DOCSLIB.ORG

What Drives Chinese Private Colleges' Internationalization?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What Drives Chinese Private Colleges' Internationalization? Vol. 8(16), pp. 671-680, 28 August, 2014 DOI: 10.5897/AJBM2013.7334 Article Number: C56EAEF47138 African Journal of Business Management ISSN 1993-8233 Copyright © 2014 Author(s) retain the copyright of this article http://www.academicjournals.org/AJBM Full Length Research Paper What drives Chinese private colleges’ internationalization? Xiaojing Wang Antai College of Economics and Management, Shanghai Jiaotong University, Shanghai, China. Received 24 December, 2013; Accepted 14 August, 2014 Internationalization of private higher education has attracted considerable interest recently. After clarifying the status quo of Chinese private colleges, we proposed the conceptual model of Chinese private colleges’ internationalization. This paper adopted a “strategy tripod” perspective in integrating the impact of the resource-, contingency-, and institution-based factors on Chinese private colleges’ internationalization. Propositions were developed to indicate the driving forces of Chinese private colleges’ internationalization and showed the influence of Chinese private colleges’ internationalization on their performance like reputation and income. Generally, internationalization of Chinese private colleges was an important way to improve their performance in the long run. Key words: Chinese private colleges, internationalization, driving forces, strategy tripod. INTRODUCTION With the development of private higher education all China, he just concentrated on joint operations and pro- around the world, study on private colleges becomes a grams which are one of the forms of internationalization continuing trend. Private colleges refer to colleges and it was primarily suitable to public higher education. responsible for their own funding, along with internal Hence, to study on internationalization of Chinese private governance and management, the relationship to colleges is supplementary to existing literature. government and public authorities, and their planning. In There are literatures on motivations of internationa- the existing literature, private colleges in the United States, lization of higher education, but they have focused on Poland, Britain, Hungary, and Russia have been explored. internationalization of public higher education, not private Yet very little is known about private colleges in China. colleges. Moreover, the existing literatures have focused Due to economic globalization, internationalization of on the goals of internationalization. While one of the forms private colleges is not a new phenomenon. Hurtado et al. of internationalization and it was primarily suitable to (2013) thought internationalization had become a key public higher education. The author argues that interna- theme in higher education. Huang (2007) provided a tionalization itself is in particular a goal. detailed description of transnational higher education in As a result, the lack of study on the factors driving E-mail: [email protected]. Authors agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License 672 Afr. J. Bus. Manage. Chinese private colleges’ internationalization is a major concerned the history of private colleges. gap. The second question addresses the operation of private Therefore, the study of Chinese private colleges’ colleges. For example, Russo and Coomes (2003) argued internationalization not only can provide theoretical that the long term pricing strategy of private college must guidance to private colleges, but also can fill in the major be sensitive to its basic mission. Rood (2009) examined gap and enrich the existing international literature. first-generation students’ college choice and persistence There are two purposes in this paper. First, we integrate at a private Christian college in the U.S. Northeast. Jones the resource-based view, contingency theory, and the (2010) explored general education assessment at private institution-based view to seek the driving factors of historically black colleges and universities. Giles (2012) Chinese private colleges’ internationalization. Based on indicated the impact of adult degree programs on private resource-based view entrepreneurial spirit is a very college or university. important factor driving the internationalization of Chinese Internationalization is a popular term, and there are private colleges. Based on contingency theory industry many ways to define it. Scott (2000) argued that interna- competition is a motivation of Chinese private colleges’ tionalism of the university took two main forms- internationalization. Based on the institution-based view internationalism associated with imperialism and interna- governmental supportive regulations cannot be neglected tionalism focusing on science and scientific method. in Chinese private colleges’ internationalization. Huang (2003b) who was interested in Chinese higher Second, the author attempts to propose the fundamental education indicated internationalization had changed from relationship between internationalization and private activities concerning traditional outflows of international colleges’ performance. My aim is to fill in the two major scholars, faculty members, and students to those relating gaps in the higher education internationalization literature to transnational higher education and internationalization by addressing two fundamental questions:(1)What is the of curricula. Altbach and Knight (2007) argued that driving factors of some Chinese private colleges to internationalization included the policies and practices engage in internationalization? (2)What are the effects of undertaken by academic systems and institutions—and Chinese private colleges’ internationalization on their even individuals—to cope with