Journal of Academic Development and Education JADE Issue 10 | Page 58

58 | JADE
ARTICLE #4 | 59
MOTIVATIONS AND EXPECTATIONS OF STUDY ABROAD:
EVIDENCE FROM A STUDY OF CHINESE UNDERGRADUATE STUDENTS ON A
HIGHER EDUCATION TRANS-NATIONAL EDUCATION (TNE) PROGRAMME
TIANTIAN LIU, KEITH WALLEY,
PAUL ADKINS, GEOFF PUGH, SANDRA TURNER, & FENG TAN
It is apparent that in this study most of the expectations rated more
highly by the students were a direct reflection of the factors that
motivate them to choose to study abroad in the first place. This
then appears to confirm the relationship between motivations and
expectations identified in the literature.
Variable
Variable
1. Advanced knowledge
and skills
No
influence Slight
influence Moderate
influence Strong
influence Very strong
influence Don't
know Mean
1 4 9 20 26 0 4.10
1. Problem-solving ability
2. Control over my own
actions
3. Independence
4. Decision-making
5. Confidence
6. Determination
7. Flexibility
8. Creativity
9. Develop a social network
10. Willingness to take risks
1.7% 6.7% 15% 33.3% 43.3% 0
2 3 9 23 23 0
3.3% 5% 15% 38.3% 38.3% 0
1 5 4 21 26 3
1.7% 8.3% 6.7% 35% 43.3% 5%
3 2 9 24 21 1
5% 3.3% 15% 40% 30% 1.7%
1 5 12 25 17 0
1.7% 8.3% 20% 41.7% 28.3% 0
1 3 18 21 17 0
1.7% 5% 30% 35% 28.3% 0
2 3 16 25 14 0
3.3% 5% 26.7% 41.7% 23.3% 0
2 6 18 17 16 1
3.3% 10% 30% 28.3% 26.7% 1.7%
1 14 19 11 15 0
1.7% 23.3% 31.7% 18.3% 25% 0
4 9 15 21 10 1
6.7% 15% 25% 35% 16.7% 1.7%
Table 3: Expectations; Personal traits
Discussion
While the machinations of validation panels may well imply that the
main reason that students from overseas wish to study in the UK
is for the UK qualification, and the oft-repeated mantra of the Vice
Chancellors is that they are here because of institutional reputation,
this study suggests that other, student-centered factors are at play.
4.03
3.95
3.92
3.87
3.83
3.77
3.60
3.42
3.35
2. Foreign languages
3. Broadened mind
4. Widened social network
5. Knowledge of different
cultures
Not useful
at all
Slightly
useful
Moderately
useful
Very
useful
Extremely
useful Don’t
know Mean
4.18
1 3 8 20 28 0
1.7% 5% 13.3% 33.3% 46.7% 0
2 4 5 24 25 0
3.3% 6.7% 8.3% 40% 41.7% 0
2 4 9 13 31 1
3.3% 6.7% 15% 21.7% 51.7% 1.7%
1 5 12 19 23 0
1.7% 8.3% 20% 31.7% 38.3% 0
2 3 13 21 20 1
3.3% 5% 21.7% 35% 33.3% 1.7%
Table 3: Expectations; Practical skills
Indeed, the findings of this study suggest that the most important
motivations for Chinese students to study in the UK are a desire for
cultural experience and a broadened perspective. These findings are
not out of line with the findings of previous studies. For instance, an
investigation of TNE provision in France by Allen and Herron (2003)
found that the most frequently reported reasons for participating
in study abroad were all culturally related. They found that students
considered motives such as meeting people from a different culture
and getting to know the foreign country are the most important
motives for study abroad participation, while receiving an education
or earning an overseas degree were considered less important.
As a result, in designing and promoting TNE programmes, university
administrators and policy makers are advised to stress the
intercultural aspects of their courses and demonstrate what the TNE
programme can offer in terms of cultural experiences and field trip
opportunities, in addition to the academic content.
Furthermore, while clearly prioritised, the findings of this
study actually suggest that the main expectations of overseas
education are that it involves personal, academic and professional
development. Participants reported the main expectation of joining
a TNE programme is to enhance their problem-solving ability and
gain advanced knowledge and skills. This is probably because these
skills are highly valued by employers in today’s globalized workplace.
Indeed, DeKeyser (2007) suggests that advanced knowledge
and skills will enable students to see the ways in which theory
can be applied in practice while Williams (2005) concluded that
4.10
4.07
3.97
3.85