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As part of a larger study, this paper presents findings from my exploration of discourses about China-US geopolitics through popular discussions on Chinese international students (CIS) who are attending American universities during the ongoing global COVID-19 pandemic. The study seeks to advance scholarship for international students attending American colleges, with particular implications for Chinese students, as agents of geopolitical relations. In doing so, it investigates (a) how these students are represented in American media and (b) the criticality of international geopolitics in the mobility of international students. The findings reveal that American popular media sources assume a tone when writing about CIS that may stem from a deeper anti-Chinese sentiment that exists in the US. They also suggest that American institutions of higher education, and American companies that employ CIS after graduation, treat these students as imported subjects/objects that support America's intellectual and economic advancement. In doing so, the media perpetuates narratives of geopolitical tensions between the United States and China, while representing CIS as unwitting agents of those tensions. The study seeks to advance scholarship on international students attending US colleges, particularly those from China, during an era of rising populism and right-wing movements in the US coupled with rapidly deteriorating US-China relations. [ABSTRACT FROM AUTHOR]

Until recently, modern science had been dominated by a handful of Western countries. However, since the turn of the millennium, the global science landscape has undergone dramatic changes. The number of nations where a significant proportion of research done is of high international standard has now increased considerably. China particularly stands out and is today one of the leading science nations in the world. Overall, Chinese research collaborations with countries in the Western world exemplify the general trend towards increasing complexity in the global research landscape. It has gradually become obvious that differences between institutional settings need to be managed more systematically to promote cross-border research cooperation for shared benefits, from individual to institutional levels. An informed discussion of managing complex conditions necessitates an understanding of the relationship-level dynamics of research collaborations. In order to identify what aspects of international research collaborations are the most pertinent to systematically manage at individual and institutional levels, this paper investigates projects in a bilateral Swedish–Chinese funding program. The paper finds that the majority of collaborations funded had yielded positive impact in terms of publications, strengthened research capacity in research groups, and resource accumulation. The challenges found in the collaborations are related to needs such as improving transparency, ethical concerns, and imbalances in reciprocity. [ABSTRACT FROM AUTHOR]

As development and operation of the massive open online courses (MOOCs) involve multiple stakeholders to work in cooperation, this paper inquired two key stakeholders in the MOOC development, teaching, and operation: administrators and faculty in 50 higher education institutions in China. We sought the experiences and expectations from MOOC administrators and faculty. The result showed that the government and institutions held either sole or joint leadership in MOOC development and operation. Although colleges and universities in China have established certain mechanisms to develop and operate MOOCs, they faced challenges and issues such as insufficient technical support, inadequate curriculum/instructional design training, and a lack of national curriculum/instructional design and development standards as well as platform standards. In the end, the paper provided some suggestions for improving the development and operation of MOOCs in China. [ABSTRACT FROM AUTHOR]

This paper documents the structure and operations of student governments in contemporary Chinese higher education and their effect on college students' political trust and party membership. We first investigate the structure and power distribution within student governments in Chinese universities, specifically focusing on the autonomy of student governments and the degree to which they represent students. Second, using a large sample of college students, we examine how participating in student government affects their political trust and party membership. Our results show that student government in Chinese higher education possesses a complex, hierarchical matrix structure with two main parallel systems—the student union and the Chinese Communist Party system. We found that power distribution within student governments is rather uneven, and student organisations that are affiliated with the Chinese Communist Party have an unequal share of power. In addition, we found that students' cadre experience is highly appreciated in student cadre elections, and being a student cadre significantly affects their political trust and party membership during college. [ABSTRACT FROM AUTHOR]

Theoretical ideas about globalization and internationalization of higher education emphasize the tension among different ideologies of higher education. According to literature, a competition among states, economy, knowledge, and status generates this tension to drive higher education development. This theoretical understanding not only shapes our global imaginations but also permeates the organizational behavior of universities. In this paper, we focus on the institutional logics that motivate universities in Kazakhstan to engage with China's ambitious Belt and Road Initiative (BRI). We investigate the ways that Kazakhstani higher education interprets and responds to China's vision of a global order. Based on interviews conducted at 10 higher education institutions (HEIs) in Kazakhstan, we argue that Kazakhstan's engagement with the BRI circumvents the cultural connectivity and global cooperation that are embraced by Chinese policy discourse and perpetuated by academic literature. Rather, institutional leaders in Kazakhstan operate with a utilitarian logic that seeks revenue generation, links with industry, and opportunities for students in employment and further education. The pursuit of these strategic outcomes demonstrates a bilateral engagement with China rather than the multilateral cooperation envisioned by policymakers. In a higher education system dominated by the state, the institutions in our study exhibit partial agency to accrue pragmatic benefits rather than concede to isomorphic pressures or mimic internationalization from neoliberal contexts. The discrepancy between policy discourse from China and policy reception in Kazakhstan raises questions about the rhetoric of a multipolar global order and the realities of international cooperation in higher education. [ABSTRACT FROM AUTHOR]

