In all aspects of the problems involved in studying abroad, students and even families need to make important decisions. However, many students and parents do not have a comprehensive understanding of foreign cities and schools, so they are often at a loss when faced with choices. Today, I would like to share with you the thoughts of Zhiyun International Study Abroad Application Teachers on the identity of decision makers in the process of student study abroad application, hoping to communicate and learn with you.

Foreword

After students study abroad, I still like to chat with them every once in a while. I often ask them a question: "Looking back now, what do you think are the regrets of studying abroad at that time? Or, what's the blessing?

The expression of regret is usually, "If only I could have learned more about major A at that time, and I can't read it more and more now"; fortunately, "School B is indeed the right choice, which is worthy of my 'boring' research at that time"; and business students will say: "Management management, college application is actually my first. A project that should be managed..."

Many answers were surprisingly polarized. I thought about the reasons repeatedly and tried to summarize some suggestions for prospective international students. I found that the decision-making method and participation of students in the application process for studying abroad have a great impact on their follow-up study abroad experience and the return of studying abroad.

Today, I would like to give a brief opinion on the identity of students as "decision makers" in the application process. Experienced teachers are welcome to communicate and correct them.

Observed problems

Students should keep in mind that the Offer admission notice and Visa visa are not the end of the study abroad trip, but the starting point. Studying abroad is a set of individual choices with great differences: including countries, schools, majors, cities, etc.

Although in the process of applying for studying abroad, students choose based on scores and rankings. However, when students cross the ocean and start their independent study abroad career, these no opportunities will become a vivid reality: massive English reading every week, teaching machine gun-like speed, and brainstorming Indian top students. Cultural, food, climate and environment will bring countless complex experiences to students. Some people are happy and some people complain.

In the early decision-making process, most families either know nothing and wait for the teacher to arrange it; or follow the waves and follow the clouds. For example, for majors, parents and students will invest great enthusiasm in the "money view" of the major. They all want to study AI, finance, medicine, media and other "money" majors, but ignore whether students are interested in and good at the basic knowledge required by these majors, let alone have an in-depth understanding of these majors. What is the career picture of the guide?

For example, a person with the personality type is ENFP. He is outgoing and enthusiastic, likes to socialize with people, has a rich imagination, and loves freedom. However, because of "good employment", he chooses code farmers and accountants, who are often in a corner, step-by-order and rigid professions. There is a great probability that he will be unwilling in the future. It's like sitting on pins and needles.

For the choice of schools, they often pay too much attention to the ranking and give priority to famous schools frequently mentioned by relatives and friends around them with high online exposure. In this process, I am often "cute" by the reactions of students and parents, and I am very restrained to maintain facial expressions.

TOEFL 80 points want to point to Harvard; want to study engineering, but mistakenly think that Purdue University, the engineering cow school recommended to him, is a Buddhist college of "Purdue to all living beings", and refuse; students who want to study media may be because of Goldsmith College, University of London. S University of London) ranked low in QS, thinking that the school that trained Hitchcock and other masters in the film and television art industry was Pheasant University.

In addition, study and life during studying abroad is a very subjective personal experience. For the environment, some people miss the noise of the city, but do not know that the University of Champagne, Illinois, a famous engineering university they miss, is surrounded by a cornfield; some look forward to the quiet countryside, but they don't know that the noisy and security around the University of Southern California is chaotic.

As a teacher applying for studying abroad, we can't complain about the one-sided understanding and chaotic logic of parents and students, because the domestic overseas study career planning awareness and relevant guidance are indeed in a very initial stage, and cannot bring very systematic and scientific guidance to students. However, this aspect does have a great impact.

Thinking about how to deal with it

If the decision to study abroad is a way, then there should be a clearer goal on the other side of the line (what to learn? What do you learn to do?), this should be full personal cognition (interest, ability, value, personality type). Some students may say that I want to find a job to earn money. If you don't have a mine at home and want to make money, you have to find a career that is willing to pay for your knowledge and skills.

Regarding "ability", in addition to the rare innate talent, for most people, they can only give full play to the extreme in the field that they are particularly interested in, have potential and talent. Because love will help individuals overcome the boring, boring, suffering and other negative factors in the process of hard work, and the potential will avoid students from competing with other people's long boards with their shortcomings, so that the ceiling of their ability will come later. This requires students, parents and applicant teachers to be patient, reflect, observe, guide, communicate, and find the areas that students are interested in and good at. As for which companies and industries are "willing to pay for your ability", it is necessary to fully understand the needs of the market and the trend of career development.

Teachers applying for studying abroad can indeed provide relevant information guidance, but students themselves should also participate in it, because for teachers studying abroad, we can't have an emotional resonance with every profession. Except for objective factors such as salary and needs, we can't assert that "this profession is a perfect match for you". After all, each individual is The subjective experience and acceptance of majors, cities and countries are different. The next is my broom, the treasure. I don't feel it. Maybe it's your obsession. Only when students take the initiative to understand these related fields can they make judgments in the process of reading and practice, such as whether they feel "resonant" and "inspired" for the specific career picture.