Network for Research into Chinese Education Mobilities (NRCEM)

Benefits of studying in China: International students from top-tier Chinese universities ‘spill the beans’

Research highlighted

Singh, J.K.N. (2022). Benefits of studying in China: International students from top-tier Chinese universities ‘spill the beans’, Journal of Further and Higher Education, DOI: 10.1080/0309877X.2022.2052822

International education is a fast-changing phenomenon in global higher education. For decades, China has been the ‘sending’ country of international students to English-speaking countries such as Australia, the United Kingdom and the United States. By the twenty-first century, the role has reversed and China is one of the fastest growing ‘receiving’ countries of international students. In 2018, there were a total of 492,185 international students from 196 countries pursuing their studies in 1,004 higher education institutions; the majority came from Asia (59.95%) followed by Africa (16.57%), Europe (14.96%), America (7.26%) and Oceania (1.27%) (Chinese Ministry of Education of the People’s Republic of China, 2018). Given the exponential growth of international students in China, understanding the advantages of studying there is under-researched.

Given the expansion of international student numbers, limited scholarly articles have focused on the advantages of studying in China, an emerging international education hub, based on the voices of international students themselves (Jiani 2017; Wen and Hu 2019). To respond to this empirical gap, this paper investigates the benefits of seeking international education in China, based on the lived experiences of international students. The main research question is ‘What are the anticipated benefits of seeking international higher education for international students enrolled at two prestigious universities in China?’ Against this backdrop, 30 semi-structured qualitative interviews with international students from Asia, Africa and Western countries enrolled at two prestigious universities in Beijing and Hubei Province were conducted.

The study results have highlighted three main benefits from studying in China: 1) enrichment of future employment possibilities; 2) mastering Mandarin language; and 3) development of knowledge, skills and experiences. These benefits are not mutually exclusive; they have similar end goals to improve development of students’ home countries (mainly in Asia and Africa).

Employment prospects

The principal benefit of studying in China is employment prospects. Many students wish to stay in China upon graduation for employment purpose. International students are very confident that they will secure jobs in China as opposed to their home or third countries. They view that employment opportunities for them relatively poorer in their home countries.Some reasons include relatively low pay and limited prospects in gaining employment compared to China’s labour market. The growth of China’s economy brings more job opportunities with higher salary packages and requires highly skilled migrants to support that growth.

On the other side, many students, particularly from Asia and Africa, aspire to contribute to their home countries through employment opportunities. Many mentioned that they wanted to work in Chinese companies, the government sector or even return to their previous, home-country positions. This is because there are a lot of Chinese companies mushrooming in their respective home countries and these students want to contribute to their home countries by emulating China success especially in economy.

Mandarin language

The second benefit is learning Mandarin. Many students, especially undergraduates, are interested in learning this language. Firstly, students mainly from Asia, Europe and South America believe that Mandarin will an important business/trade language between their home countries and China. Students from Asia and Africa wanted to learn Mandarin because they perceived themselves as future ambassadors or leaders representing their country of origin in future trade dealings and business investments with China. For students majoring in Chinese, it is vital to learn Mandarin in a Chinese university to obtain in-depth assistance from native speakers and educators, as opposed to their home country. They also have the chance to immerse themselves in the Chinese community and understand Chinese culture.

Developing knowledge, skills and experience in China

The third benefit is to develop significant knowledge, skills and experience for their career development. Students, especially undergraduates from Africa, are amazed how rapidly China has grown in terms of economy, management, business and investment (Jiani 2017). Based on this rapid economic development, students wanted to learn the business ‘tricks of the trade’, economic policies, management and investment skills so that they could replicate that learning in their home countries. Singh and Jamil (2021) reported that international students especially from the under-developed nations in Asia and Africa wanted to contribute to their community via application of knowledge, technical and research skills acquired in Malaysia in positions such as university lecturers, researchers and trainers.

An overarching benefit of studying in China, based on international students’ lived experiences, is relating to their personal intrinsic motivations and benefits which is geared towards improving and strengthening their career and employment opportunities through meaningfully contributing to their home country’s social and economic development by gaining employment in the government sector, in Chinese companies in home countries or returning to previous employment. Specifically, in home-country employment, students contribute by applying business/trade educational knowledge, management, investment and soft skills, as well as international educational experiences. Later benefits of international education include employment opportunities in China due its rapid economic development and wide job opportunities, as well as learning Mandarin for future business and trade dealings with China and reconnection to cultural identity.

