Internationalization Of Chinese Higher Education Research Articles

COOPERATION MECHANISM AND CHINESE-FOREIGN COOPERATION IN RUNNING SCHOOLS IN CHINA: RESOURCE SHARING AND QUALITY ASSURANCE

Chinese-foreign cooperative education is an important form of foreign cooperation in Chinese education, which provides an effective way to promote the internationalization of Chinese higher education, improve the quality of education, and promote international exchanges and cooperation. With the rapid development of China's society and economy, Chinese-foreign cooperative education is gradually showing new opportunities and challenges in the field of higher education. Effectively introducing foreign advanced educational resources and management experience, making up for some shortcomings of domestic higher education, improving the quality of education as well as enhancing students' cross-cultural communication ability, and improving their own competitiveness are the opportunities for the rapid development of Chinese-foreign cooperative education; and the challenge is that Chinese-foreign cooperative education is not only the cooperation between schools, but also the exchange and integration of culture, technology, talents, and other fields. Therefore, the establishment and improvement of the collaboration mechanism becomes particularly important. In this study, a quantitative research method was used to distribute questionnaires to faculty and staff of Chinese higher education institutions with a background of Chinese-foreign collaborative schooling, and their teaching experiences and views were pooled. Data processing and model validation were conducted through data analysis software such as SPSS and AMOS to derive the impact of resource sharing and quality assurance on the effectiveness of Chinese-foreign cooperation and student learning outcomes in a collaborative mechanism. It was found that in Chinese-foreign collaborative education, resource sharing not only optimizes the teaching environment and improves the education level, but also promotes cultural exchange and academic cooperation. Quality assurance, on the other hand, is a key factor in guaranteeing the sound development of Chinese-foreign cooperative programs, and only by ensuring the quality of education can more international recognition and support be achieved. The findings of this study demonstrate the importance of collaboration mechanisms in Chinese-foreign cooperative education, providing strong theoretical support and practical guidance for the future development of Chinese-foreign cooperative education. It also provides ideas and methods that can be drawn on for future research in related fields and injects momentum for sustainable development to establish a more flexible and efficient collaboration mechanism, strengthen international exchanges, promote intercultural understanding and integration, and realize a win-win situation for Chinese-foreign cooperative education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

Contextualizing and hybridizing academic identity formation: an analysis of international returnees and locally trained scholars in China

AbstractAcademic identity formation is strongly influenced by higher education contexts. In the past decades, the Chinese higher education sector has attempted to integrate academic internationalization at the local level. In this context, international returnees and locally trained scholars may encounter different issues in the process of constructing academic identities at various stages of their careers. However, relatively few studies have critically analyzed how international returnees and locally trained scholars understand their academic identity formation during their student years, as they transition to becoming academics, and as they begin to become more established in academic roles under increasingly complex global-national-local conditions. Drawing upon the concept of social hybridization and the notion of global-national-local imbrications, this narrative study investigates six scholars’ trajectories of academic identity formation across different stages of the early phase of their careers, including during their doctoral studies and their initial period as early career academics. The findings show that academics’ identity development entails a process of struggle and confusion during earlier stages through to the construction of a more hybrid academic identity. By exploring the challenges and issues experienced by different cohorts of academics, scholars may better understand the internationalization of Chinese higher education and interweaving relationships with the global context.

Exploring the Motivational Factors for International Students to Study in Chinese Higher Education Institutions.

