International student education in China: characteristics, challenges, and future trends

Ma, Jiani; Zhao, Kai

doi:10.1007/s10734-018-0235-4

Cited by 53 publications

(52 citation statements)

References 16 publications

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“…In previous years, the data show that China was the leading nation for sending students to study abroad in those developed countries and the top ranked universities. According to 2017 statistics, China has become the nation that is attracting and receiving more international students from different countries of the world [61][62][63]. As of the end of 2017, China was the most popular destination for international students in Asia.…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR

2019

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In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales-the Academic Ranking of World Universities (ARWU), the Quacquarelli-Symonds World University Ranking (QS) and the Times Higher Education World University Rankings (THEs)-allows us to minimize the impact of the methodology used. This study integrates regression analysis by using statistical grouping, case studies and normative analysis. Our principal findings are as follows: among the commonly ranked top 100 universities in 2018, the ARWU, QS and THE counted 57, compared with 47 in 2010. Thus, comparing 2010 and 2018 shows that 44 of the universities appeared simultaneously in ARWU, QS and THE rankings and maintained a sustainable position in any ranking system in the family of top 100 groups. Three lower-ranked NFWCUs in the hybrid list for 2010 lost their ranking and did not appear in the group of top 100 universities in 2018, which are covered by some catch-up and young universities. The NFWCUs were from US, Australia, China, Singapore, Germany and Belgium. By systematic comparison, the US and UK continued to dominate the stability of NFWCUs in 2010 and 2018. The key sustainability indicators include a high concentration of talent, abundant resources to offer a rich learning environment and conduct advanced research. Generally, the factors were negatively associated with ranking suggesting that a higher score result in top ranking and vice versa. Teaching, research, citation and international outlook were negatively correlated with THE ranking in 2018. Similarly, Alumni and PUB were negatively associated with ARWU ranking in 2018. All factors except international student ratio were significantly correlated in QS ranking either in 2010 or 2018, where negative association was observed. The significant contribution of our study is to highlight that for the sustainability of universities, it is necessary to have an increasing emphasis on the effectiveness and efficiency of government-supported research, stability of investments and more approaches to employ international initiatives. The results also confirm the appropriate governance, developing global students and place emphasis on science and technology as additional factors in the approaches of pathways to NFWCUs, with delivery of outstanding educational programs and comprehensive internationalization as a key indicator for performance improvement and global university ranking systems.

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Section: Discussion Of the Findingsmentioning

confidence: 99%

Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR

2019

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“…Hence, as Carney (2009) has noted, '[e]ducational phenomena in one country case must thus be understood in ongoing relation to other such cases' (p. 63, emphasis in the original). Despite apparent differences, the two selected country cases, Finland and China, have had a shared aim to expand international student recruitment and establish international English-medium degree programmes since the turn of the 21st century (Jokila under review;Kuroda, 2014;Ma & Zhao, 2018). Although these countries have highly different cultures, histories, political systems and sizes, they are both positioned peripherally on the global student market and share the desire to increase global visibility of their education systems (MEC, 2017;MoEC, 2012).…”

Section: International Higher Education Student Recruitment Strategiementioning

confidence: 99%

“…Although these countries have highly different cultures, histories, political systems and sizes, they are both positioned peripherally on the global student market and share the desire to increase global visibility of their education systems (MEC, 2017;MoEC, 2012). In both countries, universities are responsible for recruiting international students, while the central government sets policies and provides information (Jokila under review;Ma & Zhao, 2018).…”

Section: International Higher Education Student Recruitment Strategiementioning

confidence: 99%

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International Student Recruitment Strategies in Finland and China

Jokila¹

2019

NJCIE

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The recruitment of international students has become a global phenomenon. Prospective candidates planning to study abroad rely on different sources of information in their decision-making processes, provided by different national, institutional and private actors. Thus, more analysis of the mediators facilitating this encounter of recruiters and students is needed. This study analyses how study choices in Finland and China are constructed by analysing the embeddedness of national recruitment strategies in websites, the construction of study choices as capitals and the trust-building devices (dispositifs) employed in the websites. Data consist of textual material from four websites representing educational offerings in Finland and China, targeted for international students searching for information in their study-abroad decision-making. This study puts forward three arguments. First, the analysed websites reflect the national strategies on the recruitment of international students; however, the approaches the websites use vary greatly. Second, websites construct expectations that build on a holistic study-abroad experience. Third, non-governmental websites employ commercially oriented dispositifs to distinguish or affirm choices.

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“…Issues related to internationalization and globalization in the global system of education, the interrelationship between them, and their characteristics have been explored in numerous works by Russian and foreign scholars (Filippov, Sun, 2015;Collins et al, 2017;Krechetnikov, Pestereva, 2017;Altbach,2018;Ma, Zhao, 2018;Donetskaya, Zhan, 2019). These works analyze the multifaceted nature of the terms 'internationalization of education' and 1.1.…”

Section: Introductionmentioning

confidence: 99%

The Formation of the Eurasian Research-and-Education Ecosystem and the Internationalization of Educational Platforms: the Case of Russia and China

2019

European Journal of Contemporary Education

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The object of this study is to assess the potential for the development of the Russian market for educational services as a component part of the present-day process of internationalization of science and higher education in the countries of Eurasia, above all China and Russia. The paper describes Russia's and China's unique unifying and coordinating role in the development of a common educational space, which must result in the creation of a Eurasian research-andeducation ecosystem. The authors conducted an analysis of the current structure of the ecosystem. The authors conducted an analysis of the current structure of the education ecosystem. The authors conducted an analysis of the currents structure of the sector of joint Russian-Chinese education institutions. The paper describes the current state of affairs regarding, and prospects for, the development of the government's digitalization program that is based on the concept of Digital 4.0, a paradigm that is increasingly becoming a natural environment for society to function and develop in. The authors explore some of the key trends and risks inherent in the development of the global market for educational platforms. The paper provides a rationale for the need to create a joint Russian-Chinese educational platform-one can hardly overestimate its role in the implementation of the Belt and Road Initiative transnational project. The study employed a set of traditional methods of research, including classification, comparative analysis, summarization, juxtaposition, and forecasting. In addition, it incorporates a sociological survey of students at Russia's leading universities. The authors made use of data from the Ministries of Education of China and Russia and various open-access statistics websites, as well as data from a sociological study of their own.

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International student education in China: characteristics, challenges, and future trends

Cited by 53 publications

References 16 publications

Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR

Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR

International Student Recruitment Strategies in Finland and China

The Formation of the Eurasian Research-and-Education Ecosystem and the Internationalization of Educational Platforms: the Case of Russia and China

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