Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Gu, Qing; Schweisfurth, Michele (2015)
Publisher: Wiley
Languages: English
Types: Article
International students constitute a substantial and growing mobile population globally. However, as yet, the experiences of returnees and the ways in which their overseas studies impact on their identity and professional and personal lives over time have been under-researched areas. In this article we employ concepts from theories of transnationalism as a framework for the analysis of the experiences of Chinese graduate returnees. The empirical basis for the article is a 20-month, two-stage, mixed-method study of 652 Chinese students who returned home for work on completion of their degrees in UK universities over the last 25+ years. Evidence suggests that their journeys of studying abroad and returning home are dynamic and interconnected transnational experiences. Such experiences are avenues for diverse social networks that reinforce a complex cosmopolitan identity and awareness. They are, also, avenues for transnational(ised) new competences, skills and worldviews, which are increasingly valued by the students themselves upon return home. Irrespective of differences in their demographics and backgrounds, studying and living abroad was perceived by most returnees in our research as a profound identity transformating experience. These new connections, competences and identities enabled them to view and live life with a new sense of self at ‘home’ and, as a result, function in ways that continued to distinguish themselves from those around them over time. The findings have implications for higher education institutions and agencies that are concerned with enhancing the quality of university internationalisation. They also have implications for a broadened empirical and conceptual understanding of transnationalism.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Al-Ali, N., Black, R. & Koser, K. (2001) The limits to 'transnationalism': Bosnian and Eritrean refugees in Europe as emerging transnational communities, Ethnic and Racial Studies, 2(4), 578- 600.
    • Allport, G. W. (1954) The nature of prejudice (Cambridge, MA, Perseus Books).
    • Baubo€ck, R. & Faist, T. (Eds) (2010) Diaspora and transnationalism: Concepts, theories and methods (Amsterdam, University of Amsterdam Press).
    • Bochner, S. (1977) Friendship patterns of overseas students: A functional model, International Journal of Psychology, 12(4), 277-294.
    • Bourdieu, P. (1977) Outline of a theory of practice (Cambridge, MA, Cambridge University Press).
    • Brooks, R., Waters, J. & Pimlott-Wilson, H. (2012) International education and the employability of UK students, British Educational Research Journal, 38(2), 281-298.
    • Carlson, S. (2013) Becoming a mobile student - a processual perspective on German degree student mobility, Population, Space and Place, 19, 168-180.
    • Creswell, J. (2003) Research design: Qualitative, quantitative, and mixed methods approaches, 2nd edn (CA, Sage, Thousand Oaks).
    • Cushner, K. & Karim, A. (2004) Study abroad at the university level, in: D. Landis, J. Bennett & M. Bennet (Eds) Handbook of intercultural training (3rd edn) (Thousand Oaks, CA, Sage), 289- 308.
    • Findlay, A. & King, R. (2010) Motivations and experiences of UK students studying abroad. BIS Research Paper No. 8 (London, Department for Business, Innovation and Skills).
    • Geddie, K. (2013) The transnational ties that bind, Population, Space and Place, 19, 196-208.
    • Glass, C. & Westmont, C. (2014) Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students, International Journal of Intercultural Relations, 38, 106-119.
    • Golbert, R. (2001) Transnational orientation from home: constructions of Israel and transnational space among Ukrainian Jewish youth, Journal of Ethnic and Migration Studies, 27(4), 713-731.
    • Gu, Q. (2009) Maturity and interculturality: Chinese students' experiences in UK higher education, European Journal of Education, 44(1), 37-52.
    • Gu, Q. & Maley, A. (2008) Changing places: A study of Chinese students in the UK, Language and Intercultural Communication, 8(4), 224-245.
    • Gu, Q. & Schweisfurth, M. (2006) Who adapts? Beyond cultural models of 'the' Chinese learner, Language, Culture and Curriculum, 19(1), 74-89.
    • Gu, Q. & Schweisfurth, M. (2011) Editorial: Re-thinking university internationalisation: towards transformative change, Special Issue of Teachers and Teaching: Theory and Practice, 17(6), 611- 617.
    • Gu, Q., Schweisfurth, M. & Day, C. (2010) Learning and growing in a 'foreign' context: Intercultural experiences of international students, Compare, 40(1), 7-23.
    • Gudykunst, W. (Ed) (2005) Theorizing about intercultural communication (Thousand Oaks, CA, Sage).
