Abstract—Recent changes in the political atmosphere between Taiwan and Mainland China has led to the lifting of the long-time ban on recruiting Chinese students to study in Taiwan. In September of 2011, more than 900 Chinese students were admitted as degree-seekers to study in Taiwan universities. While, the number of short-term exchange programs numbered by the thousands. In light of the current changes from internationalization to cross-straitization; the phenomenal changes in policies that deals with Taiwan and Mainland China, this presentation shall seeks to understand the various push - pull factors and implications with regards to the Chinese students studying in Taiwan.
Index Terms—Cross-straitization, study abroad, internationalization, study mobility, push-pull theory.
I. INTRODUCTION
For the past two decades, Taiwan’s higher education institutions have been embracing the concept of internationalization [1], [2]. Until recently the patterns of cross-mobility in Taiwan reflected traditional trends; large numbers of Taiwanese university students studied in the United States (US) and the United Kingdom (UK), while very few incoming international students chose to study in Taiwan. However, in August of 2010, in response to closer cross-strait ties between Taiwan and Mainland China; the government lifted the ban on recruiting Mainland Chinese students [3]. For the first time after the separation of Taiwan and China since 1949, more than 900 Chinese students were admitted as degree-seekers to Taiwan in September of 2011 [4], [5].
The unique model of cross-straitization is prioritizes on cultural and educational exchanges [3]. Within such model, acceptable forms of communication based on mutual respect and understanding are being accomplished. More importantly, cross-straitization is a channel to facilitate Taiwan’s sustainable coexistence with China and the rest of the world [6].
Within the cross-straitization of Taiwan higher education (the opening up of Taiwan universities for mainland Chinese students), many rules and regulations are imposed which Manuscript received January 13, 2014; revised March 15, 2014. This work was supported in part by the Taiwan National Science Council under Grant numbers 102-2410-H-262-012-SS2 and 102-2410-H-004-206-MY2.
C. P. Chou is with the Department of Education, National ChengChi University, Wenshan District, Taipei City 116, Taiwan (e-mail: iaezcpc2007@gmail.com).
G. S. Ching is with the Graduate School of Educational Leadership and Development, Fu Jen Catholic University, Xinzhuang District, New Taipei City 24205, Taiwan (e-mail: gregory_ching@yahoo.com).
seems to create a barrier in attracting Chinese students. Such as: a.) Once their student identity is forfeited, they must leave the country within 10 days; b.) Once their studies are completed, they must leave within a month of graduation; and c.) Students cannot study in classes, majors, or fields related to national security, just to name a few [7].
In the US, the number of mainland Chinese students enrolled in US universities is currently at an all-time high [8]. However, in Taiwan the number of Chinese students studying degree programs is much lower than the expected 2000 quota. In a recent statistics, Kuo [9] reported that around 20% of the 56,000 international students in Taiwan are mainland Chinese students who are on short term studies. Private schools were unsatisfied with this number, saying that there are simply too many legal restrictions. Currently, the number of mainland Chinese students in Taiwan is limited only to 2% of a university’s total enrollment. While, public (national) universities are only permitted to accept graduate students [5]. The entity of Taiwan universities as both the mediators and reactors of the mainland Chinese students is a critical area of debate and investigation. Yet to date empirical studies examining factors within the Taiwan context are limited.
In light of the current changes from internationalization to cross-straitization (the changes in policies that deal with Taiwan and mainland China), this presentation shall seek to understand the various pull factors and implications with regards to the mainland Chinese students in Taiwan. It is noted that study abroad opens up opportunity to various insights and built-up necessary skills to interact with people who are different. More so, with the current emphasis on doing businesses in China, understanding how mainland Chinese students react in a new environment is a step towards better future cooperation. Lastly, it is understood that educational institutions provides the venue for study abroad that are quite important for opening up a range of opportunities in achieving social and economic mobility, securing employment, and developing future life skills.
A. Research Questions
With a primary objective of understanding the mainland Chinese students’ perceived study experiences in Taiwan, initial research questions are generated as follows:
What are the basic demographical backgrounds of the students?
What are the differences in comparison to their home? What are the students’ acculturation difficulties? What are the students’ study experiences?
What are the students’ push-pull factors in study abroad?
