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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]

This paper draws on a small-scale qualitative study with international students enrolled in various English- and Chinese-medium instruction programs in Chinese universities. It seeks to explore these students' educational experiences and their perceptions of China and China's higher education. Our study provides ample evidence about the irrelevance of Chinese language in the current policies and practices of Chinese universities regarding internationalization and international students. It also counters earlier studies that show how deeply rooted the discourses of native speaker and native-speaking varieties of English are in English-medium-instruction programs around the world. All in all, the paper makes theoretical and empirical contributions to the emerging literature on international students' education and academic experiences in China. Through accounts obtained from international students of varied backgrounds, the paper also sheds light on nuances of internationalization, medium of instruction, and academic mobilities. [ABSTRACT FROM AUTHOR]

The number of international students studying for a degree program in China was approaching a quarter of a million in 2017, roughly ten times that in 2003. China, a developing country, has become one of the biggest destinations for international student mobility (ISM). Thus, how it has managed to achieve this within only one and a half decades, what it plans to do with such a success, and what that means for the world remain open for interpretation. This increase is an economical grow which demonstrates the country's success in governance and generosity in international aid, while it is also a result of an internationalization policy of higher education which is viewed by central government as an arena for exercising soft power in world politics. It is difficult when trying to reach a persuasive conclusion without a comprehensive review of what happened in this period via a thorough examination of ISM data in a context of rapid policy change. This paper consists of four sections to identify the key driver(s) behind this sharp rise of student numbers from overseas. The first section is an introduction with a brief review of both theoretical and empirical aspects, followed by a short discussion on methodology. The second section is a review of key policy documents impacting on the development of ISM in modern China. The third section provides a general picture of ISM policy in China by analyzing official data. The final section reflects on the findings of the present study and concludes the paper. [ABSTRACT FROM AUTHOR]

The paper outlines the important role of cross-cultural competence in foreign language training and its role in the process of internationalization of higher education in the countries of Asian region. As foreign language proficiency remained a distinctive feature of social class, foreign language communication skills acquired special importance with increasing pace of internationalization of higher education. Under globalization foreign language proficiency has become one of the main requirements for academic mobility. Special attention is paid to English as the language of cross-cultural communication and necessary component of internationalization. As English is the language for education in universities all over the world, scholars and scientists consider that encouraging the use of English in teaching makes it easier for non-English speaking specialists to fulfill their study abroad. The experience of Asian countries is of great value to scientists as these countries are interested in increasing the number of foreign students in Asian educational establishments as well as studying Asian students abroad. China is put in the center of the authors’ attention as it has acquired the status of a main exporter of higher education due to Chinese students’ interest in oversea courses. The analysis of peculiarities of foreign language training in different countries has been conducted in the article. In non-English-speaking countries English is taught as an additional language or is used as a medium of instruction in education to make non-English speakers’ participation in the process of internationalization possible. The authors have analyzed the main problems and difficulties in foreign language training, stresses the importance of cross-cultural competence for brining up tolerance for representatives from different cultures and awareness of cultural differences between nations as main condition for effective communication. There are some difficulties in students’ attempt to develop adequate English proficiency to learn other subjects’ content through English. On the other hand, cross-cultural communication skills enhance efficiency of teaching as a teacher should be aware of his students’ culture and some traditions. The paper highlights the fact that one of the important factors, influencing foreign language training, is understanding not only linguistic, grammar, phonological differences such as differences in the structure of native and target languages, but cultural values and behavior patterns of verbal and nonverbal communication according to national cultures as well. [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]

The academic ecology of China's elite universities has been deeply shaped by internationalization through the efforts of returnee faculty members. This study explores how to internationalize the Chinese academic ecology and create world-class universities by examining the experiences and perceptions of returnee faculty members in China's elite universities. Using a qualitative method, 18 returnees from three top universities were interviewed to present their in-depth insights into the dynamics of the academic ecosystem in China. The study findings highlight that bringing international academic peer review and tenure track mechanisms into China's current higher education system is necessary to meet the international academic standard pursued by world-class universities. Encouraging publications in English works to benefit the internationalization of China's academic ecology. Returnee faculty members underwent a re-adaptation socialization process in Chinese local academic discourse and used self-mockery to describe themselves as "abandoned orphans" to express their marginalized status in their local academic networks and communities. The returnees found that their academic identities needed to match the academic context of Chinese universities, especially in social science. The discussions also highlighted the current tensions in the drive to internationalize China's elite universities and the need to strengthen indigenous elements, international faculty practices, and local requirements, in addition to the career interests of returnees and local peers. These tensions contribute to the international awareness, engagement, and advances in the focus on Chinese characteristics to serve local and national agendas. [ABSTRACT FROM AUTHOR]

