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Based on data from the "2014 Chinese University Faculty Survey," this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education. [ABSTRACT FROM AUTHOR]

Given that education quality has long lagged behind in China’s rural schools, one-way “partner assistance” no longer conforms to the new situation of integrated urban-rural governance and the equalization of public services. Only two-way “exchange and rotation” with full participation can truly support schools and teachers in disadvantaged areas. All teachers should participate in exchange and rotation to ensure a balanced allocation of resources and achieve equity in education. Achieving the goal of two-way exchange and rotation for both urban and rural areas requires scientific decision-making and step-by-step promotion. Moreover, prejudice and discrimination must be eliminated. Various supporting measures should also be included, such as guaranteeing the equitable and rational primary allocation of education resources, and addressing the issues of teacher transportation, housing, and children’s education. Other supporting measures include encouraging more diverse teachers to participate in exchange and rotation, and shifting the management center of gravity downward. [ABSTRACT FROM AUTHOR]

The educational exchange relationship between developed and developing (not accidentally non-Western) countries has always been characterized by imbalances and asymmetries. Accordingly, the traditional forms of North-South relationships have been between donors and recipients. International educational exchange between developed and developing countries needs to be located in a historical context of colonialism, and many constraints continue to pose barriers to genuine partnership. Today, neocolonialism is the relationship that developing countries have to deal with. The present international educational equation has certain institutional and intellectual "centers" that give direction, provide models, produce research, and in general function as the pinnacles of the academic system. At the opposite end of the spectrum are universities that are peripheral in the sense that they copy development from abroad, produce little that is original, and are generally not at the frontiers of knowledge. Educational institutions located in developing countries are strongly dependent on the institutions located in the centers.Meanwhile, the contemporary academic world is becoming increasingly multipolarized. A critical mass of non-Western scholarship is emerging, and beginning to force a reconsideration of traditional concepts and theories. The latest work in research fields is done at many more centers of scholarship than before. China, a giant periphery, as some scholars describe it, is especially noticeable and should be treated seriously, with its massive investment on research and development. Based on long-standing observation of the Chinese higher education system, this article explores the maintenance of international links in Mainland Chinese universities, set in an international context. It ends with some critical comments and constructive suggestions, with particular regard to the genuine collaboration and reciprocity in international educational exchange between the best institutions in the developed countries and their Chinese peers. [ABSTRACT FROM AUTHOR]

The article reports on the commitment of China on trade in education services and the adjustments of educational legislation and policy in the framework of the World Trade Organization (WTO). It states that the commitment plays an important role in the country's promises after it secured its membership in the WTO. Also presented is a detailed analysis of the forms of educational imports and exports and the efforts made by the government towards the adjustment of its educational policies which includes cross-border cooperation in program running and selling or franchising training courses to foreign institutions.

The article presents an analysis of the status quo and the policy adjustments over the issue of Sino-Foreign cooperation in running schools. It mentions the national policy which is trying to catch up with various issues such as the cooperation being geographically unbalanced and the participants and majors being improperly arranged. It notes that several policies will be needed to address the issues and guide cooperation towards a positive and sustainable development. It also offers the author's suggestions to address the problems in China-foreign school cooperation programs.

The article focuses on the educational reforms in China, which affected the sending of students abroad for studies. After the second world war, the world economy, propelled by the Third Science and Technology Revolution and marked by the development of electronic computers and new energy sources and new materials, experienced a period of rapid development. The competition for comprehensive national strength evolved into competition for science/technology and trained talent. The countries that took in the most students were the United States, France, Great Britain, West Germany, and Japan. China, on the other hand, was practicing a policy of closing its gates to the outside during this period. The Cultural Revolution in China had caused grave damage to China's endeavors in education and science/technology. After the termination of the Cultural Revolution, China was faced with the task of rapidly raising the level of economic development, improving the livelihood of its people, and catching up with and overtaking the world's advanced nations.

Discusses the increase in the number of overseas scholars returning to China. Advantages and disadvantages possessed by returnees and their competitors who received all their academic training in China; Suggestion that both returnees and their competitors are equally good and that all talented people are needed for China to be successful.

Introduces the articles in the articles in the March/April 2004 issue of the periodical "Chinese Education and Society". Increase in the number of returnees to China; Case study of a local who, despite the lack of overseas experience, feels confident in competing with the returnees; Number of returnees who have settled down in the Zhongguancun Incubator Park; Assertion that scholars in Hebei are missing out on academic exchanges.

Focuses on the dispute between the "hai gui" (colloquially called "sea turtles" which is a homophone for returnees) and the "tu bie" (colloquially called "ground beetles" or "land turtles," which is a homophone for the local scholars or indigens who did not leave China to study abroad) over which group has worked harder and which one has gotten more benefits. Antagonism that exists between the two groups; Call for the two groups to work together against the common challenge China faces from foreign forces after China's entrance to the World Trade Organization.

Presents a case study of a local who, despite the lack of overseas experience, feels confident in competing with the returnees to China. Weakness that has been common among the locals, in comparison with the widely traveled returnees; Indigens' old-fashioned way of thinking and lack of innovativeness; Need for both indigens and returnees to work together.

Addresses the disparities between native foreign-educated Ph.D.s in China. Disparities in the mid-1990s when housing perks for the returnees very clearly separated the two groups; Ability of the best universities, such as Beijing and Qinghua to distinguish real talent from mere pedigree; Unfair competition between the two groups; Criticisms against the natives for having limited perspectives and horizons.

Asserts that scholars in Hebei, China are missing out on academic exchanges because of the difficult and time-consuming procedures necessary to leave the country. Steps required to get approval; Suggestion that often the final approval comes after it is too late for the scholar to attend the overseas academic meeting to which he or she has been invited; Report in the "Internal Reference Materials," published by the "Hebei Daily".