China has witnessed a remarkable surge in the enrollment of international students in recent years and the state government has made a massive investment to build key universities of international repute. These trends made it imperative to investigate the underlying motivational aspirations of foreign students arriving from diverse regions to get enrolled in public sector Chinese universities. The present study designed an in-depth survey questionnaire and collected data from 618 foreign students enrolled in postgraduate programs at seven key state universities in the Hubei province of China. The item-based, dimension-based, and variable-level analysis approach is used to systematically uncover the facets of the internationalization of Chinese higher education in the current setting. In so doing, we employ descriptive statistics, principal component analysis, ANOVA, correlation and regression estimations, and path models to ensure the robustness of empirical outcomes. In light of the push and pull factor model regarding motivational factors for foreign students to study in China, the findings of this study assert that academic pursuits mainly dictate the international student’s decision to attain higher education in China. While obtaining a foreign degree, international image prestige, and better employment prospects after the completion of the degree were the key intentions that mainly shape the students’ decision to get enrolled in Chinese universities. Furthermore, the discriminant analysis posits that international students significantly differ in their motivational dimensions to obtain a higher degree from China. As foreign students from Asia and Africa mainly have academic goals while Europeans and Americans predominantly have pleasure and enjoyment motives to study in China. The outcomes of this research can assist Chinese administrators to understand the key motivational factors for foreign students to study in China and devise a policy accordingly to attract high quality foreign talent.

Responses to the COVID-19 Pandemic in Chinese Higher Education

The COVID-19 pandemic has posed overwhelming challenges to higher education around the world. It has significantly affected the internationalization of Chinese higher education. The University of Nottingham Ningbo China (UNNC), as the first Sino-foreign cooperative university in the country, has witnessed a growing number of international students from 70 countries and regions in recent years. In response to the pandemic, the University has developed a series of strategies to support international students on campus and overseas. Through a case study approach, we explore the significant problems encountered by international students during this challenging time and the services and support provided by the University to help them cope with such challenges. It proceeds to reflect upon effective measures implemented so far and lessons learned. We aim to provide useful experience and advice for higher education professionals responding to issues pertaining to international student management and services in times of crisis.

Student evaluation of sino-foreign cooperative universities: from the perspective of internationalization of higher education

ABSTRACT With the development of globalization, transnational higher education is gradually becoming an essential means for many countries to achieve internationalization. Nowadays, Sino-foreign cooperative universities and programmeshave been turned into an important form of internationalization of Chinese higher education, increasingly attracting the attention among policy-makers and academic researchers. This paper focuses on student satisfaction with Sino-foreign cooperative universities by both quantitative and qualitative approaches. Based on the case study, the development trend of Sino-foreign cooperative universities is discussed. Therefore, this paper is of far-reaching significance in improving the student satisfaction of Sino-foreign cooperative universities and promoting the internationalization of other ordinary public universities in China. Through the mixed empirical methods and case study approach, this paper found that the student evaluation of Sino-foreign cooperative universities shows the characteristics of “integration” that effectively absorbs the maternal resources and characteristics of both Chinese and foreign parties, and also realizes self-management and education innovation.

International Doctoral Student Research Self-Efficacy Scandal: A Case Study of Chinese University

The internationalization of Chinese higher education glimmers the hope for globalization and opened the doors for countries to exchange academics treasures and cultural exchange. The euphonious and mellifluous agenda behind the internationalization led the nations towards the silver lining of collaboration, interaction, and human resources exchange. However, a large volume of literature claimed the poor academic performance of international students and weak academic communication between international students and Chinese faculty members. So the study sought to explore the phenomena through doctoral. Student experience regarding their research self-efficacy development in a Chinese university. Thus, we took one Chinese university as a case due to its high accessibility of international students with broad and deep experience of being an international student in China. Our participants were international doctoral students from Asian and African countries with significant financial desperation. The findings shed light on the intention of international to pursue a doctoral degree in Chinese higher education and how it significantly delayed their research self-efficacy development.

Internationalization of Chinese Higher Education: Is It Westernization?

Internationalization has become a strategic policy priority for many Chinese higher education in the process of becoming world-class universities. However, there is little research focusing on students’ experiences of internationalization at home. This research investigates how Chinese undergraduates interpreted and experienced internationalization at a prestigious university in China. Data for the study were collected through policy document analysis, semi-structured interviews with students, and site visits. The results of the study reveal that students perceive internationalization as Westernization, question the prominence of English in the university’s internationalization in both formal and informal curricula, and raise concerns about unequal access to internationalization. The study interrogates the unidirectional orientation of internationalization between China and the developed Western world. It calls for an approach to the de-Westernization of internationalization, reclaiming indigenous Chinese epistemology, language, and culture. The findings have important implications for an alternative social imaginary of internationalization for researchers and policymakers.

