The challenge of academic writing for Chinese students within ...

prospective students would certainly send their children to higher ranking and
prestigious universities if they can afford to do so.
Students in some prestigious HEIs might find their experience compromised and may
be disappointed by the gap between expectations and the real experience, or
otherwise. The Teaching Quality Information (TQI) website provides prospective
students with instant access to information on the quality of a university in UK with
variables including the number of students, entry information, job prospects, student
satisfaction, student types and sub-attributes under each variable. A comparison of a
random subject and university of contrasted ranking via the TQI reveals the university
with the lower ranking excels in students‘ satisfaction rating. So the league table may
not be the only source of reference when choosing a university and the TQI might be
widely publicized among international students as one of the kind. However, before
going further to promote the TQI and divert students‘ attention from symbolic
indicators of quality, the mind-set which is fostered by the market competition first
needs changing.
International students’ overall experience in the UK
With the increasing numbers of financial benefits contributed by international
students, UK HEIs are challenged to meet their needs and expectations. Much
research on international students has been market-driven, with a focus on recruitment
strategies, and students‘ satisfaction, aiming to increase the numbers of international
students studying in UK. This is understandable on the grounds that international
students are considered an important source of revenue, and that competition among
western universities has been triggered by globalization and internationalization.
Little funded research was undertaken during the 1990s and in the early 21 st century
on international students in UK since this topic tended not to attract research
proposals and/or funding from government-funded bodies and other major research
funding bodies (Leonard et al., 2003). Some research has been dedicated to studies on
international students‘ experience in UK HEIs in relation to the cultural adjustment
and adaptation, academic experience, academic performance, and social life of
international students. Such research was primarily conducted by individual
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