本文概述了中國(guó)學(xué)生在選擇大學(xué)碩士學(xué)位時(shí)所認(rèn)為的重要內(nèi)容。這一研究主要集中在中國(guó)的中國(guó)大學(xué)，英國(guó)的大學(xué)
中國(guó)和英國(guó)的英國(guó)大學(xué)。盡管如此，其他大學(xué)的英語國(guó)家可以使用這項(xiàng)研究，以更好地了解中國(guó)學(xué)生的需求。這項(xiàng)研究包括了大量的項(xiàng)目，涵蓋了以前的研究，但也提供了許多新的文化方面是至關(guān)重要的許多中國(guó)。除了從一般的概述，三組學(xué)生從前面提到的類型的大學(xué)進(jìn)行了比較，看看他們是否有任何特別的差異。
此外，這個(gè)模型進(jìn)行了介紹，以了解什么可能影響這三個(gè)機(jī)構(gòu)之間的選擇，以及項(xiàng)目影響的重要性，提供獎(jiǎng)學(xué)金的大學(xué)。
This dissertation provides the overview of what is considered important for the Chinese students, while choosing the university for the master degree. The research focuses mostly on the Chinese University in China, the British University Branch in China and the British University in Great Britain. Nevertheless, the other universities from the English speaking countries could use this research to better understand the Chinese students’ needs. The research included a large number of items that were covered by the previous research, but also provided many new cultural aspects that are crucial for many Chinese. Apart from the general overview, the three groups of students from the previously mentioned types of the universities were compared to see whether there are any particular differences between them.
Furthermore, two models were introduced in order to understand what might impact the choice between these three institutions, as well as which items influence the importance of the provision of scholarships by the university.

introducion介紹

自從改革開放以來，中國(guó)一直在不斷發(fā)展的兩年半后，美國(guó)幾十年來第二經(jīng)濟(jì)大國(guó)（Collins，，2010）。它主要是實(shí)現(xiàn)了一個(gè)大的外國(guó)投資，這增加了中國(guó)的生產(chǎn)力。然而，中國(guó)已逐漸成為一個(gè)世界的工廠，慢慢地成為一個(gè)國(guó)家，在那里的服務(wù)行業(yè)正在不斷增長(zhǎng)，產(chǎn)品正在設(shè)計(jì)。這種轉(zhuǎn)變將需要更多的技術(shù)工人，將能夠承擔(dān)更復(fù)雜的任務(wù)。此外，幾乎三分之一的中國(guó)人是一個(gè)中產(chǎn)階級(jí)，有更多的錢花（格特，2010）。這就是為什么許多中國(guó)家庭越來越多地投入到孩子的教育中（丁、理、摩根，2008）。Since the opening up China has been evolving over two and a half decades into a second economically biggest country after the United States (Collins, 2010). It was mainly achieved though a big foreign investments, which increased China’s productivity. However, China already is becoming less perceived as a world’s factory by slowly becoming a country, where the service industries are growing and products are being designed. This shift will require more of the skilled workers that would be able to undertake more complicated tasks. Furthermore, almost one third of the Chinese are a middle class, with more extra money to spend (Gerth, 2010). That is why many of the Chinese families are investing more and more money into the education of their children (Ding, Li and Morgan, 2008).
In general, Chinese were putting a lot of emphasis on the education itself, mainly due to the cultivation of the Confucian values (Li, 2002). Nevertheless, the compulsory education is very often not enough to obtain desired job and more Chinese are continuing their studies enrolling to the universities for undergraduate and postgraduate programs (Ding, et. al., 2008). In 2005 around 15.5 million students enrolled to the Higher Education Institutions (HEI), which was 181% more than in year 2000 (Johnes and Yu, 2008), while in 2007 the number rose to 18.85 million(Zhong, 2011). These numbers account for students staying in China itself only, while there is a big number of the Chinese students enrolling to the Universities abroad. The
Chinese officials state that in 2011 1.27 million Chinese students have enrolled to the foreign Universities, where the top destinations are the English speaking countries like United States, Australia, Canada or Great Britain (Chen, 2011).

conclusion總結(jié)

This dissertation has provided an overview of the current Chinese students preference, when it comes to choosing the university. It has included many new elements combined together with the previously researched. Moreover, the research has focused on the three types of the universities the CUC, the BUC and the BUGB, where all of them could learn from each other in order to attract more potential students. This overview can be useful for all tree universities to see where there are their perceived strengths and weaknesses.
First, the frequencies provided the information to see how valued are certain aspects of the “ideal” university. Second, the comparisons revealed stronger the“face” aspect of the Chinese students, where they were unable to be critical towards their own or national values. Third, the rankings confirmed the previous research that
 still the most important aspects considered, while choosing the university, are the ranking, the reputation and the course. Fourth, the mostly used information resource is
Internet and word to mouth. Fifth, the three types of the university were compared, showing that there were 22 items that were different between them. Sixth, the ANOVA test has shown that there are no differences between the groups, when it comes to the size of the city, as well the university location. Seventh, the University choice model has been introduced, where three most important decision making dimensions from Ajzen were including elements from this research that were considered significant, while choosing between the CUC, the BUC and the BUGB.
Apart from that the model have proven that still, the most important determinant, whether to go to the British Institutions is the financial ability. Finally, the importance of scholarships model had been explained, that allows to understand, which items have negative and which positive impact.

本文編號(hào)：34906