Cross-Straitization of Higher Education: Voices of the
Mainland Chinese Students Studying in Taiwan
II. THEORETICAL FRAMEWORK
Internationalization; more specifically in the East Asian sector, has become a major drive force by most higher education systems in the region [10]. Recent policy initiatives dedicated to expanding the cross border mobility of both inbound and outbound students have been established being established. These initiatives have actually changed into the inter-regional exchanges as compared to the previous international ones.
Within the student mobility issues, a major research theory is identified with the push-pull framework [2], [11]-[16]. Suggesting that international students goes through a series of developmental stages of decision making, which starts from the commitments to study internationally and ending with the selection of host institutions. More specifically, push factors are defined as the conditions in home nations that engender interest in university education beyond national borders. While, the Pull factors are said to be the how a host country could attract international students in studying at a particular university [17].
In a study by Roberts et al. [16] shows that the typical pull factors for international students in Taiwan are mostly related to the scholarship availability and together with the opportunity to study in a Mandarin Chinese language program provided to the students. Furthermore, in a wider follow-up study, Chou et al. [2] uses a revised version of the survey by Roberts et al. [16] resulted in tabulating the major pull factor as the word of mouth recommendations made by the international students’ friends. Such result notes that when an international student is exposed to positive experiences, these experiences can be later translated into free advertisement. However, with the current issues for the mainland Chinese students; the study seeks to determine if whether the previous results from the international students’ perception will also be true for the Chinese students.
In sum, the utility of the push-pull framework defined international students as a homogenized group rather than as clusters of individuals who have significant differences between and within their nationalities, hence, within the notion of cross-straitization; wherein the students are also of the same Chinese ethnicity, results should open up new variations within the paradigm.
III. RESEARCH METHODOLOGY A. Research Design
This study employed the descriptive research paradigm; a qualitative research that is concerned with how something that exists is related to some preceding event that has influenced or affected a present condition or event [18].
B. Participants and Research Process
The survey was done in two folds, 1st phase is for the short-term mainland Chinese students (students who are in Taiwan for only a semester to a maximum of 1 year) and 2nd phase for the degree seeking mainland Chinese students. A revised version of the Chou et al. [2] survey was distributed to all the mainland Chinese students starting September 2011 until February 2012. A total of 415 valid respondents for the
short-term mainland Chinese students and a total of 395 valid respondents for the degree seeking mainland Chinese students was collected and analyzed. Besides the demographic information asked, the survey consists of the following sections: study goals, study experiences, perceived characteristics of Taiwanese people, and personal reactions (open ended). Cronbach validity for the 1st phase is .95 and .90 for the 2nd phase, which are considered quite reliable [19], [20].
IV. RESULTS AND DISCUSSIONS
A. Demographical Backgrounds of the Chinese Students Table I shows the various demographical backgrounds of the participants. Within both degree seeking and short-term study program students; the number of female students is much higher than their male counterparts. As for the courses of study, Business and Management Courses still ranks the highest with around 27% of the 810 total participants. This is followed by Engineering Courses with 17% and Law, Languages, and Broadcast Media with 16%. For the level of study, as expected more graduate students are enrolled in a degree seeking program, while short-term study program involves more undergraduate students.
