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1WholeRen Education1WholeRen EducationAbout WholeRen EducationWholeRen Group, LLC was established in 2010. WholeRen is a multinational, professional education company which seeks to create and promote Sino-U.S. educational opportunities. We integrate a range of educational services from middle school, high school and college application assistance to academic emergency services, transfer assistance, on-going academic counseling, immersion classrooms, landing services, executive education programs, winter/summer camps, career planning and more. WholeRen was the first U.S. based agency assisting with placements of Chinese students from the U.S. and China to receive Certification from the American International Recruitment Council (AIRC). We have been invited to interview with mainstream media such as CCTV, CGTV, the New York Times, and the Wall Street Journal. We are among the most knowledgeable professionals regarding American and Chinese academic cultural differences and have a dedicated research team that pays close attention to the long-term development of students. The WholeRen Group Research Center devotes itself to research analysis on Chinese international students in America in order to provide accurate consultations based on first-hand data. If you are interested in learning more about WholeRen, we invite you to visit our website: Copyright 2021 WholeRen Group, LLC PublishingAll rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. Any use of this report should be done with discretion and duly cited: WholeRen Group.2021 WholeRen White Paper on Chinese International Student Dismissal and Consequences2AbstractOver the last decade, the number of Chinese students studying abroad has continued to increase. With abundant educational resources and outstanding instructional quality, the United States continues to be the first choice for Chinese students looking to study abroad. There are more international students from China studying at U.S. universities than international students from any other country. In 2020, approximately 34.6% of international students studying in the United States are Chinese students.1Although many Chinese students wish to study in America, it can be a difficult journey. In accordance with the Family Educational Rights and Privacy Act (FERPA), the WholeRen Group Research Center compiled data from 9,620 dismissed Chinese international students who studied in the U.S. from 2013-2021 and utilized WholeRens services. A random sample of 800 cases from March 2020 to March 2021, representing the latest trends regarding academic dismissal, were selected to develop this report. The 8th edition of the White Paper on Chinese International Student Dismissal and Consequences (“2021 White Paper”) is the latest to our annual White Paper reports from 2014-2020.The COVID-19 pandemic deeply impacted every Chinese student studying abroad. The 2021 edition of the White Paper investigates Chinese international students who were dismissed from U.S. schools, analyzes why they were dismissed, and looks at changes and trends which led to their dismissals. The 2021 White Paper provides valuable data to international students, universities, governments, industry professionals, host families, and all those involved with Sino-U.S. educational exchange.The data from the past year showed that poor academic performance remains the primary reason for Chinese international student dismissal. During the COVID-19 pandemic, U.S. schools transitioned from normal in-person classes to online classes and relaxed the grading system accordingly. For example, many schools used Pass/No Pass grading for online classes. As a result of the relaxed grading system, students who were dismissed due to poor academic performance decreased compared to previous years. However, because of the online class setting, the internet made it very easy to cheat for students who lack self-discipline. We have observed that the number of students who were dismissed due to academic dishonesty spiked in the past year. The 2021 White Paper will focus on the reasons for academic dishonesty.1 Institute of International Education. (2020). Places of Origin. Open Doors Report on International Educational Exchange. Retrieved from opendoorsdata/data/international-students/all-places-of-origin/3WholeRen EducationPart 1 Background Overview 1.1 Overview of Chinese Students in America 1.2 Research IntentPart 2 Data Analysis On Students Who Have Been Dismissed 2.1 Data Collection 2.2 Personal Data Analysis 2.2.1 Gender Distribution of Dismissed Students 2.2.2 Academic Level at Time of Dismissal 2.2.3 Ranking of Schools from which Students were Dismissed 2.2.4 Location of Student Dismissals 2.3 Analysis of Reasons for Student Dismissal Academic Dishonesty Poor Academic Performance Behavioral Misconduct Incomplete