the global academic performance? environment. The remainder of this paper is organized as follows: As for the motivations for internationalization, Altbach First is the review of related literature. Second is on the and Knight (2007) argued profit-seeking, knowledge and status quo of Chinese private colleges. Third, strategy the language acquisition, demand absorption and many tripod perspective is used to analyze the driving factors of others were the motivations for internationalization. Chen Chinese private colleges’ internationalization, advancing and Weng (2008) proposed that the internationalization of some related propositions. Fourth, a conceptual model is higher education was driven by inner power of knowledge proposed that links entrepreneurial spirit, industry universality and outer power of politics, economy and competition, and governmental supportive regulation to culture. According to Wang (2014), apart from the mutual internationalization and links internationalization to its understanding approach for internationalization of higher effects. Fifth is the measurement of the related variables education, there were capacity-building approach, the and then conclusion. skilled migration approach and revenue-generating ap- proach. And she argued that there were different motives in accordance with different approaches. For instance, LITERATURE REVIEW revenue-generating approach had more concern of generating revenue. The existing literature examines two basic questions about private colleges. The first question is: what is the development history of private colleges? From the The status quo of Chinese private colleges literature private colleges have been discussed in some countries such as the United States, Poland, Britain, There are two kinds of full-time teachers in Chinese Hungary, and Russia. Williams and Colby (1991) traced private colleges: senior teachers who have rich life and the history of the private junior college in the United States. teaching experiences and young teachers who are Szabłowski (2001) argued that private higher education innovative and risk-taking. Full-time staff are supple- institutions in Poland were not as well treated as public mented by part-timers, who include retired scholars of institutions. Beloff (2001) showed launching process of a distinction and persons on-the-job in firms who have British private college which focused on liberal education. teachers’ qualification certificate. Part-time faculty can Gömbös (2003) introduced private colleges in Hungary. afford important financial savings. Petrenko and Glanzer (2005) described the development A majority of income of Chinese private college come of private Christian colleges in Russia. To sum up’ they all from tuition. In Chinese private colleges, every student Wang 673 Figure 1. The status quo of private colleges’ internationalization in China. must be able to afford to pay the fees charged. The tuition Shanxi province doing well in internationalization. is constrained by the education committee, to illustrate, Wuyishan Vocational College is in Fujian province doing most of the Chinese private colleges in Shanghai can only well in internationalization. Nanhua College of Industry charge one student tuition 10000RMB per year. Small part and Commerce, and Lingnan Institute of Technology are of majors like art can charge one student tuition in Guangdong province doing well in internationalization. 13000RMB or 15000RMB per year. Hebei Foreign Studies University, and Shijiazhuang As at April 24, 2012, there are altogether 403 Economic Vocational College are in Hebei province doing independent private colleges in China. Last year, my well in internationalization. Wuchang University of Tech- students and I had
Load more

Recommended publications
  • 2018 Chinese Government Scholarship
    2018 Chinese Government Scholarship Introduction to Chinese Government Scholarships http://www.csc.edu.cn/Laihua/scholarshipdetailen.aspx?cid=97&id=2070 In order to promote the mutual understanding, cooperation and exchanges in various fields between China and other countries, the Chinese government has set up a series of scholarship programs to sponsor international students, teachers and scholars to study and conduct research in Chinese universities. China Scholarship Council （hereinafter referred to as CSC）, entrusted by the Ministry of Education of the People’s Republic of China （hereinafter referred to as MOE）, is responsible for the enrollment and the administration of Chinese Government Scholarship programs. Now, 279 designated Chinese universities offer a wide variety of academic programs in Science, Engineering, Agriculture, Medicine, Economics, Legal Studies, Management, Education, History, Literature, Philosophy, and Fine Arts for scholarship recipients at all levels. I CHINESE GOVERNMENT SCHOLARSHIP PROGRAMS 1. Bilateral Program This includes full or partial scholarships in accordance with the educational exchange agreements or consensus between the Chinese government and governments of other countries, institutions, universities or international organizations. It supports undergraduate students, graduate students, general scholars and senior scholars. Applicants shall apply to the dispatching authorities for overseas study of their home countries. 2. Chinese University Program This is a full scholarship for designated Chinese universities and certain provincial education offices in specific provinces or autonomous regions to recruit outstanding international students for graduate studies in China. It only supports graduate students Applicants shall apply to the designated Chinese universities undertaking this program. 3. Great Wall Program This is a full scholarship for the United Nations Educational, Scientific and Cultural Organization （UNESCO） to sponsor students and scholars in developing countries to study and research in China.