TABLEI:DEMOGRAPHICAL BACKGROUND OF THE STUDENTS (N=810) Items Degree Short term Total
n % n % n % Gender Female 203 25.10 272 33.60 475 58.60 Male 192 23.70 143 17.70 335 41.40 TOTAL 395 48.80 415 51.30 810 100.0 0 Course
Business and Management 112 13.80 105 13.00 217 26.80 Law, Languages, & Media 69 8.50 63 7.80 132 16.30 Engineering 54 6.70 83 10.20 137 16.90 Humanities and Tourism 47 5.80 73 9.00 120 14.80 Arts and Design 45 5.60 24 3.00 69 8.50 Computer Sciences and IT 28 3.50 29 3.60 57 7.00 Health and Medicine 25 3.10 21 2.60 46 5.70 Natural Sciences 13 1.60 13 1.60 26 3.20 Education 2 0.20 4 0.50 6 0.70 Level Undergraduate 298 36.80 366 45.20 664 82.00 Master 88 10.90 45 5.60 133 16.40 PhD 9 1.10 4 0.50 13 1.60
Source China school type
Public (National) 184 22.70 267 33.00 451 55.70 Public (Regional) 114 14.10 76 9.40 190 23.50 Public Technical/Vocational 10 1.20 19 2.30 29 3.60 Private 82 10.10 47 5.80 129 15.90 Private Technical/Vocational 5 0.60 6 0.70 11 1.40 TABLEII:MAJOR SOURCE LOCATION OF CHINESE STUDENTS (N=810)
Items Degree Short term Total
n % n % n % Fujian Province 105 13.00 28 3.50 133 16.40 Zhejiang Province 76 9.40 49 6.00 125 15.40 Guangdong Province 71 8.80 56 6.90 127 15.70 Beijing City 41 5.10 8 1.00 49 6.00 Shanghai City 37 4.60 6 0.70 43 5.30 Jiangsu Province 32 4.00 18 2.20 50 6.20 As for the major source locations of the Mainland Chinese students, Table II shows that Fujian province ranks the highest due to its close similarity to the local Taiwanese
people (Southern Min people). In addition, the duration of the short-term students’ stay in Taiwan was also noted in Table III. Table III shows that most exchange students stays for 1 semester.
TABLEIII:SHORT-TERM STUDY ABROAD STUDENTS (N=415)
Durations Short term
n %
1 year 7 1.69
1 semester 312 75.18
4 months 93 22.41
3 months 3 0.72
B. Comparative Differences from Studying in Taiwan For the comparative differences among the study experiences between the time their at home and in Taiwan, students were asked regarding their comments regarding the source of school information and their monthly expenditures. Table 4 states that students would actively check the websites of Taiwan universities. This is quite useful since most websites are quite extensively maintained. However, as compared to previous studies with international students (non-Chinese speaking); results in previous studies show that the English websites of Taiwan universities needs to be updated and maintained [21]. This clearly indicates a difference that is of importance.
For their choice host institutions, most mainland Chinese students would look into the websites of Taiwan universities and then decides which university to go to. It is quite interesting that some of the degree seeking students, tends to rely on other websites and internet resources (such as: discussion forums) for information.
Besides the websites, students who participated in the short-term exchange programs would get their information from their schools. In addition, to a surprise student also gets information from their parents. As later compared with the major source of financial supports, which is from their parents (shown in Table V). Results are justifiable, since the parents are the major source of support, they are quite concern to where their children will study.
TABLEIV:MAJOR SOURCE OF INFORMATION FOR SCHOOL CHOICE (N=810) Items Degree Short term Total
n % n % n %
Taiwan universities'
websites 326 40 197 24 523 64.57 Parents 77 10 180 22 257 31.73 School's website and bulletin 67 8 170 21 237 29.26 Teachers recommendation 47 6 81 10 128 15.80 Classmates and friends 40 5 67 8 107 13.21
TABLEV:MAJOR SOURCE OF FINANCIAL SUPPORT (N=810) Items Degree Short term Total
n % n % n % Parents 314 38.77 407 50.25 721 89.01 Mainland China's scholarship 2 0.25 53 6.54 55 6.79 Personal savings 59 7.28 40 4.94 99 12.22 Taiwan's scholarship 10 1.23 10 1.23 Others Internship 3 0.37 3 0.37 Alumni scholarship 1 0.12 1 0.12 Teachers support 3 0.37 1 0.12 4 0.49 When asked regarding their perceived monthly expenditures, Table VI shows that most students mentioned
their expenses are just similar to that of their home country. Result indicates that this pull factor is not that enticing as compared to the notion of affordable livelihood while studying.
TABLEVI:COMPARISON OF MONTHLY EXPENDITURES (N=810) Items Degree Short term Total
n % n % n %
Higher than China 125 15.43 185 22.84 310 38.27 Similar with China 228 28.15 217 26.79 445 54.94
Lower than China 29 3.58 13 1.60 42 5.19
C. Acculturation Difficulties
With regards to the difficulties and problems faced before and after studying in Taiwan, Table VII and VIII shows the breakdown of the major results gathered from the degree seeking students. The top difficulties as mentioned by the students are namely: getting accustomed to the Local Taiwanese dialect, Transportation – getting around Taiwan, Political atmosphere, Home sickness, Cultural differences, Weather – getting accustomed to the weather, Taiwanese society in general – how people go about with their life, and Food. In addition, besides the strict requirements in Mainland China; individual VISA applications for degree seeking students are the main barrier to smooth study abroad application.
