As a large export country of international students and an active player on the globalization arena, China’s attractiveness for its overseas students has increased significantly so it sees the greatest amount of overseas returnees in recent years. Nonetheless, considerable numbers of postgraduate students with strong academic and professional competence choose to stay in the host country. The paper aims at seeking understanding of the main considerations of these young talents when they decide to stay after graduation. The “push-pull” factor framework in higher education firstly raised by P. G. Altbach is used to analyse the online interview data of 12 participants who are working or pursuing further study in the receiving country. The results reveal that freedoms and constraints in aspects of career/academic development and cultural/social life in both home and host countries are placed the most emphasis. What the interviewees valued most are: access to different career choices and professional development, fair competition, freedom of lifestyle and cultural recognition. This paper provides information useful for approaching the “brain drain, brain gain or brain circulation” problem in the Chinese context and outlines the importance of efforts made by Chinese higher education system and the whole society to retain the bright brains. / published_or_final_version / Education / Master / Master of Education

Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Abstract not available

This study examined graduate international students' knowledge, attitudes, experiences, practices, and satisfaction relating to credit cards. Based on the literature, international students attending U.S. colleges and universities were considered an important population to study because of: (1) internationalization of credit cards and (2) the lack of credit card research on this group. The sample was selected from graduate international students attending Colorado State University. A questionnaire was mailed to 623 students during Summer, 1992. Completed questionnaires were returned by 261 students (46.2 percent response rate). Data were analyzed using descriptive statistics, cross-tabulations, correlation analyses, and canonical correlation analyses. Findings showed that respondents' credit card knowledge was low, attitudes were favorable, and pre-U.S. experiences limited. Since living in the U.S., respondents had become regular users with a mean of 3.3 cards and a majority charging more than $200 per month. They followed commonly recommended practices, and eight of ten were satisfied with their credit card use. Several statistically significant relationships were found among the credit card variables, and between these variables and socio-demographic characteristics such as country of origin and length of U.S. residency. A conceptual model was also tested, showing that experiences influenced practices, which in turn influenced satisfaction. Implications and research recommendations were developed for international students, credit card issuers, providers of credit card education, and researchers. Based on credit card needs of international students, card qualifications and education programs should be developed and evaluated. / Graduation date: 1993 / Figures in original document are black and white photocopies. Best scan available.

Thesis (Ph. D.)--Ohio State University, 2006. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph. D.)--Ohio State University, 1981. / Includes bibliographical references (leaves 49-52). Available online via OhioLINK's ETD Center.

Thesis (doctoral)--Paris 4, 1999.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Dale W. Lick, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Apr. 06, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Oklahoma, 1998. / Includes bibliographical references.