Increasingly, Chinese international postgraduate students are sharing their experiences of withdrawing from their studies on social media. However, limited research exists that examines their feelings, thoughts, and the withdrawal process itself.

Our recent CYPEP project, led by Dr Zihong Deng, aims to address this gap. The project examines the perceptions and experiences of Chinese international students who have withdrawn or seriously considered withdrawal from their postgraduate programs within the last five years.

This project involved conducting semi-structured interviews with 10 participants from different provinces in China, aged between 23 and 31. Through thematic analysis, the research identified major factors associated with their withdrawal, challenges during the withdrawal process, and their lives and plans after withdrawal.

• Factors contributing to withdrawal include new options available in their life, concerns about future planning, study stress and relationship with supervisors, negative perceptions of courses, financial pressure, friendship and other relationship issues, language barriers, and mental health issues.
• Participants experienced some practical challenges in their process of withdrawal, especially concerns about their visa and accommodation.
• Most participants reported better mental health and felt more relaxed after withdrawal, while some were still worried about the negative impact of their withdrawal on their education, employment and relationship.
• This research also employed a cultural lens to understand how participants, their families, and broader community perceive their withdrawal. The findings include trade-off and hesitancy, family perceptions, friend and peer perceptions, and cultural perceptions. Participants reported feelings of shame and stigma, and the pressure to be successful and resilient. This relates to the familial and cultural contexts in China.

By listening to international students’ voices, the project provides valuable insights into their experiences in postgraduate education. This research aims to contribute to a better understanding of their needs and challenges, ultimately promoting their wellbeing and relationships with supervisors, faculties, and universities. Findings will be published in 2025.