China has become a main host country for international students, but its international programmes for higher education still need improvement. This study aimed to examine the academic challenges that international postgraduates in China face based on Luc Boltanski's idea of ordinary critique. A qualitative research approach was adopted, and data were collected from 18 international students in two universities in China through semi structured interviews. The ordinary critique of academic difficulties by international postgraduates suggests that Westernized learning content is not sufficiently present in curricula, teachers do not have strong academic recognition from Western journals, the value of diplomas is questioned, and English is not regarded in local institutions as a mark of internationalization.Thus, they equate higher education internationalization with Westernization. These findings are analysed in light of common standards for the internationalization of higher education and offer possible implications for higher education internationalization in the future. [ABSTRACT FROM AUTHOR]

Recent studies have shown that translanguaging as a knowledge-construction process can be utilized to decolonize curricula that privilege English-mediated, class-specific knowledge and foster epistemic justice in educational settings. This study focuses on the process whereby translanguaging was mobilized by teachers, tutors, and international students to decolonialize the English-Medium Instruction (EMI) curriculum on an indigenous discipline in a top-rated Chinese university. Drawing on nexus analysis, this study delineates the ways the implemented EMI curriculum was shaped by two processes/practices: (1) intercultural translation as interdiscursive translanguaging, and (2) Chinese philosophy as an embodied way of life, as witnessed in both the teacher-directed interaction order in the classroom as well as in the dialogic interaction order in tutorial sessions, and mediated through the historical bodies of the participants. The analysis reveals that translanguaging provides valuable transknowledging opportunities that encourage negotiations among a plurality of discipline-specific knowledge systems and the construction of decoloniality-informed knowledge production and learning ecologies situated within the unequal geopolitics surrounding knowledge production; this aligns with translanguaging scholars' decolonial agenda and contributes to developing an operational definition of "transknowledging" based on extant decolonial studies that emphasized the intertwined relationship between transknowledging and translanguaging in decolonializing the EMI curriculum. [ABSTRACT FROM AUTHOR]

This paper is based on a study of three Confticius Institutes in Canada. The research aims to explore the nature of operations at Confucius Institutes, ranging from the selection of partnering Chinese universities, to the program planning at each individual site. Specifically, it focuses on the perceived impacts of the Confucius Institute partnership on the Canadian hosting institutions. Data was collected through interviews with key administrative staff from three Canadian universities. The theoretical fi-amework of constructivism from international relations theory and concepts drawn from the literature on the internationalization of higher education were used to analyze the findings. Key issues revealed from the data include the host's perception of Confucius Institutes as China's cultural diplomacy and soft power strategy, the progression of partnerships between Canada and China over time, and university autonomy. [ABSTRACT FROM AUTHOR]

This study aims to explore the new directions towards internationalization of higher education in China during post-COVID 19. The systematic literature review is applied as an evidence-based policy analysis approach. The findings indicate that the challenges and difficulties of internationalization of higher education in the post-COVID 19 were considered as a high-frequency discussion topic. In order to address the crises of internationalization of higher education during the post-COVID 19, the idea of internationalization at home (IaH) is regarded as a beneficial approach to deal with the process of internationalization of higher education, systematically. This study also highlighted that the internationalization at home within Chinese higher education institutions not only brings opportunities for the development of China's higher education system, but also poses challenges to the reform of the current higher education system. In addition, the conclusion and implication were provided to analyze the rationales of promoting internationalization of higher education system in contemporary China. [ABSTRACT FROM AUTHOR]

The sudden outbreak of COVID-19 has had a huge impact on international higher education. As the largest exporter of international students, China bore the brunt. Facing the uncertainty of health and overseas study policy brought by the pandemic, Chinese students and international students in China are all waiting and considering whether to abandon or change their study abroad plans. In this article, we analyze the impact of the pandemic on the mobility of different international student groups in China and discuss China's higher education countermeasures from the perspectives of government, higher education institutions (HEIs), academic researchers, students, and service agencies for studying abroad. China's experience in combating COVID-19 can offer valuable lessons for global student mobility and international higher education, including building up a top-down government-led management system, a collaborative network of different stakeholders, and fighting the pandemic with international education cooperation. [ABSTRACT FROM AUTHOR]

