Comparative analysis of self-formation processes between mainland China-educated and UK-educated Chinese undergraduates in UK master’s studies

Thesis

Chinese international students, as one of the largest groups of transnational students in the world, are often subjects of cross-cultural research. These students face not only the common challenges encountered by international students but also specific cultural difficulties and challenges, and they also endure generalized understandings or prejudices. This dissertation aims to explore the diversity of experiences within the Chinese international student group by comparing two subgroups: those who completed their undergraduate studies in China (CMU) and those who completed their undergraduate studies in the UK (UKU). The study observes their self-formation experiences during their master's studies in the UK, attempting to identify their similarities, differences, and unique individual experiences. This study employs a qualitative research approach, collecting data through semi-structured interviews with 14 Chinese international students. Using Marginson's (2024) five main components of selfformation as the analytical framework, thematic analysis was used to summarize the similarities and differences between the two groups under each component.

The study finds that the self-formation paths of the two groups are indeed influenced by their past educational experiences. The impact of educational background on the self-formation of the two groups primarily manifests in differences in adaptability to the UK education system, the transferability of study skills, language proficiency in academic and social contexts, and cultural adaptability. Under the influence of negative conditions such as stress, anxiety, and lack of confidence, some students are unable to fully utilize the resources of higher education for self-growth. Therefore, the impact of past educational experiences on self-formation during the master's period is not direct; it affects psychological states through different degrees of adaptation to life and study. This, in turn, leads to varying levels of knowledge immersion and acquisition, resulting in different self-development trajectories for each individual.

Authors: Song, Z

• DOI: 10.5287/ora-2nnrrp6py
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: educational background; international student; self-formation; HE; higher education; HE2024
• Subjects: Education; Students, Foreign; Education (Higher); Self-culture