The aim of this qualitative research is to discover what kind of difficulties recently graduated Chinese international students have faced in finding paid work in New Zealand, and conversely what kind of advantages or opportunities their background as international students may have provided in locating jobs. This research concentrates on the job seeking experiences of Chinese international graduates at Auckland University of Technology (AUT). The results of this study indicated Chinese international graduates faced some common problems and difficulties in the process of their job seeking: identity problems, language problems, a lack of social networks and local work experiences, difficulties with CV writing. The outcomes of this research can help New Zealand policy makers to develop more effective policy for international graduates in order to improve the attractiveness of New Zealand export education industry.

Academic mobility and migration of knowledge workers are two concerns in international migration studies, so how academic mobility transforms into immigration has received much attention as well. There are two commonly held approaches to the explanation of immigration of international students: the classic Push and Pull theory and its derivative studies as well as Rational Choice Theory (RCT). However, both sets of theories have their drawbacks, that their analysis is either exclusion of the micro-level decision-making process or neglect of the macro-level social structure. In this study, both qualitative and quantitative data are collected, and Giddens structuration theory has been applied to mediate micro and macro level factors for constructing a framework to understand migration motivations of Chinese undergraduate students in Canada. The major conceptions and themes drawn upon from structuration theory include agency and structure, the effects of rules and resources within structures, the capacity and knowledgeability of agent, time-space context, and the theme of duality of structure. Because gender differences are significant in this study, two models are built for female and male students respectively. The practical aim of this study is to generate more policy interests in Canada in Chinese undergraduate students in order to make Canada the foremost destination for them not only for studying abroad but also for settlement.

Academic mobility and migration of knowledge workers are two concerns in international migration studies, so how academic mobility transforms into immigration has received much attention as well. There are two commonly held approaches to the explanation of immigration of international students: the classic Push and Pull theory and its derivative studies as well as Rational Choice Theory (RCT). However, both sets of theories have their drawbacks, that their analysis is either exclusion of the micro-level decision-making process or neglect of the macro-level social structure. In this study, both qualitative and quantitative data are collected, and Giddens structuration theory has been applied to mediate micro and macro level factors for constructing a framework to understand migration motivations of Chinese undergraduate students in Canada. The major conceptions and themes drawn upon from structuration theory include agency and structure, the effects of rules and resources within structures, the capacity and knowledgeability of agent, time-space context, and the theme of duality of structure. Because gender differences are significant in this study, two models are built for female and male students respectively. The practical aim of this study is to generate more policy interests in Canada in Chinese undergraduate students in order to make Canada the foremost destination for them not only for studying abroad but also for settlement.

The purpose of this study were to research the Decision-making Process of Oversea Chinese Students in College Applications , and hope to forward conclusions and suggestions according to the results. Based on the motivations , it can be categorized into three purpose : 1.to borrow from the theoretical framework and techniques from the education marketing, aims to enhance the marketing capacity of Taiwan¡¦s universities in recruiting oversea Chinese students. 2.to analysis the selection criteria of Oversea Chinese Students in College Applications, the main sources of foreign university information, and the most important person influencing the Decision-making Process of Oversea Chinese Students in College Applications. 3.according to the results, constructive suggestions to the administration, the universities and colleges, serving as a reference in the management of enrollment strategies. The achieve the aims mentioned above, the research starts from the exploring the theories of market segmentation and marketing strategies through related papers and articles, then collect empirical studies about the college-student recruitment. Based upon the result of literature review, a¡§Questionnaire of Influential Factors concerning the Decision-making Process of Oversea Chinese Students Seeking College Education¡¨ were developed. About eight hundred students in National Oversea Chinese Student University Preparatory School were surveyed using the questionnaire above. A series of statistics such as descriptive statistics, Chi-square test, cluster analysis, ANOVA, and MANOVA were conducted to analyze the data collected. The main discoveries are as follows : 1.Different background variable make a lot of difference in the Decision-making Process in College Applications. 2.Different background variable make a lot of difference within the four cluster Oversea Chinese Students. 3.Different cluster Oversea Chinese Students have their own inclination in the Decision-making Process in College Applications. 4.Different cluster Oversea Chinese Students have their own inclination in the university information sources. With the coming short of college students due to the sharp decrease of birth rate in Taiwan, recruitment officials of colleges and universities are anxious of the future and figuring out the strategies to admit oversea Chinese students from the Southeastern Asia. The conclusions of this study can provide a clear picture of future oversea Chinese students for international colleges and universities.

Thesis (Masters) -- Simmons College, 2009.

Thesis (Ph. D.)--University of Toronto, 1997. / Includes bibliographical references (p. 187-202). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://www.nlc-bnc.ca/obj/s4/f2/dsk2/ftp03/NQ27621.pdf.

published_or_final_version / Language Studies / Master / Master of Arts

No description available.

Although epidemiological data show that Asians are less often diagnosed with social phobia than are North Americans, North American studies show that Asians self-report higher levels of social anxiety than their European heritage counterparts. The present study examined this apparent discrepancy in an undergraduate sample of: a) students of Chinese heritage born in Hong Kong or Taiwan (N= 65), b) Canadian-born students of Chinese heritage (N= 51), and c) Canadianborn students of European heritage (N= 62). Participants completed a questionnaire battery as well as a face-to-face interview that assessed levels of social anxiety and impairment. Results showed that foreign-born Chinese participants reported significantly greater social anxiety and impairment than students of European heritage in both the questionnaire and interview format. The same general pattern was found among participants who had clinically severe levels of social anxiety.

The cognitive processes underlying reading achievement in Chinese English immersion students are not yet clear. This study investigated the effects of phonological awareness (PA) and naming speed (NS) on reading achievement and explored the evidence for cross-linguistic transfer in Chinese English immersion students. In addition, the differences between immersion and non-immersion students on Chinese measures were examined. The participants were 135 English immersion students and 103 non-immersion students from Grades 2, 4, and 6 in mainland China. For English immersion students, English predictors proved to be strong predictors of English reading achievement at the three grade levels. However, the unique predictors of English reading achievement were English PA in Grades 2 and 4, but English NS in Grade 6. Chinese PA was a significant predictor of Chinese achievement, but only in Grade 2. There was little evidence of cross-linguistic transfer. With regards to the Chinese performance of the two groups of students, English immersion students demonstrated an advantage over non-immersion students in Grade 6, but no significant differences were found in Grades 2 and 4; these results suggest either the long-term effect of a bilingual program or a selection effect. Results are discussed in terms of theories of reading development, and suggestions are offered for overcoming the limitations of the present study in future research. / Thesis (Master, Education) -- Queen's University, 2008-09-01 19:45:30.791