China's recruitment of African university students: policy efficacy and unintended outcomes

Haugen, Heidi Østbø

doi:10.1080/14767724.2012.750492

Cited by 113 publications

(70 citation statements)

References 23 publications

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“…Furthermore, in 1998, China's Nanjing Agricultural University sent a number of students to study at Kenya's Egerton University as part of an exchange program. These students, apart from learning from the receiving university, also started a small, informal Chinese language teaching program that saw a number of Kenyan students enroll (Haugen, 2013;Wang & Curdt-Christiansen, 2016;Wheeler, 2014).…”

Section: Chinese Language and Confucianism In Kenya Vis-a-vis China'smentioning

confidence: 99%

“…The declaration has been viewed as a positive influence with bidirectional economic gains between China and Kenya within China's reform and agenda for its opening-up (King, 2010). Nonetheless, the teaching and learning of Chinese among various Kenyan learners has been driven by a number of reasons, and as such, their levels of competence differ from one learner to another (Haugen, 2013;Wang & Curdt-Christiansen, 2016;Wheeler, 2014). In addition, a number of other challenges affect the Chinese language's propagation in the local context of Kenya, a domain that this study will highlight further, but was preceded with exploratory survey findings on the insights of Chinese Language Teaching and Learning in Kenya.…”

Section: Chinese Language and Confucianism In Kenya Vis-a-vis China'smentioning

confidence: 99%

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Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up

Owaki¹,

Kathina²,

Khayeka–Wandabwa³

et al. 2019

edupij

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Teaching and learning of Chinese as a foreign language and its culture is complex for Kenyan learners. It requires them to consider contrasting intellectual, policy and economic dimensions that instead of aiding its propagation among Kenyan learners, could even facilitate a hindrance to its progression. Potential measures that could be embraced are examined in this study based on the current context in lieu of proper guidelines or policy for foreign language learning, and in the midst of China's reform and opening-up. The study adopts Stern's second language learning theoretical approach, documentary and discourse analysis as complementary to a preliminary exploratory survey. Chinese and Kenyan partnering institutions in higher education and its intersections through Chinese language development and cultural exchange are well-attuned towards attaining a competitive cadre of bilingually educated Kenyans who are appreciative of the cultural diversity between the two nations. This affords Chinese and Kenyan nationals the opportunity to engage with each other in efficient bidirectional exchanges for common intellectual and economic prosperity founded on various exchange agreements. In the quest for greater Chinese language and culture propagation, increased bidirectional participation of stakeholders in curriculum-related policymaking and implementation processes are sought. The mobilization of strategic resources through exchanges between China and Kenya hold the promise to a more certain cooperative future for all. Avenues on resource mobilization with a focus on efficient human resource management, together with an opportunities linkage framework, would benefit both countries, and thereby reinforce a common intellectual and economic prosperity.

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Section: Chinese Language and Confucianism In Kenya Vis-a-vis China'smentioning

confidence: 99%

Section: Chinese Language and Confucianism In Kenya Vis-a-vis China'smentioning

confidence: 99%

Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up

Owaki¹,

Kathina²,

Khayeka–Wandabwa³

et al. 2019

edupij

View full text Add to dashboard Cite

show abstract

“…Inward student mobility intensifies academic and scientific exchanges which are central to soft power theory, and this can also be inspired by observations of how the US has gained friends among political elites of hostile countries by means of student exchanges (Nye 2004;Ma and Zhou 2018). This theory suggests that international students with pleasant firsthand experiences of studying abroad will admire the host country's academic, social, and political system and, in turn, nudge or steer cooperation between their home countries and the host country, push education, society, and politics at home in the direction desired by the country they studied and lived in (Haugen 2013). This is not only an opportunity for Chinese language and culture to enter the global platform but also for soft power expansion.…”

Section: Discussionmentioning

confidence: 99%

Inward international students in China and their contributions to global common goods

Lin

Liu

2020

High Educ

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This study identifies the (global) common goods produced and augmented by inward student mobility and its relevance to national policies and strategies in China by interviewing 27 policy-makers, university leaders, and academics, as well as international students. Most importantly, it develops a new framework for interpreting inward student mobility through the lens of (global) common goods, with benefit, influence, and balance as the three key elements. The findings of this study indicate that inward international students contribute to global common goods in the aspects of cultural diversity, global talents, improved policies, and practices, etc. (benefit). Key policies related to inward international students are generally supportive, and meanwhile compatible with these global common goods to a large extent (influence). Though some problems and tensions are observed in this study, constructive solutions have already been proposed by both the Chinese government and HEIs (balance).

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“…Among the few studies available, Dong and Chapman (2008) surveyed 270 scholarship recipients and found that the Government Scholarship was an effective way to spread goodwill for China and build up international relationship. Haugen's (2013) study on African students in Guangdong and Zhejiang, however, pointed out that low tuition fees and the availability of scholarships were important appeals for African students, but the pervasive discontent with the education they received in China impeded China's vision to enhance its soft power through attracting international students to study in China. Li's (2015) case study on five international students revealed that individual factors such as their sense of belonging, engagement with the host culture, and the power of their mother tongues also contributed to different learning experiences in China.…”

Section: Chinese Promotion Policy and International Student Educationmentioning

confidence: 99%

Teaching Chinese to International Students in China: Political Rhetoric and Ground Realities

Wang

Curdt‐Christiansen

2016

Asia-Pacific Edu Res

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This paper presents an on-going study of the enactment of The International Promotion of Chinese Policy (国际汉语推广政策). It explores how Chinese teaching and learning take place in a Chinese university under the Study in China Programme which allows international students, after a period of intensive Chinese language learning, to transfer to academic courses taught in Chinese for Chinese students at the tertiary level. This programme has expanded in recent years in response to the government's goal to enhance China's soft power globally. By studying policy documents, engaging in conversations with students and teachers and observing classrooms, our study reveals that there are conflicting interests of social actors at national, institutional and individual levels, causing considerable conflicts and tensions in three aspects: (1) the divergent goals of internationalisation between the government and the higher education institution; (2) the imperative need of academic Chinese for subject learning and the actual offer of Chinese for everyday communication and (3) the competing role of English versus Chinese as a lingua franca for international students in the university setting. These conflicts make it difficult for international students to benefit from the subject courses, and for universities to implement successful language programmes for international students, and this renders the political objective of this programme difficult to achieve.

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China's recruitment of African university students: policy efficacy and unintended outcomes

Cited by 113 publications

References 23 publications

Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up

Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up

Inward international students in China and their contributions to global common goods

Teaching Chinese to International Students in China: Political Rhetoric and Ground Realities

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