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

Abstract

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.

Analysis of the Past, Present and the Future of International Student Mobility: A Retrospective Review

“…Similarly, Roy et al (2019) review studies on the various outcomes students who participate in short-term ISM programmes face and group these outcomes into broad categories related to cultural, personal and career/employment outcomes. Furthermore, the other side of the review studies has focused on ISM approaches and experiences unique to specific regions or countries (e.g., Baek et al, 2021;Bouchaib, 2023;Browne et al, 2015;Knight-Grofe & Deacon, 2016;Russell et al, 2021). Interestingly, few bibliometric reviews on the domain were recently reported (e.g., Gümüş et al, 2020;López-Duarte et al, 2021;Pham et al, 2021).…”

“…Furthermore, the other side of the review studies has focused on ISM approaches and experiences unique to specific regions or countries (e.g., Baek et al, 2021; Bouchaib, 2023; Browne et al, 2015; Knight-Grofe & Deacon, 2016; Russell et al, 2021). Interestingly, few bibliometric reviews on the domain were recently reported (e.g., Gümüş et al, 2020; López-Duarte et al, 2021; Pham et al, 2021).…”

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“…До недавнего времени страна была лидером только по числу студентов, отправленных для обучения за рубеж, а в последние годы Китай стал заметным игроком в экспорте образования, предоставляя государственные стипендии студентам из развивающихся регионов. Особое место в продвижении экспорта китайского образования, по мнению С. Бучаиба (Bouchaib, 2023), занимают страны Африки (регион традиционных интересов экспорта российского образования). Анализу эффективности реализации стратегии экспорта образования Сингапура посвящена работа Х. Ли и Б. Эдвардса (Le, Edwards, 2023).…”