Why Chinese universities embrace internationalization: an exploration with two case studies

Zha, Qiang; Wu, Hantian; Hayhoe, Ruth

doi:10.1007/s10734-019-00364-w

Cited by 61 publications

(30 citation statements)

References 22 publications

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“…Hence, it must be remembered that the role of educational policymakers, researchers, higher education stakeholders, as well as higher education institutions where internationalization is to happen in reality must be considered as a key to success of internationalization that is in alignment with the theme of present research that investigates such a practice in Ontario. Zha et al (2019, p. 673) also introduce the following three spheres in their analytical framework ‘to detect dynamics and currents in the internationalization of Chinese universities’ which confirms the above statements. (1) the interaction between local actors and agencies of internationalization and their immediate environmental conditions, whether of academic/professional, market, or governmental/managerial nature; (2) the interconnection between those actors and agencies on all layers, be they local, national, or global; and (3) the interface between material processes of internationalization and ethical/spiritual orientations.…”

Section: Literature Reviewsupporting

confidence: 60%

Internationalization in Canadian Higher Education Institutions: Ontario

Taskoh

2020

Higher Education for the Future

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Education is a tool for collaboration among nations. The emergence of concepts as internationalization of educational policies, students-staff exchange programs, internationalization of curriculum, internationalization at home (IAH) or even the emergence of multinational agencies to expedite global exchanges in the realm of Higher Education lead educational policy-makers to confess that segregation of the educational policies from nations’ foreign affairs policies have no promising results than failure of the nations’ educational goals and priorities. Based on the qualitative and case study research methodologies, we adopted critical policy analysis (CPA) to address the question of “why does a Canadian public university engage in internationalization?”. The study showed that the decision to acknowledge internationalization as a priority at a public university in Ontario is based upon different motives ranging from commercial-economic and socio-political to academic-educational and profile-building components. The study also identified the gradual extension of market-based rationales that have historically been absent from traditional university policies in the Canadian context to educational initiatives and academic rationales.

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Section: Literature Reviewsupporting

confidence: 60%

Internationalization in Canadian Higher Education Institutions: Ontario

Taskoh

2020

Higher Education for the Future

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“…Foreign partnerships enable both local and foreign institutes to improve their brand visibility and ranking on the global education map. According to recent studies, internationalisation efforts and practices have increased the visibility of many Chinese and Australian universities at the global level and are now endeavouring to improve their ranking by internationalisation orientation and related indicators (Hong 2020;Zha, Wu, and Hayhoe 2019).…”

Section: Rationale Of Foreign Partnership In Indian Higher Educationmentioning

confidence: 99%

Foreign partnership in Indian higher education: significance, challenges and concerns

Chakraborty

2020

Globalisation, Societies and Education

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“…This study uses a quantitative case study method, which is considered a suitable primary method in exploring a contemporary phenomenon and to provide an analysis of the essential factors, processes, and relationships involved in the phenomenon (Rashid, Rashid, Warraich, Sabir, & Waseem, 2019;Zha, Wu, & Hayhoe, 2019). Punch (2013) also noted that the case study is a valuable method for tackling "how do?"…”

Section: Data Collection and Analysismentioning

confidence: 99%

Progress towards a World-Class Research University status: The case of Nanjing Agricultural University

Irungu¹,

Liu²,

Han³

et al. 2019

HES

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The concept of “world-class university” has been there for some time, and everyone wants a world-class university, and no country feels it can do without one. This battle to develop world-class universities lies not only in the gained status but also in the symbolic role of such universities. Universities exist mainly for research and dissemination of knowledge, which have become critical drivers of economic growth. For this reason, world-class research universities are recognized as central institutions in the 21st century economies. This recognition comes with pressure for universities to rethink their research activities and with the need to raise their research status to that of internationally accepted world-class universities. However, in order to attain the world-class research status, there is a need to sustain the efforts being put in place at both national and university levels. This study analyzed university data over nine years, from 2008 to 2016. It examined how Nanjing Agricultural University has strived to sustain its efforts towards attaining world-class research status. The results reveal that consistency and sustainability have resulted in excellence in research and increased research production. The conclusion is that the sustainability of the efforts significantly increases research production and excellence.

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Why Chinese universities embrace internationalization: an exploration with two case studies

Cited by 61 publications

References 22 publications

Internationalization in Canadian Higher Education Institutions: Ontario

Internationalization in Canadian Higher Education Institutions: Ontario

Foreign partnership in Indian higher education: significance, challenges and concerns

Progress towards a World-Class Research University status: The case of Nanjing Agricultural University

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