    [Show full text]
  • Professor Zhang Hongling (Shanghai International Studies University) • Hywel Coleman (University of Leeds)
    The Role of Languages in Higher Education in East Asia • Nicola Galloway (Edinburgh University) • Professor Zhang Hongling (Shanghai International Studies University) • Hywel Coleman (University of Leeds) One of the arguments given for introducing English as the Medium of Instruction (EMI) in higher education (HE) in East Asia is that it facilitates mobility within the region. Other arguments have also been proposed. As the fever for EMI reaches epidemic proportions, this session provides an opportunity to step back and examine what research tells us about this phenomenon through three case studies. Moderator: Colm Downes (British Council Indonesia) The Role of Languages in Higher Education in East Asia Nicola Galloway University of Edinburgh 26th Sep, 2019 2 Overview 1. Growth & driving forces 2. Definitions & approaches 3. My studies 4. Recommendations 3 Internationalisation of universities • Internationalise curricula • Establish international partnerships • Exchange and collaborative degree programmes • Publishing in international journals • Raise global profile of an institution • English Medium Instruction (EMI) 4 The world-wide growth in EMI • Half of the world’s international students are learning through English (Ball and Lindsay, 2013) Learning through Learning through English other languages InternationaliZation and English Medium Instruction are intertwined (Kirkpatrick, 2011) 5 The world-wide growth in EMI • World-wide shift towards EMI (Dearden, 2014) • A “galloping” phenomenon, “pandemic in proportion” (Chapple, 2015, p.1)
    [Show full text]
  • Sanda University Creation of Asian Community — Its Ideal Image and Reality Duration; from September to December, 2015
    Sanda University Creation of Asian Community — Its Ideal Image and Reality Duration; From September to December, 2015 #01 Why now Asian Community? — original point of the idea (09 September) 鄭俊坤（chief researcher, One Asia Foundation) #02 Toward the ideal of the creation of Asian Community (from the viewpoint of world (16 September) citizenship) Mamoru Yamaguchi (professor, College of Humanities & Sciences, Nihon University) #03 Toward the ideal of the creation of Asian Community (from the viewpoint of Japan) (23 September) Shozo Fujii (professor, Chinese Literature, University of Tokyo) #04 Toward the ideal of the creation of Asian Community (from the viewpoint of S. Korea) (30 September) 石源華（professor, International Politics, Fudan University） #05 Toward the ideal of the creation of Asian Community (from the viewpoint of China) (07 October) 胡令遠（professor, International Politics, Fudan University） #06 The role of cross-cultural exchanges in the formation of Asian Community (14 October) 蔡敦達（professor, Comparative Culture, Tongji University） #07 The role of Chinese and Japanese culture in the formation of Asian Community (21 October) 徐静波（professor, Cultural Relation between China and Japan, Fudan University） #08 The role of Korean culture in the formation of Asian Community (28 October) 崔志鷹（assistant professor, International Politics, Tongji University） #09 The role of civil exchanges in the formation of Asian Community (04 November) 呉冬青（assistant professor, Japanese Classic Literature, Sanda University） #10 Exchange and fusion of Asian
    [Show full text]
  • Graduate Bulletin
