Chinese-Foreign Cooperation in Running Schools (CFCRS): A policy analysis

Iftekhar, Syed Nitas; Kayombo, Joel Jonathan

doi:10.5861/ijrse.2015.1323

Cited by 8 publications

(9 citation statements)

References 4 publications

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“…However, it has been argued that there is no effective operation management for CFCRS and for quality assurance throughout the duration of courses (Iftekhar & Kayombo, 2016).…”

Section: Chinese-foreign Cooperation In Running Schoolsmentioning

confidence: 99%

“…So how to balance the interests between China and foreign countries becomes an issue. In relation to collaborative processes, it is probably not practical to ask the cooperative foreign HEIs to pursue the public interest of China, which may be contrary to their own values (Iftekhar & Kayombo, 2016). The majority of HE nation-state providers, such as Australia, come to the Chinese market to expand their domestic HE markets; in this scenario, cosponsored programs become part of the educational trade services provided in the pursuit of profit-making (Zhang, 2009).…”

Section: Meso-level Policies: Collaboration and Competition In Univermentioning

confidence: 99%

“…Moreover, the programs and institutions need to be approved by the Ministry of Education (MOE) before their establishment. Although it states in Implementation Methods that "foreign education institutions and their Chinese partners in cosponsored programs shall submit an Annual School Administration Report no later than the end of March to the department in charge of examination and approval, and the report should include key information about students, course schedules, instructor qualifications, quality guarantees, and financial data" (Article 52 and 53, RCFCRS, 2003), there is no effective operation management of CFCRS and their quality assurance throughout the duration of courses (Iftekhar & Kayombo, 2016). So it can be seen that Australian transnational HE quality control functions more effectively China, behind Malaysia (24%) and Singapore (20%) (Universities Australia, 2014a).…”

Section: Meso-level Policies: Collaboration and Competition In Univermentioning

confidence: 99%

“…Indeed, both China and Australia attach great importance to HE quality control in their own ways. China has strict examinations on the development of CFCRS at the stage of establishment, but lacks a process of ongoing supervision (Iftekhar & Kayombo, 2016;Zhang, 2009). Australia has a systematic quality assurance system, called Australian Quality Framework (AQF), which is applied in Australia and also applied to transnational education.…”

Section: Summary Of Institution Focused Policiesmentioning

confidence: 99%

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A comparative study of the internationalization of higher education policy in Australia and China (2008–2015)

Hong

2018

Studies in Higher Education

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“…However, it has been argued that there is no effective operation management for CFCRS and for quality assurance throughout the duration of courses (Iftekhar & Kayombo, 2016).…”

Section: Chinese-foreign Cooperation In Running Schoolsmentioning

confidence: 99%

Section: Meso-level Policies: Collaboration and Competition In Univermentioning

confidence: 99%

Section: Meso-level Policies: Collaboration and Competition In Univermentioning

confidence: 99%

Section: Summary Of Institution Focused Policiesmentioning

confidence: 99%

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A comparative study of the internationalization of higher education policy in Australia and China (2008–2015)

Hong

2018

Studies in Higher Education

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“…The AQF is applied throughout Australia and also to transnational education. As for the onshore HE programs, the offshore programs also have strict accreditation requirements at the stage of establishment, and continuous audit and their quality assurance throughout the duration of courses (Iftekhar & Kayombo, 2016 China, behind Malaysia (24%) and Singapore (20%) (Universities Australia, 2014a).…”

Section: Content and Degree China's Cfcrs Have More Degrees And Subjmentioning

confidence: 99%

A Comparative Study of the Internationalization of Higher Education Policy in Australia and China (2008-2015)

Hong¹

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In an era of globalization, internationalization of higher education (IHE) has been constructed as an almost inevitable trend and has become a common pursuit of many nations in their higher education (HE) policies. This study focuses on two nations, China and Australia, in terms of this trend. The broadest aim of this research was to find out the interactive relationships between global and national pressures in policy development by comparing the international HE policies in China and Australia, for the period 2008-2015.There are two justifications for this timeframe: one relates to political leadership across the period; the other to significant policy developments in both nations in this period. This comparison will facilitate better understanding of how globalization has affected and been responded to in IHE policies, and enable better understanding of their path dependent mediation through a focus on two specific sets of national policies.The research questions framing this study are: What were the policies of IHE in China and in Australia from 2008 to 2015, and what were the purposes of these policies (i.e., what were they seeking to achieve?); What were the similarities and differences in relation to the policies on IHE in the two countries? How were these policies linked to the contexts of contemporary globalization and the politics and policy making approaches in each country?; What were the differences in relation to the IHE in the two countries, and what do these differences tell us about the impact of globalization on HE policy, and about path dependence in HE politics and policy making in each country?Drawing upon theoretical resources within the research fields of educational policy convergence and divergence, path dependence and soft power, I combine two comparative education study methods, namely Bereday's (1964) model and Phillips and Schweisfurth's (2014) work. As such, I have designed a comparative analysis method and framework for this study based on a synthesis of that work, mainly using document analysis as the data base for the research. A large number of pertinent government policies, reports and data from government websites and international organizations were collected and analysed using inductive and deductive approaches.There are three data analysis chapters (4, 5 and 6), the first (Chapter 4) deals with the relevant polices in China, the second (Chapter 5) with those in Australia, and finally a comparison of the two sets of policies is provided (Chapter 6), to offer answers to the research questions. In each section of the analysis chapters, the three categories, ii overarching meta-policies at the macro level (nation), institution focused polices at the meso level (universities), and people focused policies at the micro level (individuals) are documented and analysed. Similarities and differences are identified in the comparison chapter. Similarities include promoting and deepening IHE as one important agenda in national policies at the macro level in the two nations, promoting tran...

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An action research on teaching in multicultural classrooms at joint-venture universities in China

Ergenç

2020

Asia Pacific Journal of Education

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Chinese-Foreign Cooperation in Running Schools (CFCRS): A policy analysis

Cited by 8 publications

References 4 publications

A comparative study of the internationalization of higher education policy in Australia and China (2008–2015)

A comparative study of the internationalization of higher education policy in Australia and China (2008–2015)

A Comparative Study of the Internationalization of Higher Education Policy in Australia and China (2008-2015)

An action research on teaching in multicultural classrooms at joint-venture universities in China

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