A New Typology for Analyzing the Direction of Movement in Higher Education Internationalization

Wu, Hantian; Zha, Qiang

doi:10.1177/1028315318762582

Cited by 51 publications

(36 citation statements)

References 26 publications

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“…Based on their empirical analysis, Wu and Zha (2018) count four types of internalization, each of them marks typical world regions and national tactics. The first type includes the United States and, in a less extent, the United Kingdom where national science coincides with international science.…”

Section: The Limits Of the Original Bourdieusian Perspective And The mentioning

confidence: 99%

The World-Systemic Dynamics of Knowledge Production: The Distribution of Transnational Academic Capital in the Social Sciences

Demeter

2019

JWSR

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This paper expands the framework of the Bourdieusian field theory using a world-system theoretical perspective to analyze the global system of social sciences, or what might be called the world-system of knowledge production. The analysis deals with the main agents of the world-system of social sciences, and it also investigates the core-like and periphery-like processes of the system. Our findings affirm that a very characteristic center-periphery structure exists in global social sciences, with a few hegemonic countries and distinctly peripheral world regions. Our analysis not just presents empirical data on power structures in global social sciences but it also offers meaningful typologies for analysis of the roles different world regions play in maintaining the world-system of global knowledge production. The paper also proposes a three-dimensional model by which both geographical and social/institutional center-periphery relations may be analyzed.

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Section: The Limits Of the Original Bourdieusian Perspective And The mentioning

confidence: 99%

The World-Systemic Dynamics of Knowledge Production: The Distribution of Transnational Academic Capital in the Social Sciences

Demeter

2019

JWSR

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“…We should note that now state educational initiatives are directed mainly to the countries located along the modern Silk Road (within the "One Belt, one road" strategy), where 4.4 billion people live (63% of the world's population) [17; 18]. Therefore, today 61% of all scholarships assigned to foreign students are held by citizens of these countries 7 . Starting from 2016 and over the next five years, the Chinese government intends to annually pay scholarships to another 10 thousand of such students [18].…”

Section: Government Programs To Supportmentioning

confidence: 99%

“…China is becoming the third largest country to study abroad. Available at: http://edu.sina.com.cn/a/2016-09-12/ doc-ifxvukhv8200111.shtml (In Chinese) 7 利好政策支持，沿线国家成来华留学新发力点. Countries supported for obtaining education in China.…”

Section: Government Programs To Supportmentioning

confidence: 99%

“…Today many modern forms of higher education internationalization are practiced in China [5]. This is primarily: sending Chinese students and teachers abroad, attracting foreign teachers and students to China, implementing joint educational programs and opening foreign language centers [6][7][8]. However, not all of them have been given enough attention in Russianlanguage or translated publications published in Russia.…”

Section: Introductionmentioning

confidence: 99%

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Internationalization of Higher Education in China: Modern Trends

Donetskaya

Zhan

2019

Vysš. obraz. Ross. (Print)

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The article analyzes the processes of internationalization of higher education in China at the beginning of the 21st century. Based on data from the Ministry of Education of China, legislation and publications that are publicly available on the Chinese Internet, it is shown how the number of students visiting China, their preferences in choosing universities and educational programs changed from 2000 to 2016. Information on government activities to support international students is provided.The internationalization of higher education plays an important role in the foreign-policy activities of modern China. Foreign students teaching and expanding of Chinese language teaching in foreign countries can be considered as the “soft power” of influence of Chinese national culture. Such actions from the point of view of the Chinese government should contribute to the formation of an attractive image of China, reduce the level of external threats, increase stability and economic prosperity of the country. Therefore, the government aims to attract as many foreign students as possible, especially from neighboring countries, and spends a lot of money on these purposes. The policy of internationalization of education has achieved significant results over the past 15 years. Today, students from all over the world obtain higher educationin China. The number of foreign students increased in 2016 compared to 2000 by 8.4 times, reaching almost 450 thousand people. The possibilities for foreign students to choose profession and university have expanded. Now they come to China not only to learn Chinese, but also to obtain qualifications in engineering, economics, management and Western medicine.

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“…With an emphasis on education as a significant source of migration among youths in recent times, several governments support and sponsor these factors via several means such as educational scholarship and internationalization agenda. For example, the United States of America, the government of Canada, United Kingdom, France (Stein, Metcalfe, Trilokekar & Beck, 2019;Wang & Long, 2019;Wu & Zha, 2018), as well as the Malaysian government (Armstrong & Laksana, 2016;Shahijan, Rezaei & Preece, 2016).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurship Advancement and Malaysia Immigrant Policy: A Conceptual Analysis

Adelaja¹

2020

RBM

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The migration process in the 21 st century has become a global phenomenon to the extent that governments are in huge competition to make their place migration destination specifically for international students due to several skills, knowledge and entrepreneurial ideas they have. Owing to these reasons, this paper conceptually analyze the prospect and challenges of integrating from entrepreneurial lens international students into the Malaysian entrepreneurship atmosphere. Considering this, it is suggested in this study that Malaysia entrepreneurship policy should be inclusive to embrace foreign participation. Also, the immigrant policy which has increased the flow of international students needs to be complemented with freedom to engage in a legal business activities. It is therefore conceptually opined that the amendment of the immigrant policy which should be regulated will increase the attitudinal change towards Malaysia generally and it would place the entrepreneurship policy more viable.

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A New Typology for Analyzing the Direction of Movement in Higher Education Internationalization

Cited by 51 publications

References 26 publications

The World-Systemic Dynamics of Knowledge Production: The Distribution of Transnational Academic Capital in the Social Sciences

The World-Systemic Dynamics of Knowledge Production: The Distribution of Transnational Academic Capital in the Social Sciences

Internationalization of Higher Education in China: Modern Trends

Entrepreneurship Advancement and Malaysia Immigrant Policy: A Conceptual Analysis

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