Why Deteriorating Relations, Xenophobia, and Safety Concerns Will Deter Chinese International Student Mobility to the United States

Collaborations between American and Chinese universities have been critical to global knowledge production. Chinese students accounted for over a third of all international students in the United States prior to COVID-19, but the pandemic paused most global mobility in 2020. We argue that this international mobility to the United States will not fully recover if larger stressors are left unaddressed. First, relations between the United States and China have deteriorated in recent years, especially under the Trump administration, with growing suspicion against Chinese researchers and scholars. Second, viral acts of violence and anti-Asian incidents have painted the United States as unsafe for Chinese students. Finally, given the mismanaged response to the pandemic, it may take years before trust returns from abroad. While the Biden administration has promised to curb some of these issues, the perceptions of the United States may have been permanently altered.

“I finally marginalized myself from the mainstream”: An Autoethnography Study of Chinese International Student’s Development of Intercultural Communicative Competence

In the higher education market, the cross-border flow of international students has become increasingly apparent. For Australia, China has been a major student source and most of these students have been enrolled in the higher education sector. Such a phenomenon has rendered the innovation of higher education management necessary, and its socio-cultural influence has attracted attention from the Australian government. This study suggests that international students’ intercultural communicative competence (ICC) deficits could influence their self-perceptions thus compromising their ability to communicate with peers. Using a qualitative research approach, the study explores the extent to which China’s College English influences Chinese international students’ intercultural performance and unpacks the reasons for their behaviours. An autoethnography of a Chinese international student was provided to indicate that the experience from both home and host countries would constitute a habitual thinking pattern that could exert an enduring impact on individuals. Via critically engaging with Byram and Morgan’s three dimensions of ICC and Byram’s model of ICC, the participant’s ICC was analysed, and her conceptions of culture and language were discovered. This study advocates more meaningful explorations about English curricula and highlights the need for forming a caring and humane society and tapping the value of international students in the era of globalisation.

Chinese International Student Sexual Harassment on U.S. College Campuses

The #MeToo movement has brought the attention of sexual harassment to U.S. college campuses. Because the topic of sexual harassment is a hush-hush [shi] topic for many Chinese international students, their first public discussion may occur at student orientation. Thus, students come to college campuses with varying levels of awareness of sexual harassment. Given the growing number of Chinese international students, the purpose of this article is to provide an overview of their experiences and perceptions of sexual harassment as well as provide recommendations for university personnel.

COMPARATIVE ADVANTAGE OF CHINESE SYSTEM OF INTERNATIONAL STUDENT EDUCATION IN THE GLOBAL MARKET

As a part of the global market, Chinese international student education has made a great contribution to its economic prosperity. This paper analyses the comparative advantage and reveals the prospect of Chinese international student education in the global market.

Stages and Characteristics of Development in Chinese International Student Education Over a 70-Year Period, 70年来来华留学生教育的发展历程与基本特征

This study discussed international education in China from the perspectives of social background, policies and regulations, guiding principles, enrolment scales and admission levels. Based on the discussion, the study proposed seven development stages of China’s international student education, i.e. start-up, stagnation, recovery, exploration and development, expansion of development, regulation of the development, and improvement of quality and efficiency. The study also revealed the characteristics of international education development in China, i.e. the increasingly diverse factors driving the changes of international education policy, and the increasing number of international students, particularly those from “Belt and Road” countries and those pursuing degree education. Recommendations are given for the further development of international education in China. 从来华留学生教育发展的时代背景、政策法规、指导思想、招生规模、招生层次等出发，系统梳理来华留学生教育的发展脉络，将中华人民共和国成立70年来的来华留学生教育发展过程分为启动、停滞、恢复、探索发展、扩大发展、规范管理、提质增效7个阶段。70年来，来华留学生教育表现出了如下一些特征：政策制定动因由单一转向多元；来华留学生规模不断扩大，“一带一路”沿线国家的留学生仍是主力；生源结构持续调整与优化，学历层次不断提高。在此基础上，为加快推动来华留学生教育改革发展，提出了构建符合中国发展阶段、文化特征和时代特点的来华留学生教育政策建议。

Internationalisation of Higher Education in China: A Critical Analysis

Internationalisation is becoming the main catalyst for the development of higher education in China. Through document analysis, this study explores the concept of internationalisation by examining the role of the Chinese government and student mobility. The study argues that internationalisation of higher education in China is directed by the government with financial and diplomatic leverages. The government exerts significant influence on higher education institutions (HEIs) through legislation, funding, planning and evaluation. Furthermore, the study notes that internationalisation of higher education is providing China with economic and cultural capital. However, there still is a lot of work to be done to advance the internationalisation process of Chinese HEIs. The HEIs need to further strengthen and expand their international programmes. They should also provide adequate social and academic services to international students, and promote Chinese–international student interaction.