Chinese students in the UK have been increasing in number for many years, yet competition from other Western educators and increasing investment in China’s own education system has led to concern that UK institutions may soon see a decline in their market share. Dr. Reynolds addresses this issue in Chinese Students in UK Further Education by attempting to understand students’ experiences from their perspective. Beginning with an exploration of why these students choose to come and study in the UK, and why they are coming at younger ages, the book goes on to discuss topics such as risk, technology and diversity, in order to understand which factors have the greatest influence on where they choose to study and whether they choose to remain at an institution.
Drawing on data from two different education institutions, providers of GCSE A-level programmes for students aged 16–18 years, Dr. Reynolds attempts to understand what these students experience during their studies, how they manage new social relationships, and whether, upon course completion, they achieved the results they desired at the outset. Moreover, the book aims to ascertain whether the students feel, in hindsight, that the decision to risk investing in UK further education was right and what they might communicate about UK study to contacts in China and elsewhere.
The book examines what further education institutions do well and where they might improve, to help develop Chinese students’ educational experiences. As such, it will be essential reading for academics, researchers and postgraduates in the fields of further education, sociology of education, international and intercultural education and mobility studies.
Table of Contents
Introduction Part 1: Setting the context for the study 1. Chinese Students and Globalised Education 2. Experiences of Chinese students in the UK Part 2: Narrating students stories 3. Choices and Decision-Making 4. Technological Networks 5. Diversity and Homogeneity Part 3: Interpretations 6. Education and Language 7. Identity and Technology 8. Conclusion
Dr. Rosemary Reynolds worked as a centre coordinator in a university research centre for international students studying higher education and management, before completing a PhD in Education at the Institute of Education, University of Reading in 2015.
Rosemary Reynolds offers a comprehensive, sensitive and detailed exploration of the experiences and hopes of the young Chinese students she studied; offering an insightful account of their educational experiences in the UK. The hopes and ambitions of the families of these young people, the challenges of navigating an educational system that is often complex and challenging, as well as their own dreams and aspirations, are all thoughtfully and comprehensively considered. This book therefore offers an interesting window into an under explored area.
Dr Carol Fuller, The University of Reading.