Given that online higher education shows no sign of abating during the COVID-19 pandemic in Australia, understanding the nature of e-learning and e-learners in this particular setting is much needed. However, little is known about the e-learning approaches that international students apply, or about how they experience the process of e-learning. This article is a critical reflection on the misalignment between an international student’s (Author 1) e-learning behaviours and the expectation of online education. It outlines the autoethnographic method and employs self-study to explore why Author 1  behaves in a certain way with particular reference made to the Biggs’ 3P model. In so doing, the study attempts to shed light on the values and interests of international students that have been silenced in the discourse of e-learning design in Australian universities. With the aim of obtaining a profound insight into the effectiveness of e-learning, the present study challenges the notion that the virtual university is a means of achieving educational equality; it suggests the potential of online education in undermining the social inclusion agenda of internationalised universities. The findings show that while the participant could engage with the curriculum to some extent, there are signs of disconnection, isolation and emotional instability associated with the establishment and development of the e-learning environment. Illustrations of these emerging issues could help educators better understand the downside of e-learning and e-practice by identifying various influential elements, including individuals’ socioeconomic status, cultural heritage and environmental learning settings. The study points out that international students’ education outcomes could be compromised, and expectations could be unfulfilled via e-learning. Thus, there is a further need to prepare learners for e-learning environments.

In the higher education market, the cross-border flow of international students has become increasingly apparent. For Australia, China has been a major student source and most of these students have been enrolled in the higher education sector. Such a phenomenon has rendered the innovation of higher education management necessary, and its socio-cultural influence has attracted attention from the Australian government. This study suggests that international students’ intercultural communicative competence (ICC) deficits could influence their self-perceptions thus compromising their ability to communicate with peers. Using a qualitative research approach, the study explores the extent to which China’s College English influences Chinese international students’ intercultural performance and unpacks the reasons for their behaviours. An autoethnography of a Chinese international student was provided to indicate that the experience from both home and host countries would constitute a habitual thinking pattern that could exert an enduring impact on individuals. Via critically engaging with Byram and Morgan’s three dimensions of ICC and Byram’s model of ICC, the participant’s ICC was analysed, and her conceptions of culture and language were discovered. This study advocates more meaningful explorations about English curricula and highlights the need for forming a caring and humane society and tapping the value of international students in the era of globalisation.

The liberal theory of industrialism is one of the chief political theories impacting education. Such a framework associates academic achievement directly with employability and establishes education's dominant position in mediating social mobility. However, Chinese graduates are confronted with the broken promises of higher education, since college credentials are no longer regarded as ‘golden tickets’ that guarantee decent jobs or high social status. Therefore, this paper establishes a critical framework for analysing the liberal theory of industrialism. By referencing to empirical research, the current study provides an in‐depth discussion from the national perspective and offers explanations from both quantitative and qualitative evidence. The study suggests that the implementation of the theory in egalitarian societies has been largely compromised with regard to meritocratic selection. Meanwhile, the theory relies on a veil of ignorance, for it assumes that people would have a unanimous perception regarding social status. In both respects, it is argued to be incompatible with the contemporary Chinese context. Thus a more comprehensive and flexible perspective is needed to identify functions of higher education in developing countries. 摘要 工业自由主义提出教育是促进就业与提升社会地位的决定因素, 其理论对当代教育产生深远影响。然而,当大学毕业文凭已不再是‘金饭碗’的保证, 中国大学毕业们面临着逐渐暗淡的就业前景与日益渺茫的阶级跨越机会。因此, 本文就工业自由主义进行批判性探讨。通过引用研究数据, 结合量性与质性证据, 本文从国家层面进行深度探讨。本文提出,工业自由主义与精英教育相左,同时, 由于此理论搭建于人们对于社会地位的一致认知的假定, 其论证受 “无知之幕”矇昧。本研究旨在说明工业自由主义难以解释当代中国高等教育的困境, 并呼吁制定更全面理论, 采用更灵活的视角来了解发展中国家的高等教育模式。

During the COVID-19 pandemic, international higher education underwent significant changes. To maintain the operation of international education and ensure the continuity of students' education, the Chinese and Australian governments have introduced a set of emergency policies. This study unpacks the policies that relate to Chinese students enrolled in Australian universities. It also summarises the unique modes built in these two contexts and critically identifies their similarities and distinctions. Based on these findings, it proposes the concept, co-creation, and highlights the trend in international education. It suggests that a virtual geographical space in international education has emerged during the COVID-19 pandemic, where the immobility of students is accepted. The establishment of the space requires collaborative efforts from governments, social organisations, and universities. Hence, the future of higher education is more about innovation than recovery.

Ethnic preferential policies for gaokao—the national college entrance examination—are important for students of ethnic minorities to be included in the tertiary education system in China. While these policies promote educational inclusiveness and guarantee the right to higher education for students of ethnic minority, evidence has indicated that these students are struggling to acquire equal higher education opportunities compared to their mainstream counterparts. Referring to Bourdieu's concept of cultural capital, this chapter contributes a new perspective to the existing discussion of ethnic preferential policies. The chapter examines Chinese ethnic preferential policies and relevant supporting policies in this century. It identifies the evolution of these policies, indicating the developmental trend and arguing that the inclusiveness of ethnic minority students should comprise more than adjusting the admission score. Instead, a more comprehensive approach should be taken to acknowledge and legitimise the existing cultural capital of ethnic minority students.