TABLEVII:PROBLEMS TO ACCULTURATION (N=395) Factors
Degree seeking
n %
Local Taiwanese dialect 139 35.19
Transportation 113 28.61
Political atmosphere 87 22.03
Home sick 85 21.52
Cultural differences 79 20.00
Weather 76 19.24
Taiwanese society in general 75 18.99
Food 69 17.47
Traditional Chinese characters 40 10.13 Way of living (lifestyle) 38 9.62 Teaching and learning process 35 8.86 Parents high expectation 29 7.34
School policies 26 6.58
Teacher student relationship 9 2.28 TABLEVIII:PROBLEMS IN STUDY ABROAD (N=395)
Factors
Degree seeking
n %
Taiwan VISA application 211 53.42
Lack of scholarship 75 18.99
Strict requirements in Mainland China 43 10.89 Lack of information on Taiwan HEIs 21 5.32 Lack of emotional preparation 7 1.77 Lack of information on courses of study 6 1.52 Communication problems with schools 4 1.01
D. Study Experiences
In the section regarding the mainland Chinese students’ study goals, Table IX shows that the short-term exchange
students agrees that their main reason for coming to Taiwan is to experience a culture different from their own with 93%. This is then followed by experience local Taiwanese culture with 90%, increased learning experiences with 73%, and increased personal competencies with 68%.
With regards to the students’ study experiences, major issues being discussed with local Taiwanese students are issues regarding curriculum program and studies (61% - short-term students, 65% - degree seeking students) and places to visit in Taiwan (85% - short-term students, 55% - degree seeking students). Further implications are also provided on the various perceptions provided by the mainland Chinese students (as shown in Tables X to XIII).
TABLEIX:REASONS FOR STUDYING IN TAIWAN (N=415)
Factors
Short-term
n %
Broaden my viewpoints/new experiences 384 92.53 Experience local Taiwanese culture 375 90.36 Increased learning experiences 302 72.77 Increased personal competencies 284 68.43 Improved learning ability 247 59.52 Make new friends (social capital network) 248 59.76
TABLEX:TOPICS OF INTEREST (N=810)
Items Degree Short term Total
n % n % n %
Tourism 216 26.67 348 42.96 564 69.63 Academic studies 255 31.48 252 31.11 507 62.59 Arts and culture 153 18.89 206 25.43 359 44.32 Shopping 174 21.48 201 24.81 375 46.30 Health and wellness 200 24.69 163 20.12 363 44.81 Educational issues 149 18.40 140 17.28 289 35.68 Societal issues 118 14.57 139 17.16 257 31.73 Entertainment news 193 23.83 117 14.44 310 38.27 Political issues 50 6.17 103 12.72 153 18.89 Sports events 126 15.56 64 7.90 190 23.46 International news 45 5.56 39 4.81 84 10.37
TABLEXI:PERCEPTION ON TAIWAN (N=810)
Items Degree Short term
Mean SD Mean SD Taiwanese people in general
Empathy 4.41 0.730 4.61 0.603 Customer service (shopping/stores) 4.47 0.670 4.55 0.607 Basic courtesy 4.36 0.760 4.50 0.566 Civic mindedness and law abiding 4.25 0.730 4.48 0.648 Ecological awareness 4.35 0.710 4.46 0.639 Sense of democracy 4.03 0.890 4.19 0.726 Taiwanese acceptance of foreign culture 3.70 0.940 3.93 0.845 Taiwanese internationalization 2.76 1.260 3.23 1.077 Taiwanese understanding of China 1.99 1.020 2.26 1.139 TOTAL 3.81 0.857 4.02 0.761
Society
Cleanliness (Hygiene) 3.97 0.760 4.31 0.656 Food and delicacies 4.07 0.880 4.26 0.807 Internet freedom 4.01 0.900 4.22 0.787 Sights and sceneries 3.75 0.870 4.19 0.716 News media freedom 3.75 1.120 4.11 0.890 Preservation of traditional cultures 3.95 0.930 4.11 0.820 Transportation and livelihood 3.32 1.210 3.75 1.057 TOTAL 3.83 0.953 4.14 0.819 Academic
Campus environment 3.83 0.930 4.33 0.732 Learning resources 4.06 0.890 4.32 0.734 Value adding 3.89 0.790 4.06 0.836 Learning atmosphere (seriousness) 3.22 1.090 3.36 1.072 TOTAL 3.75 0.925 4.02 0.844
E. Push-Pull Factors
As for the gains (pull factors) of studying in Taiwan, Table XIV shows that students mentioned various issues with the understanding of Taiwan as the main advantage. One interesting gain is the notion of travel planning, students while studying in Taiwan tends to travel around the island. Furthermore, with the variety of travel options students spends a lot of time planning for their trips.
