Browse results
Abstract
Although there is much literature that explores the socialization of principals in national contexts and furthermore that has postulated on the demands that principals face in their roles, there is no literature that has explored the socialization principals experience in the complex field of international school leadership. The research reported in this article seeks to address this gap by analysing the processes and outcomes of principals’ socialization into their roles in British satellite colleges in China. Eleven principals were interviewed to explore the phenomena of their organizational socialization experience and were asked to reflect upon the challenges they face in leading their schools. With the emergence of the portfolio model of satellite colleges being tied together into a branded group with an intra-national locus of control, the research findings demonstrate principals experiencing institutional socialization tactics that are resulting in increasingly custodial outcomes. The research confirms the contemporary relevance, value and utility of organizational socialization theory as a robust conceptual framework to surface and analyse the complex phenomena of socializing principals into their roles.
Abstract
After the epidemic, the increase of the number of Chinese students studying abroad slowed down, and the flow scale of international students entered a downward stage, but the overall trend was still stable. The globalization of education in the epidemic period presents a new feature of “double-edged sword”. Along with the current situation of studying aboard, this study explores China’s new policy on studying abroad in the epidemic era. Overview of China’s new policy on studying abroad during the epidemic period and interpretation of China’s new policy on studying abroad during the epidemic period have been provided in this study. In addition, the suggestions and remarks have been offered in the last.
Abstract
Raising the global awareness and mobilising the originality of postgraduate researchers have been emphasized in the internationalisation of postgraduate education in many countries. However, linguistically and theoretically based academic inequalities are still pervasive, which has marginalised non-native English-speaking researchers and their non-English theoretical knowledge systems. Postgraduate researchers in this context tend to depend on Anglo-American and Eurocentric theories which are mostly in English to do research, undermining their possibilities for original research. Bilingual postgraduate researchers, nevertheless, have great potentials for original theorising using translanguaging if a translanguaging perspective is adopted in postgraduate education. By digging into the Chinese word 理论 (lǐ lùn), the paper explains how bilingual postgraduate researchers may be engaged in bilingual theorising with translanguaging and what such theorising capabilities may value. By activating their entire linguistic-theoretical repertoire in this way, bilingual postgraduate researchers, therefore, are able to devise new conceptual and analytical tools to interpret and explain academic issues.
Abstract
Until the election of a new Labor Government in Australia in May 2023, the relations between China and Australia had deteriorated markedly, deeply affecting the prospects of educational links between the two countries. While the relations appear to have now improved somewhat, many of the tensions persist. This paper provides an historical overview of the relations between China and Australia, as a way of showing how despite hostile political attitudes the possibilities of friendly relations at people-to-people level have always persisted. This suggests that even within the context of enduring geopolitical tensions, the broader potential of international education should not be overlooked. However, to realize this potential, it is important to consider how internationalization’s moral and political goals of intercultural communication and understanding might be more effectively promoted, beyond its market orientation.
Abstract
Since World War ii, the United States and its allies have overseen a global order built on trade liberalization and the development of a Western model of global integration. That order now appears to be winding down. Beyond the era of “Western hegemony”, Asia is returning to the patterns of commerce and cultural exchange that thrived long before European colonialism and American predominance (Khanna, 2019). Underwriting Asia’s resurgence is the return of China. This paper charts China’s rise and Chinese globalization focusing on China as a global technology leader, detailing ai and Chinese human capital development, before turning to China’s global higher education to provide an interpretation of Chinese Globalization.
Abstract
In 2010, China announced its aspiration to build the Study in China initiative into a global education brand. A decade of active and strategic policymaking ensued and spurred the growth of international higher education in the rising Asian power. Its overarching objective of becoming the largest study-abroad destination in Asia by 2020 was fulfilled ahead of schedule in 2017. However, as the covid19 pandemic disrupted international mobilities and stunted international education in many countries, the Study in China initiative has also encountered unprecedented challenges. This study analyses the Chinese policies on international higher education between 2020 and mid-2022, and international students’ online queries and responses to these policies. This paper concludes with implications of international students’ experiences since-covid for China’s international education sector.
Abstract
After the epidemic, the increase of the number of Chinese students studying abroad slowed down, and the flow scale of international students entered a downward stage, but the overall trend was still stable. The globalization of education in the epidemic period presents a new feature of “double-edged sword”. Along with the current situation of studying aboard, this study explores China’s new policy on studying abroad in the epidemic era. Overview of China’s new policy on studying abroad during the epidemic period and interpretation of China’s new policy on studying abroad during the epidemic period have been provided in this study. In addition, the suggestions and remarks have been offered in the last.
Abstract
This study explores the internationalization policy of higher education in China from multiple perspectives. It examines the contexts of China’s higher education internationalization policy, the historical development of China’s higher education internationalization policy, the problems faced in the implementation of the internationalization policy of higher education in China, and the countermeasures and suggestions, contextually. In addition, the conclusion and remark have been provided in the last.
Abstract
International education is an important part of our country’s cause of reform and opening. It provides strong manpower and intellectual support for our country to implement the innovation-driven strategy, to rejuvenate our country through science and education, and to powerful person with talent strategy. Thus, this study explores Current education policies for China’s foreign exchanges and cooperation during the epidemic period, in-depth understanding of China’s foreign exchanges and cooperation during the epidemic period, and the problems and strategies of implementing the foreign exchange policy during the pandemic. The conclusion and implication have been offered in the last.