Hence, the findings of this study have contributed to the international education literature as the findings have established important nuances of key personalised motivations and benefits of studying in China and therefore extended the modified push-pull theory in relation to economic, social, cultural, career (employment) and educational outcomes that mostly advantage home-country development. These findings are also opposing the framework of pull or push factors that only focused on external factors instead of personalised aspects to gain international education.

References

Jiani, M. A. (2017). Why and how international students choose mainland China as a higher education study abroad destination, Higher Education, 74 (4), 563–579. doi:10.1007/s10734-016-0066-0

Ministry of Education of the People’s Republic of China (2018). Statistical report on international students in China for 2018. Accessed 19 October 2021. http://en.moe.gov.cn/documents/reports/201904/t20190418_378692.html

Singh, J. K. N. & Jamil, H. (2021). International education and meaningful contributions to society: Exploration of postgraduate international students’ perspectives studying in a Malaysian research university, International Journal of Educational Development, 81. doi:10.1016/j.ijedudev.2020.102331

Authors’ Bio

Dr Jasvir Kaur Nachatar Singh
La Trobe University

Dr Jasvir Kaur Nachatar Singh is an award-winning Senior Lecturer at the Department of Management and Marketing, La Trobe Business School, La Trobe University, Australia. In 2020, Dr Singh received an international teaching recognition from Advance HE, UK as a Fellow (FHEA). In 2018, Dr Singh received two La Trobe University Teaching Awards and Best Presenter Award at the Global Higher Education Forum, Malaysia. Dr Singh’s research expertise is in higher education with a particular interest exploring international students’ lived experiences of academic success, employability, career aspirations and learning experiences. Dr Singh also explores lived experiences of skilled migrants and international academics. Dr Singh has published numerous articles in high impact journals and has presented at various national and international higher education conferences. In 2021, Dr Singh was appointed as a Research Fellow at the Malaysian National Higher Education Research Institute. She can be contacted at j.nachatarsingh@latrobe.edu.au.

Managing editor: Lisa (Zhiyun) Bian

Rethinking Internationalization at Home from a System Perspective: Evidence from China’s Higher Education Institutions

Research highlighted:

Zhang, Y. (2022). Rethinking internationalization at home from a system perspective: Evidence from China’s higher education institutions. International Journal of Chinese Education, 11(1), 2212585X221095881.

Abstract

This study explores the strengths and more importantly the limitations of the current research of Internationalization at Home (IaH) in relation to equity. To do this, I draw on a survey of Chinese university students to examine 1) the relationship between their intercultural interaction with international students, partly operationalizing IaH, and their intercultural competence; 2) compares the effects of intercultural interaction and study abroad on students’ intercultural competence; and 3) examines the extent to which students’ opportunities for intercultural interaction with international students depends on the type of their institutional affiliation. It finds that study abroad, interaction with international students and learning foreign languages are positively associated with students’ intercultural competence. However, the effects of study abroad and intercultural interaction do not differ and are not additive. It also finds that students from prestigious universities are more likely to have high intercultural interaction with international students. The findings confirm the strength of IaH as an equitable approach at the institutional level. However, it raises questions on the impact of systemic inequities on IaH and calls for rethinking the objective of IaH for all students from a system perspective.

Equity and Internationalization at Home

Internationalization has long been recognized as an institutional imperative to promote international research collaboration, enhance global ranking and reputation, and improve students’ intercultural understanding. One of the most important activities in internationalization is student mobility, including outbound mobility, such as students studying abroad for degree programs or short-terms exchanges, and inbound mobility in the form of institutions recruiting international students justified by financial and cultural benefits brought by international students.

Yet, what concerns the field of internationalization is the elitist nature of student mobility. Globally, only 2.48% of the students in higher education institutions had the opportunity to study abroad (UNESCO Institute for Statistics, 2021). In response to this concern, the concept of Internationalization at Home (IaH) was proposed and implemented at the institutional level, in the hope to bring international experience to all students, including students who do not have the opportunity to study abroad. IaH is defined as “the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students, within domestic learning environments” (Beelen & Jones, 2015). IaH is often regarded as an approach that equalize the field of internationalization. However, most research on IaH focus on single institutions or comparison of a few institutions. It might be true that the IaH approach addresses inequity issues in internationalization at the institutional level. However, institutions may differ significantly in their internationalization resources due to systemic inequity, which may result in students from various institutions benefiting differently from IaH.

