Investigating the surge in the number of students from China
pursuing Master's education

Abstract

This study examines the surge in students pursuing Master's degrees in China, focusing on two key aspects: the evolving factors influencing the intention to pursue Master's education, and the determinants affecting Master's programme admission outcomes.

Over the past decade, China has experienced a significant imbalance between the supply of and demand for graduate education. Interest in pursuing Master's degrees among Chinese students continues to rise sharply—a tendency further exacerbated by the COVID-19 pandemic. This has resulted in a distinct higher education challenge unique to China's academic landscape. In contrast to countries like the UK, where domestic enrolment in Master's programs is relatively low and international students—particularly from China—comprise a substantial share.

China presently lacks coordinated national policies to systematically manage this growing misalignment. Moreover, comprehensive official statistics detailing the background characteristics of Master's students on a large scale are still lacking in China. Existing research related to Master's education from UK and US provides valuable insights, yet several methodological constraints remain, such as the use of non-random institutional selection processes and dependence on student self-reported survey data rather than official administrative records.

This investigation explores patterns of inequality in both access to educational resources and the ability to utilise these resources effectively - advantages that typically privilege specific groups of students in higher education. Additionally, the study analyses how such disparities might influence educational trajectories, creating stratified pathways to advanced academic opportunities like Master's programmes. The privileged academic pathways are likely to expand options for personal development, social mobility, and long-term life success, thereby perpetuating and reinforcing existing inequalities.

The study was guided by four research questions, addressed through a mixed-methods approach. These involved a review of existing evidence, analysis of large-scale secondary data, and a primary survey study supplemented by large-scale student interviews.

A structured review of international prior evidence was conducted to evaluate policies and programmes aimed at expanding Master's enrolment, with a total of 2,298 records based on title screening. The review findings (n=6) address the research question regarding the impact of such initiatives on improving both the pipeline and outcomes of Master's education. Subsequently, a secondary data analysis of the Chinese General Social Survey (CGSS) was performed to compare the characteristics of Master's degree holders (n=566) with those of non-holders (n=43869). The CGSS analysis revealed key characteristics related to a Master's degree (specific identity and family socioeconomic backgrounds). However, further exploration of these issues was limited because the CGSS did not adequately capture data on students at the higher end of tertiary education (i.e., Master's-level entrants or graduates).

To address this gap, a large-scale longitudinal study was designed, with a follow-up survey targeting final-year undergraduates in China (both domestic and overseas cohorts). It includes the first round (n=1701), and the second round (n=1384). The study also included two rounds of interviews (70 participants in the first round, and 10 participants in the second round) to analyse participants' social backgrounds and their self-reported reasons for pursuing or not pursuing Master's education. This longitudinal survey, combined with in-depth interviews, constitutes a significant empirical contribution in my PhD thesis.

The results demonstrate that the decision to pursue Master's education is linked to familial influence, individual academic ambitions, selection of institution, and broader competitive factors within society. Students from higher-income families, elite universities, and those with parents possessing higher cultural capital are more likely to gain access to Master's programs. Notably, overseas (developed countries) Chinese students studying abroad exhibit distinct advantages in accessing Master's education. The findings reveal that participation in Master's education remains largely restricted to socioeconomically privileged groups, with minimal representation from ethnic minorities. These patterns highlight the need for governments and universities to address equity issues with widening participation policies in graduate education.

Overall, the thesis reveals a socioeconomic divide in motivations for and access to Master's education in China. Disadvantaged students see a Master's degree as a means for upward mobility, while privileged students pursue it for personal development. This gap is widened by advantages like wealth and social connections, reinforcing intergenerational inequality. Government policies linking Master's degrees to urban residency exacerbate the cycle. Solutions include inclusive university reforms, widen access to non-traditional student demographics, and restructuring undergraduate education to reduce reliance on graduate exams.