Understanding of Academic PoliciesPart 3 ConclusionReferencesAppendix Extended Research: Academic Dishonesty Due to Challenges from COVID-19 Cheating Plagiarism Asking others to complete academic activity Hiring others to take exam Others Examples of Dismissal Cases due to Academic Dishonesty Examples of Turning Things Around After Dismissal44788999111112131314141516171718181919192020Table of Contents2021 WholeRen White Paper on Chinese International Student Dismissal and Consequences4Part 1 Background OverviewThe number of Chinese students studying abroad has gradually increased over the last decade and continues to rise. According to the statistics released by the Ministry of Education of the Peoples Republic of China, the total number of Chinese students studying abroad in 2019 was more than 700,000, indicating an increase of 6.25% from 2018 (Figure 1-1).22 Jian Cao (2020, December 14). “2019 Nian Du Chu Guo Liu Xue Ren Yuan Qing Kuang Tong Ji”. In the Ministry of Education of the Peoples Republic of China. Retrieved from 1-1: 2014-2019 The Number of Chinese Students Studying Abroad (Unit: 10,000)Figure 1-2: The Number of Chinese International Students Studying in Each Country1.1 Overview of Chinese Students in America5WholeRen EducationThe 2020 Open Doors Report on the International Educational Exchange reported China remained the largest source of international students in the United States in 2020-2021. This report found (Figure 1-3) that Chinese international students increased to 372,532 across undergraduate, graduate, non-degree, and optional practical training (OPT) programs. In 2020, the number increased by 2,984 from the previous year, but the growth rate appears to have slowed.4Figure 1-3: The Number of Chinese International Students Studying in the U.S.Figure 1-4: The Number of Chinese Undergraduate and Graduate Students Studying in the U.S.3 Global Flow of Tertiary-Level Students. (n.d.). In United Nations Educational, Scientific and Cultural Organization. Retrieved May 1, 2020, from UNESCO Institute For Statistics.4 Institute of International Education. (2019). Data by Region Fact Sheets. Open Doors Report on International Educational Exchange. Retrieved from iie/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Data-by-Region-Fact-SheetsAccording to the latest data provided by UNESCO (Figure 1-2), Chinese students continue to study abroad globally. With a growing number of Chinese international students each year, the United States remains the most popular destination for Chinese students.32021 WholeRen White Paper on Chinese International Student Dismissal and Consequences6Figure 1-5 highlights that in 2020, the majority of Chinese international students in the U.S. were undergraduate students, who comprised 39.77% of all Chinese international students in the U.S. Graduate students were the second largest group with 36.80% and 19.16% of students were participating in OPT programs with temporary employment. The remaining 4.27% of students were in non-degree programs including language programs and certificate programs. 6Figure 1-5: 2020 Academic Level Distribution of Chinese International Students Studying in the U.S.5 Institute of International Education. (2019). Place of Origin. Open Doors Report on International Educational Exchange. Retrieved from iie/en/Research-and-Insights/Open-Doors/Data/International-Students/Places-of-Origin6 Institute of International Education. (2019). Place of Origin. Open Doors Report on International Educational Exchange. Retrieved from iie/en/Research-and-Insights/Open-Doors/Data/International-Students/Places-of-OriginWe categorized the students based on their pursued degrees. Figure 1-4 shows that the number of Chinese international students attending undergraduate and graduate programs in the U.S. continues to increase every year. However, since 2018 the growth of Chinese international students studying at the undergraduate level has slowed and in 2020, the number of undergraduate students decreased by 720 as compared to 2019 for the first time. On the other hand, the number of international students at graduate level has grown steadily and increased by approximately 3,700 year over year. 57WholeRen EducationDespite the popularity of studying abroad, recent data have shown several of the challenges common to many Chinese international students such as a lack of independence and preparedness prior to arriving in the U.S. The COVID-19 pandemic brought additional challenges and burdens to Chinese international students academically and emotionally. When left unchecked, these issues have resulted in serious consequences such as academic probation, suspension, and even dismissal. The 2021 WholeRen White Paper continues the analysis of Chinese international students studying in the United States that previous White Papers began. Our research has found that