中国和英国的英国大学。尽管如此，其他大学的英语国家可以使用这项研究，以更好地了解中国学生的需求。这项研究包括了大量的项目，涵盖了以前的研究，但也提供了许多新的文化方面是至关重要的许多中国。除了从一般的概述，三组学生从前面提到的类型的大学进行了比较，看看他们是否有任何特别的差异。
此外，这个模型进行了介绍，以了解什么可能影响这三个机构之间的选择，以及项目影响的重要性，提供奖学金的大学。
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介绍
自从改革开放以来，中国一直在不断发展的两年半后，美国几十年来第二经济大国（Collins，2010）。它主要是实现了一个大的外国投资，这增加了中国的生产力。然而，中国已逐渐成为一个世界的工厂，慢慢地成为一个国家，在那里的服务行业正在不断增长，产品正在设计。这种转变将需要更多的技术工人，将能够承担更复杂的任务。此外，几乎三分之一的中国人是一个中产阶级，有更多的钱花（格特，2010）。这就是为什么许多中国家庭越来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总结
First, the frequencies provided the information to see how valued are certain aspects of the “ideal” university. Second, the comparisons revealed stronger the“f
