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Sino-Foreign Educational Ventures and the Internationalization of Higher Education in China 

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Sino-Foreign Educational Ventures and the Internationalization of Higher Education in China 

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Over the last forty years China has experienced dramatic economic reform and unprecedented growth and this has been accompanied by increasing attention to the possibilities for developing educational partnerships between foreign and Chinese universities. In 1999, only about three percent of college-aged Chinese people were enrolled in a university, but ten years later in 2009 that number would be 24% (Kirby, 2014, p. 148). Massive central government investment in China’s higher education system and strong directives to internationalize Chinese universities have resulted not just in greater access to higher education in China, but also a rush of foreign universities looking to build partnerships with Chinese universities. Fitting well with China’s own development plans for its educational system, many educational initiatives like international branch campuses, the establishment of foreign university operations, and exchange relationships with foreign universities proliferated.

For foreign universities in the 90s and 2000s, there was great enthusiasm towards establishing such educational ventures which sometimes resulted in a lack of due diligence and research on the front end and unmet goals and/or significant losses. Motivations for these efforts varied but often included income generation, enhancing university prestige and competitiveness, or building research knowledge and capacity (Altbach & Knight, 2007; Knight, 2006; Wilkins & Huisman, 2012). The resulting ventures have been challenged by issues like regulatory compliance, establishing campus facilities, finding a financially sustainable model, preserving and navigating academic freedom, and even attracting students and faculty to the programs. It is important to understand how these educational ventures were initially envisioned and constituted and how they are navigating an increasingly complex environment, as well as whether or not they are meeting their original objectives.

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By examining how these educational ventures were constructed, what the motivations and expectations were, and how key stakeholders are viewing the outcomes, we are able to get a better sense of how the higher education internationalization project is proceeding in China and what kinds of impacts the collaborations are having on the foreign and Chinese stakeholders. Basically, trying to answer the question are these ultimately beneficial to the institutions, to Sino-foreign relations and leading towards greater understanding and better relations, or are they failing in that mission.

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- What were the primary motivations behind early foreign-Chinese university collaborations?

- How are these collaborations structured in terms of governance, regulatory framework, curricular oversight, degree-granting status, staffing structures and financial arrangements?

- What were the main challenges/barriers to establishing these relationships?

- What have the outcomes been for both universities? Have these programs contributed meaningfully to the university’s internationalization efforts, economic well-being, and academic mission?

- What is the long-term vision for these programs and what strategies are used to navigate common challenges?

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Economic development has proceeded at breakneck speeds in China, and with that the proliferation of partnerships with foreign higher education institutes. What impacts are these programs ultimately having for the students, the institutions and writ large on Sino-foreign relations.

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While there has been some good academic work on internationalization efforts of Chinese universities, the broader impact on the Chinese educational system and society, as well as some early analysis of Sino-Foreign educational enterprises, because most of these efforts are less than 20 years old, some even 10-15 years, there hasn't been much recent research which would take into account the current geo-political climate and flagging US student interest in studying China.

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To examine the factors, expectations and negotiations behind the development of Chinese-Foreign educational initiatives and evaluate if these are ultimately living up to expectations and delivering the desired results. As China rapidly develops and takes efforts to internationalize institutes of higher education, are these educational ventures contributing meaningfully to university missions and been constructive more broadly.

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EDUC815
15 Aug 2019

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Globalization - the economic, political and societal forces pushing 21st century higher education toward greater international involvement. (Altbach & Knight, 2007, p. 290).
Internationalization - "the process of integrating an international/intercultural dimension into the teaching, research and service functions of the institution" (Knight, 1997, p. 8).
Transnational education - "learners are located in a country different to the one where the awarding institutions is based" and may take the form of distance education, franchised programmes, collaborative ventures, and international branch campuses (Wilkins & Huisman, 2012, p. 627)
International branch campus - an educational facility owned, at least in part, by a foreign institution, which operates under the name of the foreign institutions, where students receive face-to-face instruction to achieve a qualification bearing the name of the foreign institution. (Wilkins & Huisman, 2012, p. 628

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There are a lot of potential directions the research could go in, for example, looking at political impacts on stakeholder decision-making within these ventures, or student impressions post-program, but for the purposes of my research here:
- Careful review of the literature
- Craft and conduct interviews of  relevant stakeholders
- Consolidate research
- Write dissertation

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