The Hesitant<i>Hai Gui</i>: Return-Migration Preferences of U.S.-Educated Chinese Scientists and Engineers

Zeithammer, Robert; Kellogg, Ryan P.

doi:10.1177/002224371305000506

Cited by 14 publications

(18 citation statements)

References 35 publications

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“…To a lesser extent, the opportunity for professional growth and recognition (Wadhwa et al 2011), higher starting salaries than locals (Hao and Welch 2012), and better remuneration in China than in North America (Tung 2007;Wadhwa et al 2009b) also inclined students to return. Zeithammer and Kellogg (2013) found that, if salaries in the United States and China were comparable, most Chinese Ph.D. students in science, technology, engineering, and mathematics (STEM) preferred to return to China, partly because of their increased purchasing power. In sum, leaving a host country to return to China is easier when attractive, alternative career opportunities exist, which supports the theory in relation to pull forces (Toren 1976), expected benefits (Comay 1971), and the desirability of inducements (March and Simon 1958;Tharenou and Caulfield 2010).…”

Section: Economic Pull Forces In Chinamentioning

confidence: 99%

Section: Noneconomic Pull Forces In Chinamentioning

confidence: 99%

“…They intended to return due to their being loyalists and patriotic (Dimmock and Leong 2010), nationalistic, and in agreement with political decisions made by the government (Kellogg 2010;Zeithammer and Kellogg 2013). Zeithammer and Kellogg (2013) showed that when Chinese students had strong national pride, they were more willing to sacrifice income to repatriate. Those who were studying abroad or had remained after studying wanted to repatriate to serve their homeland (Alberts and Hazen 2005;Counsell 2011;Dimmock and Leong 2010;Kellogg 2010;Saxenian 2002).…”

Section: Noneconomic Pull Forces In Chinamentioning

confidence: 99%

“…Attractions in their host country pull them to stay abroad. The host-country benefits regarded by students in the United States and Canada as superior to those in China and as a disincentive to their returning included: better career opportunities, high salaries, and preparation to enter the workforce (Dimmock and Leong 2010;Kellogg 2010;Tung 2007; Downloaded by [FU Berlin] at 12:20 25 June 2015 Wadhwa et al 2009aWadhwa et al , 2011Zeithammer and Kellogg 2013); a higher quality of education, especially for children, and better opportunities for children (Tung 2007;Wadhwa et al 2009aWadhwa et al , 2009b; and a better quality and way of life (Tung 2007;Wadhwa et al 2009b). Chinese students in New Zealand did not intend to repatriate (Bai 2008), in part to gain a return on their investment in their education through working for at least a short time in New Zealand or other countries (33%).…”

Section: Pull Forces In the Host Countrymentioning

confidence: 99%

“…Career opportunities, family life, children's education, and a happy settlement into a Western lifestyle were strong barriers to the return to China of graduates living in Australia (Yang and Welch 2010). Zeithammer and Kellogg (2013) found that Chinese Ph.D. graduates tended to remain in the United States because of the large salary disparity between the two countries. If the salary gap narrowed to half, their return rate would increase more than threefold (to 27% of graduates).…”

Section: Pull Forces In the Host Countrymentioning

confidence: 99%

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China's Reverse Brain Drain

Tharenou

Seet

2014

International Studies of Management & Organization

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This review examines why mainland Chinese students who study abroad repatriate to China, how they fare on reentry to China, and whether they reexpatriate. We show that Chinese students are motivated not only by career and economic considerations when deciding to repatriate, but also by social and psychological concerns. They are chiefly pulled home by China's attractions (e.g., career and economic opportunities, family and friends, national cultural identity) and, to a lesser extent, are pushed away from the host country by deterrents (e.g., dissatisfaction with career and economic opportunities, lack of cultural assimilation). They are also pulled to stay in their host country by its attractions (e.g., career opportunities, children's educational opportunities). On return, foreign graduates may suffer negative reactions, including reverse culture shock, poor cross-cultural readjustment, and unmet expectations, and a small but significant minority will reexpatriate. The study concludes with a set of potential research questions.

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Section: Economic Pull Forces In Chinamentioning

confidence: 99%

Section: Noneconomic Pull Forces In Chinamentioning

confidence: 99%

Section: Noneconomic Pull Forces In Chinamentioning

confidence: 99%

Section: Pull Forces In the Host Countrymentioning

confidence: 99%

Section: Pull Forces In the Host Countrymentioning

confidence: 99%

See 3 more Smart Citations

China's Reverse Brain Drain

Tharenou

Seet

2014

International Studies of Management & Organization

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Talent Migration in Knowledge Economy: The Case of China’s Silicon Valley, Shenzhen

Wang

2021

Int. Migration & Integration

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Talent is a key resource in a knowledge economy. It plays a critical role in national economic growth and technological innovation. China's technological power is rising, and its ambitious push for talent is supported by central and local government. Through the lens of Shenzhen, China's Silicon Valley, this article examines the Shenzhen Talent Policy and its effectiveness in attracting both domestic talent and overseas returnees. Document analysis is combined with in-depth interviews with returnee entrepreneurs, university professors, and Shenzhen local government officials to examine talent migration and the effectiveness of talent policy. This study findings reveal that the welcoming and tolerant culture of Shenzhen is key to the city's attractiveness to its existing and potential talent. Entrepreneurial scientists and engineers are likely to return to Shenzhen from abroad for business opportunities in applied innovation and technology commercialization. Academics report an average or dissatisfying attitude towards the scientific environment and professional development. State-led talent policy puts emphasis on technical human capital to meet its urgent developmental needs. The reform of higher education system in Shenzhen is needed to fully realize its technological ambition. In addition, this study shows that younger generation Chinese cares about their personal wellbeing, individual happiness, and career opportunities compared to older generation's emphasis on economic benefits. This article concludes with policy implications on worldwide talent attraction and talent migration in a new geopolitical era.

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