Research highlighted
Dr Pii-Tuulia Nikula (Eastern Institute of Technology)
Education agents play a significant role in facilitating outbound student mobility from China. A new book Student Recruitment Agents in International Higher Education: A Multi-Stakeholder Perspective on Challenges and Best Practices explores the education agent phenomenon. It discusses the many complexities of agent engagement across the globe. The book features 19 chapters of which five are investigating the Chinese context. These contributions offer valuable insights into the views of students and parents as well as evidence of the impact of agents, evaluation of the Chinese regulative landscape and the role of agent key bodies that operate in China.
Two of the chapters in the Student Views section present primary data on Chinese students’ views and experiences. Ying Yang, Jenna Mittelmeier and Miguel Antonio Lim in their chapter “Giving Voices to Chinese International Students using Interpretative Phenomenological Analysis” explore the lived experiences of Chinese postgraduate students when applying to study in the UK, highlighting the value that agents can provide when students navigate the university selection and application processes. The chapter by Yi Leaf Zhang, Meng Xiao and Linda Serra Hagedorn, “Pursuing Higher Education Dreams in the US” presents data from Chinese undergraduate students and their parents when considering opportunities in the United States. They emphasise the critical role that parents play in the selection of an agent/agency. Both chapters discuss the benefits of agent engagement, but also identify various issues, such as student expectations not being met, limited transparency or agents trying to steer students to specific study opportunities. Hence, these chapters improve our understanding of students’ experiences and how agents can both provide and destruct value.
In the Agents’ Value Propositions and Impact section the chapter by Meng Xiao and Linda Serra Hagedorn “Agents and Test Preparation” sheds light into the inner workings of a large education agency offering English language tutoring services in China. A number of education agencies provide a wide array of service of which most focus is usually placed on the counselling and application processes. The chapter adds to this knowledge by offering insights into the organisation of language tutoring services by education agencies. It also presents data to demonstrate the impact of the language tutoring service offered by comparing participants’ English language test scores pre- and post-participation.
In the Government and Regulator Perspectives and Country Studies section two chapters explore the Chinese context. First, Siyan Feng in his chapter “Regulation, Deregulation, and Self-Regulation” evaluates the history and status quo of agent regulation in China. Feng’s chapter discusses the emergence of the special permit system regulating education agencies in 1998, and how it over time became dysfunctional and was discontinued. Feng discusses the new mechanisms of self-regulation and argues that to improve regulation in this area, key stakeholders, such as Chinese policymakers, should improve their knowledge of agents and how they operate. Second, Jon Santangelo in “Client-Agent Dispute Cases” discusses the role of Beijing Overseas Study Service Association (BOSSA) as a professional association of education agencies in China. This chapter provides case study various examples of complaints received from students who have been unsatisfied with their contracted agents’ services and BOSSA’s recommendations. The chapter prompts all students and their families to conduct their own due diligence. It is also recommended that both parties have a clear understanding of their responsibilities and accountabilities.
These chapters allow readers to improve their understanding of the work and impact of agents, how students and parents perceive the value provided by agents, and the past and current status quo of regulation in the Chinese context. Those interested in advancing their knowledge of agents will also benefit from reading chapters discussing other country contexts, including how higher education institutions (HEI) in various countries engage and work with agents. HEI perspectives and practices are critical to understand how HEI contracted agents operating in China are governed, incentivised and managed by their institutional partners. The views of HEI/agent management are equally valuable considering the ambitions of China to become a key destination for international students.
Student Recruitment Agents in International Higher Education: A Multi-Stakeholder Perspective on Challenges and Best Practices discusses a number of benefits and challenges associated with agent engagement. It provides theoretical perspectives and practical applications allowing readers to develop their understanding of the key conceptual issues and emerging trends, such as as the difficulties in defining ‘agents’ and the increasing reliance of mega-aggregators. Hence, the book contributes to a better understanding of wider agent related questions. It provides a good overview of the Chinese education agent context alongside a number of other recent publications (e.g., Yang et al., 2022; Zhang, 2023). However, further research is needed to explore critical, but under-explored stakeholder views, such as those of policymakers, agent associations and universities/higher education institutions in China.
References
Nikula, P-T., Raimo, V. & West, E. (2023). Student Recruitment Agents in International Higher Education: A Multi-Stakeholder Perspective on Challenges and Best Practices. Routledge. https://www.routledge.com/Student-Recruitment-Agents-in-International-Higher-Education-A-Multi-Stakeholder/Nikula-Raimo-West/p/book/9781032136059#
Yang, Y., Lomer, S., Lim, M. A., & Mittelmeier, J. (2022). A study of Chinese students’ application to UK universities in uncertain times: from the perspective of education agents. Journal of International Students, 12(3), 565-586. https://doi.org/10.32674/jis.v12i3.3777
Zhang, C. (2023). The Legitimacy of Chinese Educational Recruitment Agencies (CERAs): Landscape evolution, policy environment, operating models, identities. Doctoral dissertation. UCL (University College London).
Author’s Bio
Dr Pii-Tuulia Nikula is a Principal Academic at Eastern Institute of Technology/Te Pūkenga in New Zealand. Pii-Tuulia’s research covers international education, higher education and organisational sustainability. One of her areas of expertise is education agents. Pii-Tuulia’s articles on education agent management and governance have been published in leading international education and higher education journals. Pii-Tuulia holds editorial roles in Journal of International Students, Higher Education Research & Development, and Higher Education Quarterly. She holds a PhD in Politics and International Relations from the University of Auckland and Master in Social Sciences from the University of Helsinki.
https://www.researchgate.net/profile/Pii-Tuulia-Nikula
Managing Editor: Tong Meng
Network for Research into Chinese Education Mobilities (NRCEM) 