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China's Outward-Oriented Higher Education Internationalization

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China's Outward-Oriented Higher Education Internationalization China’s Outward-Oriented Higher Education Internationalization: A Multidimensional Analysis and an Empirical Inquiry into the Views of International Students by Hantian Wu A thesis submitted in conformity with the requirements for the degree of Doctor of Education Department of Leadership, Higher & Adult Education Ontario Institute for Studies in Education University of Toronto © Copyright by Hantian Wu 2017 China’s Outward-Oriented Higher Education Internationalization: A Multidimensional Analysis and an Empirical Inquiry into the Views of International Students Hantian Wu Doctor of Education Department of Leadership, Higher & Adult Education Ontario Institute for Studies in Education University of Toronto 2017 Abstract This study investigates China’s present situation of shifting from a mainly inward-oriented higher education internationalization to a more balanced approach, and the existing gaps between China’s goals of using outward-oriented higher education internationalization to enhance its international influence and status in the world knowledge system, also the challenges it faces in the response to this approach. According to a new typology proposed by the author, “outward-oriented higher education internationalization” refers to the process of exporting/introducing domestic knowledge, culture, higher education models and norms, and educational philosophies to the world through higher education internationalization primarily for the sake of enhancing worldwide influence. This study examines the three major dimensions of China’s outward-oriented HE internationalization: 1) Cultural diplomacy based on Sino-foreign higher education collaboration (i.e. the Confucius Institute program), 2) international development aid for higher education in developing countries, and 3) international student recruitment at the higher education level. ii The theoretical framework of this study is developed based on several interrelated neo-Marxist theories and concepts including dependency theory, the center-periphery model, and world-system theory, as well as the notions of soft power, public diplomacy, and knowledge diplomacy. China’s outward-oriented higher education internationalization can be understood as a reciprocally beneficial instrument used by the Chinese government for enhancing its international status, as it attempts to move from the periphery to the center of the world knowledge system. Using the problem approach in comparative education developed by Brian Holmes, a post-positivist methodology is developed. One part of it constitutes an exploratory survey of international graduate students in English instruction programs in education-related majors in three Chinese universities to explore their attitudes towards China’s related strategies, as well as policy formulation and implementation. This unique population is selected due to their “triple identity” as 1) foreigners in China and thus outsider observers; 2) international students in Chinese universities and thus policy recipients; and 3) graduate students in education-related majors and thus insiders of this research field. Through both quantitative and qualitative data analysis, this study tests and modifies hypothetical policy solutions developed on the basis of a comprehensive review of relevant literature that makes possible an intellectualization of China’s present challenges and opportunities. iii Acknowledgments Completing this thesis has been a challenging journey accompanied by the support of many people. Firstly, I would like to express my thanks to the international students in three Chinese universities who volunteered to participate in my research. This thesis could hardly have come to fruition without their participation. I would also like to thank the professors and staff members in these three universities who provided valuable advice and assisted me in conducting the survey. I would like to express my sincere gratitude to my supervisor Dr. Ruth Hayhoe for her continuous support of my doctoral study. Her guidance helped me in all the time of conducting research and writing this thesis. I will never forget her help and encouragement, and her lifelong passion for comparative education and China studies made me more convinced of the importance of my research concentration. I could not have imagined having a better advisor and mentor. I would like to express my gratitude to the rest of my thesis committee, Dr. Ruth Childs and Dr. Qiang Zha, for their insightful comments and encouragement. My sincere thanks also go to Dr. Rui Yang, my external examiner, and Dr. Julia Pan, my internal examiner, for their willingness to read my thesis and helpful suggestions and comments. I would also like to thank Dr. Nina Bascia, the chair of my home department. I could hardly reach this stage without her support. I would like to thank all my professors, colleagues, and friends at OISE and other divisions of the University of Toronto, especially all the previous and current members of the thesis group under the supervision of Dr. Ruth Hayhoe. I could hardly iv complete this journey without their encouragement and help. Last but not the least, I would like to thank my mother for supporting me during this challenging journey and my life in general. I would also like to thank my brothers and sisters in my previous and current churches and fellowships in Toronto, New York, and China. I could hardly complete this journey without their encouragement and prayers. I want to give all the praise to the Heavenly Father. Thank you my Lord for guiding me and keeping me safe through the past years, and thank you for letting me meet all the people that I have mentioned above. Everything that I have experienced has your good intentions. v Table of Contents Abstract .......................................................................................................................... ii Acknowledgments......................................................................................................... iv Table of Contents .......................................................................................................... vi List of Tables ................................................................................................................. ix List of Abbreviations..................................................................................................... xi Chapter One: Introduction and Overview ...................................................................... 1 1.1 Target Situation: China’s Outward-Oriented HE internationalization ................. 1 1.2 Problem Frame: China’s Goals and Challenges ................................................... 3 1.3 Research Questions .............................................................................................. 4 1.4 Three Dimensions of China’s Outward-Oriented HE Internationalization .......... 6 1.5 Significance of the Study ..................................................................................... 8 1.6 Overview of Chapters ........................................................................................... 9 Chapter Two: China’s Outward-Oriented HE Internationalization: A Review of Literature ...................................................................................................................... 11 2.1 China’s Cultural Diplomacy and Its Implementation through HE ..................... 12 2.2 China’s HE-Related International Development Aid ......................................... 18 2.3 China’s HE-Level International Student Recruitment ........................................ 22 2.4 Summary ............................................................................................................ 28 Chapter Three: Theoretical Framework and Related Literature .................................. 31 3.1 Theoretical Perspectives behind HE internationalization ................................... 31 3.2 Neo-Marxist Theories and Concepts .................................................................. 35 3.3 Soft Power, Public Diplomacy, and Knowledge Diplomacy.............................. 40 3.4 Confucian Philosophy and Outward-Oriented HE Internationalization ............. 44 3.5 A New Typology: Inward and Outward-Oriented HE Internationalization ........ 48 3.6 Summary ............................................................................................................ 52 Chapter Four: Methodology and Research Design ...................................................... 54 4.1 Brian Holmes’s Problem Approach .................................................................... 55 4.2 Research Design: A Post-Positivist Approach .................................................... 57 4.3 Overview of Research Design ............................................................................ 59 4.3.1 Comprehensive review of relevant literature ............................................... 60 4.3.2 Empirical exploratory inquiry: research sites and survey population .......... 61 4.3.3 Exploratory empirical inquiry: survey design.............................................. 63 vi 4.3.4 Survey modification: experts’ review and pilot test .................................... 64 4.3.5 Quantitative data coding and analysis .......................................................... 66 4.3.6 Qualitative data analysis .............................................................................. 70 4.4 Summary ...........................................................................................................
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