one reason for Chinese international student dismissal in the U.S. was due to difficulties in adapting to their new environment. When students come to the U.S., they live far away from their family in a completely new environment with a different culture and education system. Thus, it is very likely that the challenges they face will have a negative impact on their academic performance or even lead to behavioral misconduct which, in turn, may lead to warnings or suspension. Once disciplinary action has been taken against them, these Chinese international students have been found to be at an even higher risk of misconduct or expulsion if they cannot get help.The WholeRen Group Research Center carefully monitors Chinese international students who have been dismissed from school. We continue to collect and analyze data from 2014 to 2021 regarding the causes of dismissal, individual student situations, and further development of these students after dismissal. One of our main focuses is whether or not students who were dismissed are able to continue studying and complete their course of study in the U.S. We hope that what we have learned from our findings can help students get back on track academically and avoid any additional setback.1.2 Research Intent2021 WholeRen White Paper on Chinese International Student Dismissal and Consequences8Part 2 Data Analysis On Students Who Have Been DismissedData in this report is from WholeRen Groups proprietary database. WholeRen Group was the first professional educational organization in the United States to provide second-chance opportunities for international students who had been dismissed. As such, this database is compiled by Americas only organization with an expertise in international students who have previously been dismissed and contains comprehensive information on the students and why they were forced to leave their schools. In the following sections, we/us will refer to the WholeRen Group Research Center.Following the previous 2014-2020 editions of the White Paper, we further continued to examine the age, duration of stay, school location, academic performance, school ranking, and other relevant pieces of information for students who had been dismissed in order to determine the root causes of dismissal. We aim to compile data over the years so that we might acquire a deeper understanding of high-risk international students and the challenges they face.From 2013 to 2021, WholeRen Group used our proprietary database to compile 9,620 cases of Chinese international students who were dismissed. Of these cases, 8,839 had complete data and were used. These complete cases represent 91.88% of the total cases. 864 cases occurred from March of 2010 to March of 2021 and 800 of them were randomly selected for the analysis in this report.In accordance with the scientific method, WholeRen meticulously collects and refines its data. The simulated entry shown below has been derived from specific cases in WholeRen Groups database:Sample Data ExampleWhen collecting the data, we first obtained student Ys basic personal information and academic information to produce the profile below:Full Name: YGender: MaleDate of Birth: XX/XX/2000Age at Time of Dismissal: 21School Level at Time of Dismissal: UndergraduateMajor: FinanceDismissing School: University of AAThe rank of the Dismissing School: 39Dismissing Schools Type: PublicDismissing Schools Location: CAGPA at Time of Dismissal: 3.2Year Dismissed: 2020Grade at Time of Dismissal: Second-year undergraduateLength of Stay in America Prior to Being Dismissed: 2 YearsReason for Dismissal: Academic dishonesty2.1 Data Collection9WholeRen EducationAnalysis Process By analyzing the selected sample from WholeRen Groups database, we aim to:1. Conduct a descriptive analysis of student information2. Classify and analyze the specific reasons why a student was dismissed3. Compare and compile historical data and analyze longitudinal trends4. Put forth a summary of the characteristics of the most vulnerable and high-risk academic demographics among Chinese students5. Analyze current trends and highlight root causes for dismissal 2.2 Personal Data AnalysisIn the 2021 White Paper, we looked at the gender of students at the time of dismissal, degree being pursued, and reasons for dismissal. We then further analyzed the data to understand the trend Chinese international student dismissals.This year, we started by looking at the gender of dismissed students. In 2021(Figure 2-1) 55.3% of dismissed students were male while 44.7% were female. This is in line with the historical trends as male students are more vulnerable to academic dismissal and still make up the majority of dismissed students.2.2.1 Gender Distribution of Dismissed StudentsFigure 2-1: 2021 Dismissed Students Gender DistributionIn this
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