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It identifies traditional Chinese educational culture as an overlooked push-out factor in many international student mobility forecasts and argues that education-first values, a saving-oriented culture, and an extended-family culture collectively continue to drive students’ study-abroad decisions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Volume 46, No. 4, 2016, pages 41-59  \nThe International Mobility of Chinese Students: A Cultural Perspective  \nWei Liu  \nUniversity of Alberta  \nAbstract  \nAnyone hoping to understand China and Chinese people’s behaviour in the present day must examine China’s long history and culture, as these often have crystallized into current behavioural patterns. This paper discusses one important push-out factor for Chinese students’ outbound mobility, and an element that is ignored in many futuristic predictions of international student mobility: traditional Chinese educational culture. I conduct an in-depth analysis of three major aspects of Chinese educational culture in relation to Chinese students’ international mobility: the education-first culture, the saving culture, and the extended-family culture. I argue that these three aspects will continue to drive Chinese students’ outbound mobility.  \nRésumé  \nSi on veut comprendrelaChineetle comportementde son peuple aujourd’hui, il faut repenser à la longue histoire et à la culture de ce pays. En effet, le passé du peuple chinois se cristallise souvent dans ses modèles de comportement actuels. Cet article aborde un élément important de la mobilité des étudiants chinois vers des pays étrangers, élément ignoré par denombreuses prédictions futuristes quant à la mobilité des étudiants internationaux, notamment quant à la culture éducative traditionnelle chinoise. L’auteur mène une analysedétaillée sur trois aspects significatifs de la culture éducative chinoise par rapport à la mobilité internationale des étudiants chinois : une culture qui privilégie l’éducation avant tout, une culture de l’épargne et une culture des familles élargies. Ces trois aspects dela culture éducativechinoise continueront à stimuler la mobilité des étudiants chinois vers des pays étrangers.  \nCJHE / RCES Volume 46, No. 4, 2016  \nInternational Mobility of Chinese Students / W. Liu 42  \nChina is currently the number one source country of international students around the world. From 1978 to 2013, the total number of Chinese students who went overseas to study reached over 3 million (EOL, 2014) . In 2011 alone, the total number of Chinese students studying overseas was 339,700 (comprising 14% of students studying abroad around the world), among whom 90% were studying at their own expense (Yangtze Evening Post, 2012) .  \nCurrently, there are 95,160 Chinese students studying in Canada—about one-third of all international students in Canada (295,505) (CBIE, 2014) and 10% of all Chinese students currently studying overseas. This makes Canada the fourth most desirable destination for Chinese students, after the USA (30%), the UK (21%), and Australia (13%) (EOL, 2014).  \nIn 2008, Chinese students contributed over USD 15 billion a year to their host countries’ economies, almost half of China’s total higher education spending (Zha, 2011) . Canada derives CAD 8 billion annually from international student expenditures, including tuition and living expenses (Roslyn Kunin & Associates, 2012), and in 2009, international education as an industry created over 83,000 jobs and generated more than CAD 291 million in government revenue (CBIE, 2014) . As Chinese students comprise one-third of the total international student population, this means that Chinese students alone spend close to CAD 2.7 billion a year in Canada, contributing to nearly 18,000 jobs and generating CAD 97 million in government revenue.  \nThe huge tide of Chinese students flowing overseas for higher education, particularly self-supporting undergraduate students, has been much appreciated by cash-strapped universities in the West. In Canada, tuition fee income makes up about 23% of the average university’s operating budget, of which over 25% is contributed by international students, who constitute about 10% of the university population (based on Statistics Canada, 2012) . ","cbCaiqW3IvRoTEV2","https://ap.wps.com/l/cbCaiqW3IvRoTEV2","pdf",557410,"English","# Abstract\n## International student mobility context\n## Push and pull factors\n## Predictions and stability of pull factors","[{\"question\":\"What factor does the paper highlight as overlooked in mobility forecasts?\",\"answer\":\"It highlights traditional Chinese educational culture as an element often ignored in many international student mobility predictions.\"},{\"question\":\"Which three aspects of Chinese educational culture are analyzed?\",\"answer\":\"The paper analyzes education-first culture, saving culture, and extended-family culture.\"},{\"question\":\"How does the push-pull framework explain students’ study-abroad decisions?\",\"answer\":\"Students are pushed by unfavorable conditions at home and pulled by favorable conditions offered by host countries, with specific push and pull elements identified for the Chinese context.\"}]","The International Mobility of Chinese Students - A Cultural Perspective | PDF",1792083550,48]