Do Returnee Faculty Promote the Internationalization of Higher Education? A Study Based on the “2014 Faculty Survey in China”

Based on data from the “2014 Chinese University Faculty Survey,” this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education.

The Internationalization Of Higher Education In China: The Role Of Government

In the process of internationalizing higher education, national governments play their role differently, and the relationship between Chinese institutions and the government is significantly different from that experienced by Western institutions. A critical distinction is that Chinese institutions are both academic entities and government institutions that implement government policies and goals. In relation to the internationalization of higher education, the Chinese government has shown a strong supporting attitude and has four main roles: national strategy designer and program planner, major funding provider, executive director, and regulator and supervisor. The internationalization of Chinese higher education has always been strategically designed and programmed by the government; consequently institutions formulate their own strategies and plans within the framework of the national ones. Though fundamental reforms are being implemented continuously, the Chinese government is still the major provider of funding for internationalization, just as it is for the whole public education sector. The Chinese government also acts like the executive director of a corporation in managing the internationalization of higher education. Government regulation and supervision are deeply embedded in the daily operation of Chinese institutions owing to political anxieties and economic considerations. The government’s four roles could be seen as inevitable and shared widely by many national governments, yet they are essential for characterizing the way the Chinese government plays its roles. This paper presents a theoretical exploration of governmental roles in internationalizing higher education, a topic that has attracted too little attention and requires further systematic analysis by educational researchers.

Internationalization of Chinese Higher Education

This paper probes into the development of internationalization of higher education in China from ancient times to modern times, including the emergence of international connections in Chinese higher education and the subsequent development of such connections, the further development of internationalization of Chinese higher education, and the regularization of internationalization of China’s higher education. The discussion centers on the issue of internationalization of Chinese higher education in a chronological order by using some official statistics and documents for demonstration. Through the discussion, we may find that China has made great progress in the internationalization of higher education; however, as to Chinese higher education, there is still room for improvement so as for the country’s higher education system to keep pace with the advanced education system in the developed countries.

Internationalization of Higher Education in China: Chinese-Foreign Cooperation in Running Schools and the Introduction of High-Quality Foreign Educational Resources

With the acceleration of the internationalization process of higher education in China, the Chinese-foreign cooperation in running schools (CFCRS) has been developing at an expeditious pace nowadays. It positively enhances the internationalization process of Chinese higher education and greatly contributes to providing the society with talents. However, the existence of lacking real practical experience in CFCRS greatly undermines introducing high-quality foreign educational resources and personnel; and this does not comply with the idea of CFCRS, which is introducing high-quality foreign educational resources and personnel. This paper deals with the research of CFCRS firstly, followed by the definition and concepts of CFCRS and educational resources. The motive of introducing high-quality foreign educational resources and personnel is annalyzed and the quality of the introduced foreign educational resources and personnel is evaluated, which will assist the improvements and benefit the internationalization of Chinese higher education.

An Obstacle or a Useful Tool? The Role of the English Language in Internationalizing Chinese Universities

Knowledge of foreign languages often has been considered an important indicator of internationalization of higher education. In modern Chinese history, foreign language learning has been one of the basic means for China’s survival. This research first looks at the status of English as a global language, with increasing separation from imperialist culture. Based on an empirical study, it then reports Chinese response to English global language and reviews the implications of the dominance of English for internationalization of Chinese higher education. It argues that foreign language learning in China reflects China’s history, perceptions of international scholarly relations, and assessment of the world situation. It shows that the disparity in importance attached to the most influential foreign languages by Chinese academics corresponds to the current influence of countries speaking those languages and hence to the unbalanced geographical foci of China’s university internationalization.