Award Date

5-15-2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology, Leadership, and Higher Education

First Committee Member

Federick Ngo

Second Committee Member

Vanessa Vongkulluksn

Third Committee Member

Miguel Gonzales

Fourth Committee Member

Mohamed Trabia

Number of Pages

167

Abstract

This study examined how Chinese undergraduate students enrolled in a Sino-Foreign Cooperative Program (SFCP) made decisions about studying abroad and selected a U.S. institution, with particular attention to institutions in less traditional destinations, such as Nevada. International student enrollment has become a critical strategy for U.S. higher education institutions facing declining state appropriations, demographic contraction in domestic enrollment, and increased global competition. Although China has remained the largest source of international students to the United States for decades, states such as Nevada enroll comparatively few international students and lack empirical research on recruitment pathways. This study addressed this gap by analyzing Chinese students’ decision-making within a partnership between Changsha University of Science and Technology and the University of Nevada, Las Vegas (UNLV).

Guided by push-pull theory and a conceptual decision-process model of international student choice, this qualitative case study explored two research questions: (1) How do Chinese students who are currently enrolled in SFCP make the final decision to study abroad? and (2) What are the factors affecting these Chinese students to choose the U.S. as a study abroad designation country and select a specific college or university (e.g., the University of Nevada, Las Vegas)? Data were collected through semi-structured interviews with 22 Chinese undergraduate participants in the SFCP during spring 2024. Thematic analysis identified five major themes shaping decision pathways: (a) information sources and program awareness, (b) perceptions of Chinese and U.S. higher education systems, (c) learning experiences within the cooperative program, (d) motivations and concerns regarding studying abroad, and (e) future aspirations and career planning.

Findings indicated that study-abroad decisions emerged through a staged process influenced by both structural and interpersonal factors. Key push factors included perceived limitations of Chinese higher education, constrained English-language learning environments, and competitive domestic academic pathways. Pull factors included the global reputation of U.S. higher education, expectations of improved English proficiency and career mobility, and the perceived value of an overseas degree. Interpersonal influences—especially parents, peers, and faculty advisors—played a decisive role across all stages. Importantly, institutional location and ranking were less influential than national reputation and perceived educational quality, suggesting that institutions in emerging destinations such as Nevada can compete if program pathways and support structures are clear and credible.

This study contributed to the limited literature on Sino-U.S. cooperative programs by centering student perspectives and by extending international student choice theory to partnership-based mobility pathways. Implications included the need for Nevada and similar states to strengthen transnational partnerships, leverage SFCP pipelines, and provide targeted academic and transition support for pathway students. The findings also informed institutional internationalization strategy by highlighting how cooperative programs shape study-abroad intent and destination selection among Chinese students.

Controlled Subject

Foreign study; Chinese students; Sino-American Cultural and Educational Relations

Disciplines

Education | International Relations | Social and Behavioral Sciences

File Format

PDF

File Size

2400 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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