scholarly journals Student Engagement for Sustainability of Chinese International Education: The Case of International Undergraduate Students in China

2020 ◽  
Vol 12 (17) ◽  
pp. 6831
Author(s):  
Mei Tian ◽  
Genshu Lu ◽  
Hongbiao Yin ◽  
Lijie Li
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Engagement ◽  
Environmental Factors ◽  
International Education ◽  
Undergraduate Students ◽  
Large Scale ◽  
Research University ◽  
Chinese Higher Education ◽  
The Sustainable Development

Student engagement has been attracting attention in the discussion of higher education (HE) quality. Despite the rapid increase of international students in China, little understanding has been gained for quality management on these students’ engagement in learning. This paper focuses on international undergraduate students in Chinese higher education institutions, exploring the nature and characteristics of their academic engagement and the environmental factors influencing the engagement. The discussion was based on a synthesis of the findings of two studies, i.e., an exploratory qualitative study following a small group of international students at a research university and a large-scale survey involving 1428 international students at 34 Chinese universities. The analyses revealed less than satisfactory levels of international students’ engagement, with a high proportion of the participants being passively or ineffectively involved in learning. The qualitative findings highlighted pedagogical and attitudinal factors that affected international students’ engagement. The survey results indicated six environmental factors, categorized into three groups, having significant effects on the respondents’ engagement. Although located in China, the analyses bear implications for practitioners striving for the sustainable development of international education in a broader range of contexts.

scholarly journals International Undergraduate Students in Chinese Higher Education: An Engagement Typology and Associated Factors

2021 ◽  
Vol 12 ◽  
Author(s):  
Mei Tian ◽  
Genshu Lu ◽  
Lijie Li ◽  
Hongbiao Yin
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Associated Factors ◽  
International Student ◽  
Survey Study ◽  
Chinese Higher Education ◽  
Full Time ◽  
The Sustainable Development ◽  
Factors Associated ◽  
Using Data

This research adopted a typological approach to explore international students' academic engagement in China. Using data generated by a survey study involving 801 international undergraduate students at 34 full-time Chinese universities, this research developed an international student engagement typology, and examined important individual and learning environment factors associated with the engagement types presented in the typology. The international student engagement typology helps to understand and enhance international undergraduate students' learning experiences in Chinese HEIs. Although located in China, this research holds implications for practitioners in broader contexts striving for the sustainable development of international student education.

Patterns, Trends, Issues, Challenges, and Opportunities in the Internationalization of Chinese Higher Education

2021 ◽  
Author(s):  
Xue Lan Rong ◽  
Shuguang Wang
Keyword(s):  
Higher Education ◽  
International Students ◽  
Undergraduate Students ◽  
Chinese Students ◽  
The United States ◽  
Chinese Higher Education ◽  
Higher Education System ◽  
The Past ◽  
Studying Abroad ◽  
Language Studies

A theoretical model of positioned, positioning, and repositioning is used to conceptualize the evolving process of the internationalization of Chinese higher education and answer the following three questions: (a) How have the quantitative trends of Chinese students studying abroad and international students studying in China changed over the past 30 years? (b) What are the differences between Chinese students studying abroad and international students studying in China in recent years, in terms of the host and sending countries, the level of study, and the fields of study, and what do the differences mean when compared to those in other countries? (c) What are the challenges, opportunities, and strategies in the years to come? To answer the first question, a compilation of descriptive quantitative data is used from numerous large national and international data sources, which reports a long-term upward trend (with some fluctuations) of inbound international students in China and outbound Chinese international students around the world over the past 30 years. To answer the second question, using general international mobile student profiles for context, data were compared of inbound international students in China and the United States in terms of both level of study and field of study. These revealed imbalanced patterns: Chinese outbound students are more likely to be in certain fields (e.g., STEM, business) and at graduate levels, but international students in China are more likely to be undergraduate students and non-degreed students in the humanities and language studies. Based on the data for the first two questions, the issues are synthesized in order to present the opportunities and challenges regarding the continuation of China’s internationalization of its higher education, especially with respect to inbound international students. In terms of issues and opportunities, economic and other impacts (such as political, financial, and pandemic related) are highlighted and call China’s attention to maintaining and expanding the strengths of its higher education system while considering competition from neighboring countries. Six major challenges are identified in this area, and suggestions are provided.

scholarly journals Assessing Student Engagement and Outcomes: Modelling Insights from Australia and Around the World

2014 ◽  
Vol 2 (2) ◽  
pp. 241-264 ◽  
Author(s):  
Hamish Coates ◽  
Marian Mahat
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Outcomes ◽  
Case Studies ◽  
Future Study ◽  
Large Scale ◽  
Chinese Higher Education ◽  
International Partnerships ◽  
Higher Education Systems ◽  
The World

AbstractAssessing how students engage and what they know and can do are pressing change frontiers in contemporary higher education. This paper examines large-scale work that has sought to advance the capacity of higher education systems and institutions to engage students through to graduation and ensure they have capabilities required for future study or work. It reviews contexts fuelling the importance of engagement and learning outcomes, reviews two large-scale case studies, and advances a broad model for structuring assessment collaborations that create and deliver new value for higher education. We conclude by discussing implications and opportunities for Chinese higher education and collaborative international partnerships.