The Chinese Context

China is a case that this article uses to illustrate that the current understanding of IaH in relations to equity may be limited at the system level. China’s higher education system is highly stratified. One example is the Double First-Rate project, only around 5-6% of the Chinese institutions are designated to receive ample financial resources from the government to achieve the goals of becoming world-class universities or housing world-class disciplines. These universities are also largely protected from enrolments expansion to ensure the quality of education at the universities. These universities tend to have more resources for their internationalization activities, which is closely linked to the goal of becoming world-class universities. Alarmingly, top universities in China also tend to enrol students from better social-economic backgrounds. This dynamic raises concerns that institutions differ in their capacity to internationalize the campus that benefit their students.

This Study and Implications

This article explores the strengths and more importantly the limitations of the current research of Internationalization at Home (IaH) in relation to equity from both institutional and systemic perspectives. To do this, a survey of Chinese university students was conducted with the following research questions: 1) What is the relationship between Chinese university students’ intercultural interaction with international students and their intercultural competence? 2) How does the effect of intercultural interaction compare to that of study abroad? 3) To what extent students’ institutional affiliation explain their opportunities for intercultural interaction? Chinese university students’ intercultural interaction with international students operationalizes one aspect of IaH. Comparing the effect of intercultural interaction and study abroad helps us understand whether IaH benefits students’ intercultural development from institutional perspective. Moreover, examining the impact of institutional affiliation on intercultural interaction helps us understand whether IaH truly equalizes the internationalization field from a system perspective.

Two important findings come out of this study. First, as seen in Table 2 from the published paper, intercultural interaction is positively related to student intercultural competence and its effect is not statistically different from that of study abroad. This finding confirms that IaH does benefit students’ intercultural development and there is no evidence that students’ intercultural understanding must be developed through the often-expensive study abroad opportunities. This finding suggests that students can alternatively choose to participate in IaH activities on campus for intercultural development, which is much more affordable. This study only focuses on intercultural interaction between domestic and international students, one aspect of IaH. Future research could consider how different aspects of IaH, such as international curriculum, relates to students intercultural understanding.

Another important finding is that students from prestigious universities are more likely to have more opportunities for intercultural interaction, as seen from Table 3 of the published paper. This corroborates with the hypothesis that system inequity issues may affect the objective of IaH benefiting all students. More prestigious universities tend to have more resources either financially or in terms of human capital to create opportunities for IaH and support the implementation of IaH. This finding is important as it raises concerns of how IaH can achieve its goals of benefiting all students, if operating in a system of inequities. This finding calls for research on IaH to consider incorporating systemic factors in the research and rethink IaH from a system perspective.

Authors’ Bio

You Zhang is a PhD Candidate at the Ontario Institute for Studies in Education (OISE), at the University of Toronto. Her current research focuses on international student mobility, higher education regionalization, China-Africa relations in higher education, and anti-Asian racism and international students. She has a geographic interest in the East and Southeast Asia region. She co-founded the East Asia Special Interest Group under the Comparative and International Development Education Center at OSIE, where with her colleagues, they organize activities and symposiums to raise awareness of educational issues related to the Asian Diaspora and the Asian region. Her recent research has appeared in Higher Education, Higher Education Quarterly, Canadian Journal of Higher Education, and the Journal of International Students. She can be reached at youzhang.zhang@mail.utoronto.ca or her twitter @YouZhangYoyo.

Managing editor: Lisa (Zhiyun) Bian

PhD-Level Course: Ethnographic Fieldwork Methodology

*From fieldwork in Tema, Ghana. Photo: Jørgen Carling*

PRIO invites applications for this course, which will be taught in person in Oslo in September 2022. The application deadline is 10 June.

This course prepares participants for conducting ethnographic fieldwork and using fieldwork data in social-science research. It pays particular attention to doing fieldwork in challenging circumstances, such as those that are often encountered in research on peace and conflict, or in the contexts of migration and displacement. The sessions roughly follow the chronology from pre-fieldwork planning to post-fieldwork representation of data, and address both practical and principled concerns at each stage. Rather than attempting to provide blueprint answers, the course seeks to help participants reflect upon the dilemmas of fieldwork and make informed decisions for their own research.

Teaching will take place in person at the Peace Research Institute Oslo (PRIO) in Norway. The course is preceded by a course on survey methods in migration research (7–9 September) to enable a foundation for mixed methods. Interested participants must apply separately to each course.

The course is taught by PRIO Research Professors Jørgen Carling and Cindy Horst.

Application deadline: 10 June 2022.

See full announcement and application form.

Download outline of the course: PhD course Ethnographic fieldwork 2022.pdf

Managing editor: Tong Meng

Lecturer/Assistant Professor, Twenty-Four Month Limited Term Position, Department of Child & Youth Studies

About the Position
The Department of Child and Youth Studies at Brock University, St. Catharines, Ontario invites applications for a twenty-four month limited term appointment as Lecturer/Assistant Professor, to commence July 1, 2022.

