Learning to ‘tell China's story well’: <i>the constructions of international students in Chinese higher education policy</i>

Mulvey, Benjamin Joseph; Lo, William Yat Wai

doi:10.1080/14767724.2020.1835465

Cited by 14 publications

(12 citation statements)

References 51 publications

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“…This perception appears to be accurate because the Chinese government does not position international students as a means of plugging skills gaps within the domestic workforce. In Chinese policy texts, international students are seen primarily as a public diplomacy tool rather than as potential labour migrants (Mulvey and Lo, 2021), as is the case in Australia (Robertson, 2013) and the UK (Lomer, 2017).…”

Section: Resultsmentioning

confidence: 99%

Global Inequality, Mobility Regimes and Transnational Capital: The Post-Graduation Plans of African Student Migrants

Mulvey

2021

Sociology

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Employing a theoretical framework that draws on the concept of global regimes of mobility and Bourdieu’s theory of practice, this article seeks to analyse how African student migrants in China navigate global structural inequalities in planning for post-graduation mobility, while strategising to overcome barriers to mobility and capital accumulation. It argues that China’s position within the contemporary global political economy is reflected in the ways these student migrants navigate intersecting global mobility regimes. Moving beyond the ‘stay/return’ binary common in student mobility research, the article delineates three post-study trajectories: returnees, deterred by structural barriers from staying in the host country; those who stay in China, overcoming these barriers by opening businesses, with plans to return home later; and those who plan to accumulate capital in China to meet the requirements of more stringent mobility regimes in the Global North.

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Section: Resultsmentioning

confidence: 99%

Global Inequality, Mobility Regimes and Transnational Capital: The Post-Graduation Plans of African Student Migrants

Mulvey

2021

Sociology

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“…Researchers found four categories of African mobile students in China: the elites who explore new opportunities, the middle class who are cost wise, the coerced to move abroad and the unprivileged individuals (Mulvey, 2021; Mulvey and Lo, 2021). Each sees the mobility to China as an opportunity to an end.…”

Section: On African Students In Chinamentioning

confidence: 99%

“…However, a dissent of the available literature reported that African students have long suffered from discrimination and racism in China (Bodomo, 2012; Gillespie, 2014; Hevi, 1963; Lan, 2016; Sautman and Hairong, 2009; Snow, 1988; Sullivan, 1994). This discrimination makes them feel alienated from Chinese society (Mulvey, 2020) and thenceforth undermines China's soft power among the African youth (Mulvey and Lo, 2021).…”

Section: On African Students In Chinamentioning

confidence: 99%

The Sino-African higher education exchange: toward building a literature

Bouchaib

2022

AEDS

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PurposeThis paper intends to provide a thematic literature review of the scholarly research articles orbiting the Sino–African education cooperation and exchange, published between 2005 and 2022.Design/methodology/approachThe methodology used in this paper is qualitative in nature with a thematic approach. The author used content analysis techniques to spotlight the major themes of the topic studied. The author selected the papers and theses, based on their heuristic capacity, from two major databases for the English and Chinese literature: Web of Science and CNKI. The selection process resulted in 60 high-quality peer-reviewed articles and theses. Another 30 research articles and theses were used as supplementary resources.FindingsThe literature concentrates on six points: the historical development, the nature of the exchange, the frameworks of the cooperation, vocational training and knowledge transfer, African students in China and their experiences, and education cooperation and soft power. However, research tends to be somewhat polemical rather than an academic debate between Chinese researchers and their western peers. Therefore, empirical studies beyond the geopolitical preoccupations and the “YEA” or “NAY” to the Sino–African education exchange are critically needed.Practical implicationsThe implications of this study go beyond the east/west or developed/developing world rhetoric and focus more on sustainable educational development on a global scale. Understanding how the literature on the Sino–African education engagement is shaping, provides valuable insights into international education in the global south. It can also be implied to approach educational engagement with other destinations such as India, Türkiye and Brazil.Originality/valueThis thematic literature review concentrates on the educational aspect of Sino–African relations. It compares English and Chinese peer-reviewed scholarly articles and theses on China–Africa educational engagement and has heuristic implications for sustainable educational development globally.

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“…Countries with more centralized policy regimes such as the UK, Australia and China are able to mobilize a wider range of resources and activities than those with decentralized governance structures such as the United States. China has, for instance, increased scholarship opportunities available to international students ( Mulvey and Lo, 2021 ) in line with its broader ambitions to internationalize the higher education sector and grow its soft power. Like China, the UK aims to attract more international students, and the 2019 International Education Strategy ( DfIT and DfE, 2019 ) set the target of 600,000 international students in higher education by 2030.…”

Section: Recruitment Practicesmentioning

confidence: 99%

The Economics, Ethics and Discourse of Recruiting International Students

Lomer¹

2022

Contextualizing English for Academic Purposes in Higher Education

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Bruce, & B. Bond (Eds.), Contextualizing English for Academic Purposes in Higher Education : Politics,. (New Perspectives for English for Academic Purposes). Bloomsbury Academic. https://www-bloomsburycollections-com.manchester.idm.oclc.org/book/contextualizing-english-for-academicpurposes-in-higher-education-politics-policies-and-practices/ch3-the-economics-ethics-and-discourse-of-recruitinginternational-students

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Learning to ‘tell China's story well’: the constructions of international students in Chinese higher education policy

Cited by 14 publications

References 51 publications

Global Inequality, Mobility Regimes and Transnational Capital: The Post-Graduation Plans of African Student Migrants

Global Inequality, Mobility Regimes and Transnational Capital: The Post-Graduation Plans of African Student Migrants

The Sino-African higher education exchange: toward building a literature

The Economics, Ethics and Discourse of Recruiting International Students

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