For the negative (push) factors, students mentioned the following: too many restrictions (part-time job, course of study), lack of opportunities to apply for Taiwan scholarship, misconception towards Mainland Chinese students, not much activities geared towards Mainland China (mostly focused on Western countries), and the need to help broadens the local students notion of Mainland Chinese students (positive issues).
TABLEXII:PERCEPTION ON LEARNING (N=810)
Items
Degree Short term Mean SD Mean SD Library resources 4.13 0.850 4.34 0.804
Quality of faculty (professionalism) 4.09 0.780 4.33 0.783 Classroom environment 3.91 0.800 4.16 0.790 Educational technologies 3.98 0.750 4.14 0.703 Teaching pedagogy 3.89 0.830 4.13 0.775 Laboratory apparatus and equipment 3.90 0.800 4.07 0.763 Applicability of the courses 3.74 0.880 4.05 0.794 Quality of professional courses 3.89 0.830 4.03 0.816 Able to help students with special needs 3.96 0.800 4.03 0.795 Quality of general education 3.70 0.860 4.00 0.797 Able to discuss lessons with faculty 3.80 0.840 3.95 0.889 Course evaluations 3.74 0.790 3.90 0.866 Theoretical foundations of lessons 3.74 0.820 3.80 0.764 Discussions with local students 3.82 0.940 3.63 1.014 Internship opportunities 3.37 0.980 3.59 0.981 In classroom discussions 3.25 1.050 3.51 1.051 Taiwanese students' internationalization 2.73 1.190 3.16 1.103 Taiwanese students' learning motivation 3.03 1.130 3.07 1.120 Taiwanese students' learning attitudes 3.02 1.120 2.98 1.180 Students understanding of China 2.16 1.110 2.40 1.145
TOTAL 3.59 0.908 3.76 0.897
TABLEXIII:PERCEPTION ON SCHOOL ADMINISTRATION (N=810)
Items
Degree Short term Mean SD Mean SD Personnel (staff) service attitude 4.26 0.740 4.33 0.762
Campus diversity 4.01 0.820 4.30 0.723 Quality of arts and cultural activities 4.10 0.790 4.30 0.752 Quality of activities 4.00 0.840 4.29 0.788 Sports and recreational resources 3.97 0.910 4.28 0.748 Dormitory quality and cleanliness 3.43 1.150 4.25 0.878 Dormitory resources (eg: beds, facilities) 3.81 0.960 4.22 0.825 Personnel (staff) work effectiveness 3.87 0.940 4.19 0.709 Dormitory management (security) 3.77 0.990 3.90 0.951 Food (meal) services 3.64 0.930 3.88 0.922 Medical services 3.53 0.980 3.71 0.910 Counseling services 3.63 0.820 3.70 0.767 TOTAL 3.84 0.906 4.11 0.811 With regards to the overall experience of studying in Taiwan, Table XV shows that the participants from both degree and short-term program all noted positive experiences. Moreover, above average expectations are noted on issues such as the value for money and supports of local school
administrations. Comparison with the degree seeking and short-term program students shows that the latter noted a much higher expectation rating than the former on most of the issues.