Our department aims to build inclusivity and equity through understanding and respect for diverse identities, and to reflecting this in our approaches to teaching and learning, research and creativity, administration and service provision, and community engagement. Our commitment to equity, diversity, and inclusion is grounded in the recognition that the strongest research, scholarship, and creative activity and the best research training environment require engagement of scholars from diverse backgrounds.

Qualifications
A scholar with a completed PhD (ABD may be considered) in Child and Youth Studies or a related discipline within Social Sciences is preferred (e.g., Social Work, Anthropology, Education, Sociology, Women and Gender Studies, Black Studies, and/or Indigenous Studies. The successful candidate must be familiar with sociocultural approaches to the study of childhood and youth, with a demonstrated record of successful research and teaching in the areas of systemic issues, culture, and inequality. Applicants will provide evidence of successful teaching experience at the undergraduate university level. The successful candidate will be expected to teach the courses listed below, to assist in undergraduate student supervision as required, and to participate in the affairs of the department.

CHYS 3P96 (D2, Fall)
Racism and Constructions of Race
Historical and current construction and effects of race and ethnicity in the lives of children and youth in
Canada and globally.
CHYS 3P27 (D2, Fall)
Policies of Childhood and Youth: Canadian Perspectives
Canadian initiatives in child welfare, education, health and children’s rights within a broader global
context. Roles of national and local governments, non-governmental organizations, professionals, adults and
children.
CHYS 3P31 (D3, Winter)
Practical and Theoretical Issues in Child and Youth Work
Introduction to key issues in policy and programmatic responses, philosophy, values, roles, ethics and tasks.
CHYS 3P38 (D3, Winter)
Children, Youth, and Families
Research on children and youth in families from historical, comparative and contemporary perspectives.
Topics may include theories of the family, comparative family relations, issues of social change and policy
and their impact on children and youth in the context of family life.

The Department
The Department of Child and Youth Studies offers undergraduate programs (BA Pass or Honours, BA with Major, BA/BEd) that provide a broadly based interdisciplinary approach that considers theoretical and applied approaches to children and youth within the multiple contexts of culture, the economy, the law, family, school, peer group, and community. With roots in anthropology, criminology, cultural studies, education, psychology, and sociology, the academic focus provides an integration of approaches through which a comprehensive understanding of children and youth can evolve. In addition, the CHYS Graduate Program (MA, PhD) offers a unique multidisciplinary approach to the study of children and youth, providing a theoretical foundation and the application of social science research methods.

About Brock University
Brock University is located on the Traditional Territory of the Haudenosaunee and Anishinaabe peoples. This Territory is covered by the One Dish One Spoon Wampum Agreement and the Upper Canada Treaties. We express our gratitude and respect for the honour of living and working with Indigenous people. In all that we do, Brock University strives to honour and support the Indigenous peoples of whose Traditional Territory Brock University is located. Our commitment to Reconciliation and Decolonization are one of four strategic priorities of Brock’s 2018-2025 Strategic Plan. These priorities include fostering a culture of inclusivity, accessibility, reconciliation and decolonization. At Brock, “we believe that a diverse and welcoming learning community is built upon the foundation of exceptional students, faculty, staff and alumni. This requires that Brock be attractive and welcoming to people of all identities and accepting of the unique histories and experiences of Indigenous people within the Canadian state.”

The Brock University experience is second to none in Canada. Located in historic Niagara region, Brock offers all the benefits of a young and modern university in a safe, community-minded city, with beautiful natural surroundings. With over 19,000 students and more than 100 undergraduate and graduate programs in seven diverse Faculties, Brock excels at providing exceptional experiential learning opportunities and highly rated student and campus life experiences.

Our Geography
Brock University’s main campus is situated atop the Niagara Escarpment, within a UNESCO World Biosphere Reserve, overlooking the city of St. Catharines, in the heart of Niagara wine country. The Niagara region is dotted with landmarks that recognize our nation’s history and features breathtaking natural beauty and world-famous attractions. St. Catharines is home to vibrant arts and entertainment venues, and is a short drive from Toronto, Niagara Falls, and Buffalo, New York. With one of the warmest climates in Canada, clean, safe communities, and surprisingly affordable real estate, Niagara is an exceptional location to call home.

What We Offer
Brock University offers competitive salary and benefits and ample support for research. Research resources include conference support, start-up funding, subscriptions to major databases, and access to various research funding vehicles. For candidates considering relocation, moving expenses will be administered according to the Collective Agreement.

