is more complex than what is described in human capital and push-pull approaches.A better understanding of students’decision-making processes would help higher education institutions in preparing graduates for careers in the global labour market.

Instructors' Debate over Error Feedback on Chinese International Students' Academic Writings in a U.S.University

As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students＇ writings. Using a dialogue format representing ＂narratives of classroom life＂ （Nelson, 2011a）, this paper demonstrates two polemic views held by teachers and researchers： one view sees students＇ language use as problematic as it differs from the expected standards required for academic success in the U.S., while the other calls for more tolerance of the students＇ linguistic and cultural diversity and accordingly, more strategic ways to give ＂error feedback.＂ By opening up the debate, the paper explores possibilities for teachers in the U.S. and around the world to help their students address the gap between academic expectations, and what they are currently capable of.

Conversation with presence:A narrative inquiry into the learning experience of Chinese students studying nursing at Australian universities

Aim：the aim of this methodological article is to reflect on and extend current understandings of the possibilities of narrative inquiry research giving voice to students, and to expand the power of story by sharing the philosophical, theoretical, and methodological considerations of narrative inquiry in an international education context.Background： there has been much discussion about the need in providing a ‘voice＇ to people across the society, who feel marginalised in many contexts, including international students. There is limited research about Chinese students studying in Australia. In particular, the learning experience of Chinese nursing students has not been fully explored nor understood.Discussion： to enhance teaching and learning in international education contexts, and to cater better to international students, it is important to understand their experiences and perspectives. There is no better way to achieve this level of understanding than to let students＇ voices be heard, to let them speak for and about themselves because reality exists within these students＇ perceptions.Conclusions： in the context of international education, narrative inquiry as a research methodology,when used with sensitivity and reflexivity, through the power of stories, offers a new dimension in the international education research.