academics and senior officials have expressed concerns that its collegeenvironments and physical infrastructures are not up-to-date with the growing influence of world university rankings. Notably, some past research indicates that academic environments are conducive to higher research outputs and
Astin’s conceptionalization of collegeenvironment that comprise of three dimensions (academic, campus/physical and interpersonal/peer) with Salmi’s theoretical framework of ‘world-class universities’, and based on the data collected through a cross-national survey conducted to 100 Chinese students from
differs for younger, as compared to older students.
Theories that focus on the alignment or “fit” between the student and the collegeenvironment have had a large impact on the assessment of student success and completion. Student-institution fit theories emphasize
Astin and other researchers’ results and used sample data from the College Student Experience Questionnaire creating a new model. The new model suggested that student characteristics, perceptions of collegeenvironment, academic involvement, and social involvement all influence student academic outcomes
-teacher interaction, and non-academic engagement influence students’ adaption to collegeenvironment.
2.3 Unresolved Issues
Although existing literature has identified the critical roles of academic intensity, curriculum quality, and parental support in high school for predicting college success, these