The Research On The Risk Identification Of Chinese Students’ International Mobility

Nowadays, the vigorous development of globalization witnesses the frequentlyexchanges of political, economy and culture between nations. Globalization is amajor force in shaping the landscape of modern higher education, particularly in theinternationalization of higher education is developing rapidly. On the one hand, onbehalf of the national interests and economy, the governments encourages theuniversity students to further their study in the foreign country, so that they canmaster the advanced technology,broaden their eyes and make contributions tonational development. On the other hand, university students want to cope with thefierce competition through international mobility. Regard this international mobilityas an investment; they want to take advantage of the progress. Since it is aninvestment, the risk has a dynamic shape and is always accompanied by the wholeprocess.The research on the risk identification of international Chinese students’ mobilitycan not only enrich the theory of internationalization of higher education, strengthenthe risk awareness of students who act as both the consumers and the investors, butalso can provide some references for the students’ exchange of other countries.Although the process of college students to participate in the international mobilityis a coherent continuous process, but each period has different risk characteristics.There are three periods in the whole progress. The risk of each period is identifiedby the fault tree (FTA) analysis. The conclusion is conducted by interviewing thestudents from each period by the means of e-mail and chat tools and then the threefault trees of each period have been made according to the firsthand material. In thefirst period, the Chinese students face the risk of incomplete information which ismainly due to the information asymmetry. The minimum combinations lead to therisk of incomplete information are the information asymmetry between theInternet、the service agencies、the universities and the acquaintances. In the secondperiod of international exchange, the Chinese students face the adjustment riskwhich includes the academic adaptation risk and the cross-culture adaptation risk.The academic adaptation risk as the result of the teaching differences between Chinaand foreign countries, the personal differences and the teachers’ role change. Thecross-culture adaptation mainly due to the language barriers, the differences ofeating habits and interpersonal values. In the third period, the Chinese students willcope with the employment risk which is related to the macro factor and the micro factor. The macro factors include the government policies and the labor marketdemands. The micro factor is related to the different personal needs.