International student education in China has been continuously changing in response to the rapid social transition since the People’s Republic of China was established in 1949. Adopting a historical perspective, this scholarly paper begins with an analysis of characteristics of international student education in China in terms of rationales, role of government, and international students. Several challenges are then identified and this paper concludes with observations on future trends of international student education development, with a special focus on the implications of “the Belt and Road”. This paper contributes to a better understanding of China’s role as an emerging host nation of international students. [ABSTRACT FROM AUTHOR]

Introduction and hypothesis: Urinary incontinence (UI) is prevalent among women, including young women (18–30 years old). This article aims to explore the prevalence of UI, as well as toileting behaviors and other factors that are associated with UI, in female college students in central China. Methods: We used convenience sampling to recruit 1000 students from five institutions of higher education. We distributed pencil-and-paper questionnaires to obtain demographic, environmental, and general health information, including whether UI was present or not, and information regarding toileting behaviors used by the respondents. Results: Most students, n = 929, responded to the questionnaire. Their ages ranged from 18 to 26 years old (average: 20.5 ± 1.6); 23.6% of these respondents reported UI, 52.7% often/always worried about public toilet cleanliness, and 25.3% often/always delayed emptying their bladder when they were busy. Respondents who were between 21 and 26 years old had a lower probability of UI (odds ratio [OR] = 0.867 and 95% confidence interval [CI] = 0.771–0.975) than younger respondents (18–21 years old). Respondents who reported constipation (OR = 2.395, 95% CI = 1.494–3.839), drank alcohol (OR = 1.763, 95% CI = 1.114–2.792), often/always delayed urination (OR = 1.738, 95% CI = 1.306–2.313), and/or often/always strained to urinate (OR = 1.433, 95% CI = 1.111–1.849) had greater odds of having UI than respondents who did not have constipation or engage in these behaviors. Conclusions: UI is prevalent in young Chinese women who are attending college. These women should be asked and given culturally appropriate information about UI and associated factors that include toileting behaviors. [ABSTRACT FROM AUTHOR]

Tendencies to marketization and privatization in higher education, along with other factors, have challenged the idea of higher education as a public good in many countries over the years. China has experienced this situation to some extent. During the last 20 years, this has triggered various discussions on higher education and public good(s) in China. Drawing on qualitative data from 24 semi-structured interviews in both government departments and universities, this study defines and explores public and common good(s) in relation to higher education in China. As the first empirical study on this theme in the country, it is argued that this study makes a significant and original contribution to knowledge with international relevance. This paper identifies the complex nature of higher education in China and proposes that it may be better described in relation to common good(s). Also, as a common good, higher education in China contributes to the (global) common good and generates (global) common goods in many aspects. [ABSTRACT FROM AUTHOR]

China's rapidly expanding university system aims to balance quantity and quality through a variety of measures, including internationalization. This paper employs data from a survey of 1264 students from 39 higher education institutions in order to understand students' view on institutional approaches to internationalization. The data show that 'the Project 985' universities (elite research universities in China) have used internationalization to sustain two objectives: elite education and innovative research for quality, because there are high levels of agreement on three indicators with internationalization of these universities: student and faculty mobility, internationalizing curriculum and program, and international research collaboration and partnership. In 'the Project 211' universities (second-tier research universities), the data show that internationalization activities are highly related to curriculum reforms and faculty mobility. While the other degree-offering universities provide less opportunity for internationalization, the non-degree-offering institutions find their distinct way for institutional internationalization by providing more 'international internship' opportunities. Our analysis also indicates that institutional internationalization is disciplinary oriented. In disciplines like law and art, students do not think that many activities are taken for internationalization by their institutions, while such disciplines as economics, management, and education have a higher level of internationalization. The paper will explain these findings in detail. [ABSTRACT FROM AUTHOR]

The search continues for a Chinese research university model that can balance quality and quantity in research and teaching. This paper argues that finding one depends upon deepening internationalization, defining educational sovereignty, and expanding university autonomy. The paper does this by examining selected aspects in the development of the research university systems of the Chinese mainland and China's Hong Kong, particularly with respect to the governance of research and teaching. [ABSTRACT FROM AUTHOR]

The article discusses about the Chinese government investing in universities and research institutes. Topics include the increase in researchers and research articles in China, and fundamental reforms needed to improve the quality of research. Recruiting world class professionals and mentoring junior staff, assessing the salary and promotion of the faculty every three years, and merged tenure system are also mentioned. The steps taken at Shanghai Jiao Tong University (SJTU) are also given.

This paper examines gender differences in risk aversion among Chinese university students. Chinese females are proposed to be more risk averse and require a higher risk premium when faced with a gamble option in the gain-domain frame as compared to Chinese males. Two groups of 100 participants each (male = 100 and female = 100 in total) were recruited to fill up questionnaires that included items relating to objective probability lotteries. Within each group, it was found that Chinese males and females did not differ in their risk aversion. However, results show that Chinese males tend to react more readily to rising risk premium by taking up options with higher expected values when compared to Chinese females. Current findings will have useful implications to marketers (particularly, promoters of gambling products) and problem gambling counselors. [ABSTRACT FROM AUTHOR]