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

Abstract

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).

An Investigation of the Experiences of Working with Multilingual International Students among Local Students and Faculty Members in Chinese Universities

“…Over the last few decades of the twentieth century, the number of international students in Chinese universities rose steadily. Ever since national reforms and opening-up policies were adopted in 1978, policies for the enrolment and education of international students have gradually become more open and active, with a shift from diplomatic aims in relation to foreign countries in Asia, Africa and Latin America towards fostering international exchanges and cooperation among higher education institutions worldwide [20]. More higher education institutions have been given freedom to enroll and cultivate international students.…”

International Student Mobility in Crises: Globalization and Foucault’s Rhetoric Question

“…In terms of China, since the government started to expand the enrolment of foreign students in 2003, China has been playing a part in higher education export service. “The current coronavirus (COVID-19) threat may cast a shadow over booming international education in China and affect China’s ability to attract more international students” (Tian & Liu, 2020, Conclusion, para. 1).…”

“…But, China’s outbound ISM might be affected in that it is confined to many uncertain factors, such as the capacity of foreign higher education institutions, available financial support for Chinese students from the Chinese government, students’ family, or foreign higher education institutions, and visa requirement of foreign countries. Tian and Liu (2020) underestimate the situation, given that the COVID-19 prevails later in all continents. Not only China but some OECD countries like the U.K. and Australia which deem education as a knowledge-intensive export industry, “exporting educational services directly to foreign countries and by attracting foreign students, scholars…” (Barrow et al, 2003, p. 13) might be affected in a certain period of time.…”

“…Not only China but some OECD countries like the U.K. and Australia which deem education as a knowledge-intensive export industry, “exporting educational services directly to foreign countries and by attracting foreign students, scholars…” (Barrow et al, 2003, p. 13) might be affected in a certain period of time. But their consideration that both countries and universities should “raise awareness of the need for risk management and crisis response strategies to ensure sustainability” (Tian & Liu, 2020, Conclusion, para. 1) deserves our rethinking the rationale and pattern of ISM.…”

Current Situation of International Education for International Students in China

“…The rapid increase in international students would greatly benefit the Chinese economic and social developments by promoting the China's international development agenda and creating a stronger tie with other countries under the Chinese Belt and Road Initiative. International students have a major role in improving diplomatic relations in which the students are human resources for Chinese enterprises oversea [13] . Reputation of higher education institution which is due to the successful enhancement and advancement of the quality of a number of first-tier universities thereby raising the institutional reputation within the region can be seen as a motivation for international students to pursue education in China [12] .…”