    • Guo, S. & Chase, M. (2011) Internationalisation of higher education: Integrating international students into Canadian academic environment, Teaching in Higher Education, 16(3), 305-318.
    • Hecht, M. L. (1993) 2002 - A research odyssey toward the development of a communication theory of identity, Communication Monographs, 60, 76-82.
    • Heusinkvelt, P. (Ed) (1997) Pathways to culture: Readings in teaching culture in the foreign language class [Yarmouth (ME, Intercultural Press)].
    • Hu, G. (2005) English language in China: Policies, progress and problems, Language Policy, 4(1), 5-24.
    • International Association of Universities (2010) Internationalisation of higher education: Global trends, regional perspectives (Paris, IAU).
    • Madge, C., Raghuram, P. & Noxolo, P. (2015) Conceptualizing international education: From international student to international study, Progress in Human Geography, 39(6), 681-701.
    • Merriam, S. B. & Associates (2002) Qualitative research in practice: Examples for discussion and analysis (San Francisco, Jossey-Bass).
    • Miles, M. B. & Huberman, M. A. (1994) Qualitative Analysis: An Expanded Sourcebook (2nd edn) (Thousand Oaks, CA, Sage).
    • Montgomery, C. & McDowell, L. (2009) Social networks and international student experience: An international community of practice?, Journal of Studies in International Education, 13(4), 455- 466.
    • Murphy-Lejeune, E. (2003) An experience of interculturality: Student travellers abroad, in: G. Alred, M. Byram & M. Fleming (Eds) Intercultural experience and education (Clevedon, UK, Multilingual Matters).
    • Nunan, D. (2003) The impact of English as a global language on education policies and practices in the Asia-Pacific region, TESOL Quarterly, 27(4), 589-613.
    • OECD (2012) Connecting with emigrants: A global profile of diasporas (Paris, OECD).
    • Schweisfurth, M. & Gu, Q. (2009) Exploring the experiences of international students in UK higher education: Possibilities and limits of interculturality in university life, Intercultural Education, 20 (5), 463-473.
    • Sherry, M., Thomas, P. & Chui, W. H. (2010) International students: A vulnerable student population, Higher Education, 60, 33-46.
    • Sin, L. I. (2013) Cultural capital and distinction: Aspiration of the 'other' foreign student, British Journal of Sociology of Education, 34(5-6), 848-867.
    • Smith, M. P. & Guarnizo, L. E. (1998) The locations of transnationalism, in: M. P. Smith, L. E. Guarnizo (Eds) Transnationalism from below (New Brunswick, NJ, Transaction Publishers), 3-3.
    • Suspitsyna, T. (2013) Socialisation as sensemaking: A semiotic analysis of international graduate students' narratives in the USA, Studies in Higher Education, 38(9), 1351-1364.
    • UNESCO (2009) Global education digest (Paris, UNESCO).
    • Vertovec, S. (1999) Conceiving and researching transnationalism, Ethnic and Racial Studies, 22(2), 447-462.
    • Vertovec, S. (2009) Transnationalism (Abingdon, Oxon, Routledge).
    • Wang, H.Y. & Miao, L. (2013) Annual report on the development of Chinese students studying abroad [Beijing, Social Sciences Academic Press (China)].
    • Ward, C. & Kennedy, A. (1993) Where's the 'culture' in cross-cultural transition: Comparative studies of sojourner adjustment, Journal of Cross-Cultural Psychology, 24(2), 221-249.
    • Waters, J. & Leung, M. (2013a) Immobile transnationalism? Urban Studies, 50(3), 606-620.
    • Waters, J. & Leung, M. (2013b) A colourful university life?, Population, Space and Place, 19, 155- 167.
    • Werbner, P. (1999) Global pathways: Working class cosmopolitans and the creation of transnational ethnic worlds, Social Anthropology, 7(1), 17-35.
    • Wilson, R. & Dissanayake, W. (Eds) (1996) Global/local (Durham (NC, Duke University Press)).
    • Xinhuanet Reporter (2007) 2006 Nian Woguo Liuxue Huiguo Renshu Zengzhang Yu 20% [The number of returness increased 20% in 2006]. Retrieved from http://news.xinhuanet.com/edu/2007-03/ 06/content_5809589.htm
    • Zhang, J. & Goodson, P. (2011) Acculturation and psychosocial adjustment of Chinese students: Examining mediation and moderation effects, International Journal of Intercultural Relations, 35, 614-627.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article