Application Process:
Please apply online using the “Apply” button. Within the online application system candidates must submit a letter of application, a statement of research interests, a statement of teaching interests related to departmental programs, selected reprints/preprints of publications, evidence of successful high quality teaching, a curriculum vitae, and the names and contact information for three references as part of their application (a single PDF document is preferred) via the online application system. (Note: file maximum of 5MB per upload). Supplemental application information beyond the 5MB limit can be sent to chysrecruitment@brocku.ca. Applicants should also arrange for at least three letters of academic reference to be sent electronically to chysrecruitment@brocku.ca. The closing date for applications is 12:01am on June 1, 2022. This position is subject to final budgetary approval.

Applications should be submitted electronically through the Brock Careers website at the following link:

https://brocku.wd3.myworkdayjobs.com/en-US/brocku_careers/job/Lecturer-Assistant-Professor–Twenty- Four-Month-Limited-Term-Position–Department-of-Child—Youth-Studies_JR-1011436

Inquiries should be directed to Dr. Heather Chalmers, Chair of Child and Youth Studies, 905-688- 5550 x3191, chyschair@brocku.ca.

Our Commitment
Brock University is actively committed to diversity and the principles of employment equity and invites applications from all qualified candidates. Women, Aboriginal peoples, members of visible minorities, people with disabilities and lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons are encouraged to apply and to voluntarily self-identify as a member of a designated group as part of their application. LGBTQ is an umbrella category and shall be read to include two-spirited people. Candidates who wish to be considered as a member of one or more designated groups can fill out the Self-Identification questions included in the questionnaire at the time of application.

Please note that Brock University requires all employees to be fully vaccinated against COVID-19 if they are working on campus and/or in-person with other employees, students or members of the public. As a condition of being hired, employees in these types of roles will be required to provide proof of full vaccination, or provide proof of a bona fide medical or Human Rights Code exemption.

All qualified candidates are encouraged to apply; however Canadian citizens and permanent residents will be given priority.

We will accommodate the needs of the applicants and the Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act (AODA) throughout all stages of the selection process, as outlined in the Employee Accommodation Policy https://brocku.ca/policies/wp-content/uploads/sites/94/Employment- Accommodation-Policy.pdf. Please advise: talent@brocku.ca to ensure your accessibility needs are accommodated through this process. Information received relating to accommodation measures will be addressed confidentially.

We appreciate all applications received; however, only candidates selected for an interview will be contacted. At this time, initial interviews will be conducted virtually.

Learn more about Brock University by visiting http://www.brocku.ca.

Managing editor: Tong Meng

British Association for Chinese Studies (BACS) Annual Conference

University of Oxford

Co-hosted by Asian Studies Centre at St Antony’s College, Oxford School of Global and Area Studies (OSGA), and the Oxford China Centre.

31^st August – 1^st September 2022

BACS is pleased to announce that the 2022 Conference of the British Association of Chinese Studies will be held in-person at St Antony’s College, University of Oxford. Call for papers is now open! Come and meet friends and share your work!

Keynote speakers

Frank Dikotter, Hong Kong University, China After Mao

This talk will present China after Mao, a book which uses hundreds of hitherto unseen documents from municipal and provincial archives in the People’s Republic to examine forty years of so-called “Reform and Opening Up”. The author will cover some of the key episodes in the story of China’s transformation from impoverished Maoist backwater into powerful Marxist-Leninist state.

Jieyu Liu, SOAS, Family Life in Urban China: A Three-Generation Portrait

This talk will draw upon over one hundred life history interviews with three urban generations of men and women to examine how continuities and changes in family life have been shaped by the wider political, socio-economic and demographic transformations since 1949. The portrait it paints offers a forceful alternative narrative to Western modernity theorists’ overly homogenized view of intimacy and family life.

The call for papers and panel proposals is now open!

To submit a proposal for a paper or a panel please send a word document to bacs@sant.ox.ac.uk

If you want to propose a paper, please put ‘PAPER’ in your email subject line. In your word document please give details of your name, email address and institutional affiliation (departmental and university). Please also state your paper title and provide a 250-word abstract.

If you want to propose a panel, please put ‘PANEL’ in your email subject line. In your word document please give the name, email address and institutional affiliation (departmental and university) of the organizer and each of the presenters. As panels are 90 minutes, it is recommended that panels have four presenters. Please include an abstract to describe the panel overall and then an abstract for each of the papers. Panels need to be diverse and inclusive.

Key dates