Forces, connections and imagination at work in studying overseas : Chinese parents and students' reasons for choosing Australian universities

Abstract

The purpose of this thesis is to report on the identification of selected forces, connections and imagination influencing Chinese students to study in Australia. Previous research has investigated the ranges of drives generating the burgeoning number of students from the People's Republic of China seeking to complete their tertiary education overseas. However, little research addresses the role of parents in decision making when they study the question of "Why choose Australia?" This research is based on a study using a focus group in Sydney in 2014 (n = 21), Internet questionnaires in Beijing and Lianyungang (n = 635) and follow-up telephone email interviews in Beijing, Shanghai, Lianyungang and Sydney (n = 12). The participants in this study were all students from the People's Republic of China, mainly the children from High Net Wealth Income families. The analyses of the evidence from the focus group interviews produced five themes, namely; quality of education, cost, lifestyle, environment and labour migration opportunities. These themes were further investigated by the Internet questionnaire and refined in follow-up interviews with parents and students after the data had been analysed. In addition, evidence regarding these themes was collected through media and government reports regarding corruption in China and Australia. The findings from this research revealed four insights unrecognised by previous research into the main research question: 1. It is the parents who in many cases decide the host country destination and choice of university. 2. Interviewing students may not uncover the motives that influenced the parents' decisions. 3. Overseas education per se is a prime driver of choice, rather than quality of education. 4. Corruption, especially money laundering, and transcultural immigration are the main motives driving many families' choices of university in Australia. This thesis has changed directions many times throughout the investigation. It brings a fresh perspective on the forces, connections and imaginations influencing students to study in Australia, but at the same time it has raised questions that it was not able to completely answer.

Date of Award	2017
Original language	English