TABLEXIV:OVERALL STUDY GAINS IN TAIWAN (N=810)
Items
Degree Short term Total
n % n % n %
Understanding of Taiwan 289 35.68 347 42.84 636 78.52
Respect for others (courtesy) 206 25.43 274 33.83 480 59.26 Travel planning 164 20.25 272 33.58 436 53.83 Independent 229 28.27 252 31.11 481 59.38 Interpersonal communication 195 24.07 234 28.89 429 52.96 Presentation skills 175 21.60 198 24.44 373 46.05 Openness to new experience 145 17.90 195 24.07 340 41.98 Cross-cultural adaptability 180 22.22 191 23.58 371 45.80 Self-efficacy 193 23.83 187 23.09 380 46.91 Creativity and innovation 121 14.94 172 21.23 293 36.17 Group work 153 18.89 150 18.52 303 37.41 Problem solving skills 134 16.54 140 17.28 274 33.83 Leadership skills 72 8.89 50 6.17 122 15.06
TABLEXV:OVERALL EXPERIENCE IN TAIWAN (N=810)
Items
Degree Short term Mean SD Mean SD Encourage friends to study in Taiwan 3.91 0.950 4.38 0.701
Value for money 4.03 0.830 4.35 0.695 Support from local Taiwanese HEIs 4.07 0.790 4.24 0.670 Assistance in academic documents 3.84 0.930 4.15 0.794 Quality of relationship with dorm mates 3.01 1.120 4.08 0.763 Quality of discussions with local students 3.99 0.820 4.04 0.799 Ability to accomplish course related tasks 4.02 0.770 4.03 0.823 Quality of orientation upon arrival 3.99 0.920 4.01 0.862 Take on further studies in Taiwan 3.67 1.110 4.00 0.938 Teaching pedagogy 3.85 0.810 3.94 0.816 Rapport between classmates 3.94 0.870 3.89 0.816 Local social network (circle of friends) 3.89 0.900 3.88 0.863 Taiwanese students' creativity 3.59 0.980 3.84 0.940 Plans to work and stay in Taiwan 3.44 1.220 3.84 0.984 Special tourism activities for students 3.91 0.980 3.75 1.062 Airport pickup and sendoff services 3.44 0.960 3.63 0.853 Taiwanese students' idolatry in artists 3.28 0.990 3.31 0.972 Taiwanese students' sense of maturity 4.06 0.840 3.24 1.083 Taiwanese students' attitude in class 3.14 1.090 2.98 1.240 TOTAL 3.74 0.941 3.87 0.878 In sum, results show that besides knowing the culture first hand, the mainland Chinese students’ major pull factors are the opportunity to travel and experience life in Taiwan, various curriculum programs availability, numerous cultural related activities, shopping experiences, and healthy lifestyle. As for their perception on Taiwan, Chinese students prefer the warm, courteous, and helpful attitudes of Taiwanese people in general. One interesting finding is that almost all of the mainland Chinese students are in Taiwan by their own expense. Such finding is actually contrary to the previous practice with the western counterparts; wherein quite a number of international students are in Taiwan with scholarships.
V. CONCLUSION
The main objective of this study is to understand the
various pull factors and implications with regards to the mainland Chinese students studying in Taiwan. It is noted that participating in a study abroad program can lead to various insights and built-up necessary skills to interact with people who are different. More so, with the current emphasis on doing businesses in China, understanding how mainland Chinese students react in a new environment is a step towards better future cooperation. In essence, this study shall provide new insights in the paradigm shifts from internationalization into a cross-straitization of higher education institutions in Taiwan.
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Chuing Prudence Chou received her PhD in
comparative and international education from the University of California, Los Angeles, and is a professor in the Department of Education at National Cheng-chi University, Taipei, Taiwan. Chou’s new book, Taiwan Education at the Crossroad: When Globalization Meets Localization (New York: Palgrave Macmillan), is expected to serve as one of the
very few pioneering works detailing the multi-facet forces that Taiwan education has encountered in complicated global, local, and cross-strait relationships between China and Taiwan. She also proposes a new paradigm which attempts to promote mutual understanding and peace among nations of conflicts via educational exchanges.
Gregory S. Ching received his PhD in education from
the National ChengChi University, Taiwan, and is currently an assistant professor at the Graduate School of Educational Leadership and Development in Fu Jen Catholic University, Taiwan. His research interest includes technology and education, globalization, higher education issues, international student mobility, and student engagement.
