Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Aug. 2, 2007). PDF text: ix, 225 p. : ill. (some col.) UMI publication number: AAT 3256643. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (D.Ed.)--University of Delaware, 2009. / Principal faculty advisor: Barbara Curry, School of Education. Includes bibliographical references.

As the progress of globalization and internationalization, higher education has also entered into the stage of globalizing. Global student mobility, as one of the most obvious representatives of the globalization of higher education, has earned international awareness and attention as a wide spread social issue all over the world. China, as a pioneer to promote the progress of globalization, has become world’s largest student exporting country. It is owning to the fact that with the fast advancement of social and economical condition in China, the rising income level of middle class families has boosted the desire for Chinese students to pursuit perceived better education overseas. However, one of the most serious unexpected outcomes caused by this trend of studying overseas is the issue of brain drain, since large number of Chinese overseas students never came back after graduation. Yet, with the fluctuation of the world economical situation, the growth of China’s economical and political power is attracting more and more Chinese overseas graduates back to work. Hence, it is necessary to analyze the factors that influence Chinese students’ behavior of ‘going out’ and ‘coming back’, which is also the theme of this paper. Specifically, both of the push and pull factors that caused Chinese international students’ decisions of coming back home after graduation will be discussed. / published_or_final_version / Education / Master / Master of Education

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Thesis (Ph. D.)--Ohio State University, 1983. / Includes bibliographical references (leaves 146-157). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (D. Min.)--Columbia Biblical Seminary and Graduate School of Missions, 1998.

Thesis (Ed.D.)--University of Central Florida, 2009. / Adviser: Stephen A. Sivo. Includes bibliographical references (p. 114-124).

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 83 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 53-56).

This dissertation seeks to enhance the understanding of the agenda setting process of Hong Kong government by analysis of the immigration policy on non-local students in the post-colonial era. With the government’s determination for developing Hong Kong to become a regional education hub, a general relaxation of immigration policy on non-local students is observed since 2004. By adopting John Kingdon’s policy streams theory as analytical framework, mixed with Cohen et al’s garbage can model and Lindblom’s incrementalism theory, the influential factor on the problem, policy and political streams are identified and the findings suggest that events in political streams, such as the change in national mood and change in administration have great impacts on the agenda whilst the problem and policy streams remain relatively stable. The impact of the policy entrepreneur is also discussed during the course of research. / published_or_final_version / Politics and Public Administration / Master / Master of Public Administration