International Students in Chinese Higher Education

2016 ◽  
pp. 153-178 ◽  
Author(s):  
Claire Hu ◽  
Christine Min Wotipka ◽  
Wen Wen
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Education ◽  
International Student ◽  
Student Mobility ◽  
Chinese Higher Education ◽  
Mobility Data ◽  
Survey Responses ◽  
Political Economic

The authors examine the choices, expectations, and experiences of international students in China, aiming to understand emerging reverse student flows and the role of political, economic and cultural factors in international student mobility. Data were drawn from survey responses by 1674 international students from Africa, Asia, Europe, Latin and North America studying at eight Chinese universities. Findings suggest significant differences among students' choices, experiences, and expectations by their region of origin. In a broader context, this research addresses the important role of developing countries as not only senders but also receivers of international students, and demonstrates ways that political, economic and cultural structures influence international students' choices, experiences and expectations. This research on international education in China contributes to the study of regionalization and internationalization of higher education.

Challenges to English-medium instruction (EMI) for international students in China: A learners' perspective

English Today ◽  
2016 ◽  
Vol 32 (4) ◽  
pp. 63-67 ◽  
Author(s):  
Ji-Jun He ◽  
Shiao-Yun Chiang
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Education ◽  
Rapid Development ◽  
The United States ◽  
Turn Of The Century ◽  
Chinese Higher Education ◽  
Medium Of Instruction ◽  
English Medium Instruction ◽  
Education In China

According to the Institute of International Education, China has become a major receiving country of international students, like the United States, United Kingdom, Australia, and Canada. The rapid development of international education in China evidences a major progress in the infrastructure of Chinese higher education. While internationalization creates unprecedented opportunities for the knowledge economy in China, it simultaneously poses unparalleled challenges for Chinese higher education (An & Chiang, 2015) and one of these challenges is the medium of instruction (MOI). While English has been widely taught in China since 1978 (McArthur, 2005), it was not until the turn of the century that English was endorsed as the medium of instruction for the so-called Chinese-English bilingual education.

scholarly journals The Perils of Commercialism: Australia's Example

2015 ◽  
Author(s):  
Philip Altbach ◽  
Anthony Welch
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Education ◽  
Policy Change ◽  
Academic Integrity ◽  
International Higher Education ◽  
Recent Policy

International higher education has become a major income producer for Australia for more than two decades. The prime goal of internationalization was moneymaking, which resulted in creating problems in ethics, quality, and academic integrity. The recent policy change in reducing international students has affected institutions that had been too dependent upon high proportions of international enrollments. All of this is a predictable outcome of commercialism shaping international education.

scholarly journals Challenging Deficit Constructions of the International Student Category in Canadian Higher Education

2019 ◽  
Vol 36 (1) ◽  
pp. 48-70 ◽  
Author(s):  
Victoria Surtees
Keyword(s):  
Higher Education ◽  
International Students ◽  
Undergraduate Students ◽  
International Student ◽  
English Language ◽  
Campus Environment ◽  
Campus Diversity ◽  
Canadian Higher Education ◽  
Language Brokers ◽  
Premier Cycle

The trend toward internationalization on Canadian campuses has been simultaneously lauded as an opportunity for promoting campus diversity and criticized for creating a campus environment that is segregated along linguistic and ethnic lines. As a result of these tensions, students labelled as “international” have become the focus of increasing amounts of media attention. In this article, drawing on interviews with undergraduate students (n = 13) from one postsecondary Canadian institution, I examine how the seemingly neutral labels applied to diverse students, such as the category “international,” operate in talk to reproduce deficit understandings of these students, particularly in regard to their English language abilities. I then provide evidence that students also construct more positive representations of international students through references to their experiences of migration and their expertise interacting with speakers of different Englishes. I offer the notion of “language brokers” as a helpful conceptual lens for interpreting this categorization and for reflecting on the contributions that international students make to Canadian higher education. La tendance de l’internationalisation dans les universités canadiennes a simultanément été louée comme une occasion de promouvoir la diversité sur le campus et critiquée pour la ségrégation qu’elle opère dans l’environnement universitaire en fonction de l’appartenance linguistique et ethnique. Ces tensions ont pour effet d’attirer progressivement l’attention des médias sur les étudiants dits « internationaux ».  Dans le présent article, je m’appuie sur des entrevues avec des étudiantes et étudiants de premier cycle (n = 13) inscrits dans un établissement postsecondaire canadien pour examiner la façon dont des étiquettes apparemment neutres accolées à des étudiants diversifiés, comme par exemple la catégorie des étudiants « internationaux », crée un langage qui reflète certains déficits de compréhension de tels étudiants, particulièrement en ce qui concerne leurs compétences linguistiques en anglais. J’apporte ensuite la preuve que les étudiants construisent également des représentations plus positives des étudiants internationaux à la lumière de leur expérience migratoire et de la compétence avec laquelle ils interagissent avec des interlocuteurs qui s’expriment dans les multiples variations de l’anglais. J’offre la notion de « courtier en langues » comme lentille conceptuelle utile pour l’interprétation de cette catégorisation et pour une réflexion sur les apports des étudiants internationaux à l’enseignement supérieur au Canada.

scholarly journals Undergraduate Research as a High Impact Practice in Higher Education

2019 ◽  
Vol 9 (3) ◽  
pp. 160
Author(s):  
Shari Lanning ◽  
Mark Brown
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Critical Factor ◽  
High Impact ◽  
Positive Effects ◽  
Research Findings ◽  
Research Initiatives ◽  
High Impact Practice

Higher education research indicates that student engagement is the most critical factor in retention programs for undergraduate students (Upcraft, Gardner and Barefoot, 2005; Tinto, 2012; Pascarella, Seifert, and Whitt, 2008). These studies illustrate that if students do not feel engaged, they are at high risk for leaving their institution prematurely. Among high impact practices, undergraduate research has been shown to have the most positive effects with regard to promoting student engagement (Kuh, 2018; Kuh, 2008). Herein we highlight the use of mentored research as a high impact practice in undergraduate education, Further, we call upon the education community to share their models, approaches, observations, and research findings related to undergraduate research initiatives.

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