Based on ethnographic data, the present study examines how being critical has been understood, valued and practiced among students enrolled in international English-as-the-medium-of-instruction (EMI) Master's porgrammes in a top-rated comprehensive university in China. Drawing on the Foucauldian ethico-political axes of self-formation, this article presents three case studies and finds that international and local students form critical selves in diverse ways as influenced by lived experiences of interculturality at personal, institutional and disciplinary levels. The Foucauldian axes enable a holistic understanding of students' formation of critical selves in relation to their past, present and prospective intercultural life trajectories as situated within the social and institutional contexts. It also helps call for a culturally-enriching, self-reflexive approach to critical pedagogy in the context of internationalization of higher education that breaks away from theoretical conceptions of critical thinking as traditionally grounded on essentialist views on cultures and relevant pedagogical norms. [ABSTRACT FROM AUTHOR]

In an era of globalization, internationalization of higher education (IHE) has been constructed as an almost inevitable trend and has become a common pursuit of many nations in their higher education (HE) policies. This study focuses on two nations, China and Australia, in terms of this trend. The broadest aim of this research was to find out the interactive relationships between global and national pressures in policy development by comparing the international HE policies in China and Australia, for the period 2008–2015. Based on selected policies, Similarities and differences in the three categories, overarching meta-policies at the macro level (nation), institution focused polices at the meso level (universities), and people focused policies at the micro level (individuals) are identified in this study. It is suggested that different responses to the global trends reflect the specificities of each nation and the ways path dependent factors mediate global pressures. This comparison will facilitate better understanding of how globalization has affected and been responded to in IHE policies, and enable better understanding of their path dependent mediation through a focus on two specific sets of national policies. [ABSTRACT FROM AUTHOR]

While previous research has explored the social and academic experiences of international students when studying abroad, limited attention has been paid to local students and their adaptation to the internationalization of higher education. To fill this gap, the present study, adopting identity as an analytic lens, examined a group of Chinese university students' perceptions and experiences in an internationalized curriculum in China. The findings show that the participants tried to interpret, construct, and refine their individual, academic, and cultural identities on a daily basis. In particular, they encountered and negotiated with three identity paradoxes, i.e., between "dedicated learners" and "disoriented bees", between "global citizens" and "proud Chinese", and between "team players" and "independent fighters". The study provides useful implications for university management, teachers, and students in response to the ongoing trend of internationalization of higher education. [ABSTRACT FROM AUTHOR]

Since the 1990s when transnational institutions and programmes (TNIPs) proliferated in China, they have been closely related to the capacity building of the local higher education system. The government encourages local higher educational institutions (HEIs) to import educational resources from overseas partners and to innovatively transplant the partners’ good practices into local programmes. The study reported here uses Shanghai as an example to explore the teaching and learning process of TNIPs in China. TNIPs are found to respond mainly to market demands rather than to the governmental intention of capacity building. When making efforts to fulfil the needs of students, TNIPs sacrifice the construction of their academic ability and therefore are unable to serve as examples for local HEIs. [ABSTRACT FROM AUTHOR]

As of year-end 2014, the Confucius Institutes—the largest international educational cooperation project in human history, and the largest internationalization project in the history of Chinese universities—celebrated their first decade of existence. This case study examines 27 Confucius Institutes in 15 countries spread across six continents around the world and relies on first-hand empirical data to reveal their development models, experiences, and challenges; disparities in operations in developed countries and developing countries; and the far-reaching significance of Chinese Universities 3.0: Going International with respect to the development of world civilizations. The significance of the Confucius Institutes’ past decade of development is not limited to Chinese teaching and the popularization of Chinese culture around the world, but rather rests in the proactive promotion of the Chinese model for educational development, diversification of human civilization, and bidirectional cooperation, truly embodying a new realm of peace, cooperation and equality. This model actively assumes and promotes the peaceful mission of exchanges and dialogue between different civilizations, providing a positive lesson for the further development of the Confucius Institutes, for international cooperation and educational development by Chinese universities, and even for UNESCO, the World Bank, and other institutions for international development. [ABSTRACT FROM PUBLISHER]

The study examined the internationalization of 29 hospitality and tourism management programs in Guangdong Province, China. The current situation and problems of internationalization of tourism higher education were investigated from various aspects including internationalization of faculty, students, research, and exchange programs. [ABSTRACT FROM AUTHOR]