Literaturnachweis - Detailanzeige
Autor/inn/en | Dyer, Suzette; Lu, Fen |
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Titel | Chinese-Born International Students' Transition Experiences from Study to Work in New Zealand |
Quelle | In: Australian Journal of Career Development, 19 (2010) 2, S.23-31 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1038-4162 |
Schlagwörter | Career Choice; Foreign Countries; Career Development; Foreign Students; Transitional Programs; Graduate Surveys; Social Adjustment; Interviews; Job Search Methods; Entry Workers; Employment Opportunities; Education Work Relationship; Cultural Influences; Phenomenology; New Zealand |
Abstract | A growing number of Chinese-born international students are seeking permanent residency and paid employment in New Zealand after graduation. As yet, little is known about their post-study transitions to permanent residency and paid employment. This article reports on research investigating the transition experiences of 10 Chinese-born international students. The theoretical framing is provided by accounts of Chinese cultural values, experiences of Chinese-born skilled migrants and aspects of adult career development. Data were collected using a thematic interview guide focusing on occupational choice, organisational entry and early career experiences. The participants used a variety of techniques described in traditional career development models to find employment and to develop their early career. The students attributed their success in gaining employment to obtaining permanent residency before seeking work, language proficiency, networks developed during their study years, and having a recognised New Zealand qualification. (As Provided). |
Anmerkungen | Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |