Internationalization of public administration education in China: International students’ perspective

Abstract

ABSTRACT The article assesses internationalization of Public Administration education in China based on international students’ perceptions toward forms of the educational institution’s internationalization. Research for the article was quantitatively based on a case study of one of the Chinese institutions of higher learning offering Public Administration education to international students. Data were collected through a survey, based on which statistical analysis was conducted to test the hypotheses. Results suggest a positive and statistically significant correlation between all forms of the educational institution’s internationalization and international students’ approval of international education. A two-step hierarchical multiple regression indicates that global exposure, curriculum design, language of instruction and faculty significantly predict students’ approval of international education, while student support services and research activities do not. The article concludes that China’s Public Administration education is perceived to be international and relevant to the international community despite being rooted in the local context of public administration practice.