    GRADUATE BULLETIN 2020-21 ACCREDITATIONS AFFILIATIONS The statements in this Bulletin are for information Accreditation Council for Business Schools Argentina only and do not constitute a Contract between and Programs Aden Business School the student and Saint Vincent College. The College reserves the right to change any policy, requirement, Council on Accreditation of Nurse Anesthesia China course offering, or fee; and also reserves the right Educational Programs Beijing Normal University to exclude students whose conduct or academic Pennsylvania Department of Education East China Normal University standing is deemed by the College not to be in accord Middle States Commission on Higher Education Ministry of Education of the People’s Republic of China with the requirements set forth in this Bulletin. Sanda University APPROVALS Shandong University Saint Vincent College subscribes to a policy of equal American Chemical Society Shanghai University of Electric Power opportunity. In so doing, Saint Vincent does not Shanghai University of Finance and Economics discriminate against any individual on the basis Southwestern University of Finance and Economics MEMBERSHIPS of race, color, sex, religion, age, veteran status, Wuhan University American Association of Collegiate Registrars ethnic origin, or handicap in any of its programs, and Admissions Officers France activities, or employment decisions. The Director of American Student Government Association (ASGA) Ircom-Institu Albert Le Grand Human Resources, Saint Vincent College, Latrobe, Association of Catholic Colleges and Universities Georgia Pennsylvania 15650-2690 is the officer with Association of Governing Boards of Universities International Black Sea University, Georgia responsibility for overseeing the implementation and Colleges of this equal opportunity policy and the affirmative Association of Higher Education Parent/Family Netherlands action plan.
    [Show full text]
  • A Complete Collection of Chinese Institutes and Universities For
    Study in China——All China Universities All China Universities 2019.12 Please download WeChat app and follow our official account (scan QR code below or add WeChat ID: A15810086985), to start your application journey. Study in China——All China Universities Anhui 安徽 【www.studyinanhui.com】 1. Anhui University 安徽大学 http://ahu.admissions.cn 2. University of Science and Technology of China 中国科学技术大学 http://ustc.admissions.cn 3. Hefei University of Technology 合肥工业大学 http://hfut.admissions.cn 4. Anhui University of Technology 安徽工业大学 http://ahut.admissions.cn 5. Anhui University of Science and Technology 安徽理工大学 http://aust.admissions.cn 6. Anhui Engineering University 安徽工程大学 http://ahpu.admissions.cn 7. Anhui Agricultural University 安徽农业大学 http://ahau.admissions.cn 8. Anhui Medical University 安徽医科大学 http://ahmu.admissions.cn 9. Bengbu Medical College 蚌埠医学院 http://bbmc.admissions.cn 10. Wannan Medical College 皖南医学院 http://wnmc.admissions.cn 11. Anhui University of Chinese Medicine 安徽中医药大学 http://ahtcm.admissions.cn 12. Anhui Normal University 安徽师范大学 http://ahnu.admissions.cn 13. Fuyang Normal University 阜阳师范大学 http://fynu.admissions.cn 14. Anqing Teachers College 安庆师范大学 http://aqtc.admissions.cn 15. Huaibei Normal University 淮北师范大学 http://chnu.admissions.cn Please download WeChat app and follow our official account (scan QR code below or add WeChat ID: A15810086985), to start your application journey. Study in China——All China Universities 16. Huangshan University 黄山学院 http://hsu.admissions.cn 17. Western Anhui University 皖西学院 http://wxc.admissions.cn 18. Chuzhou University 滁州学院 http://chzu.admissions.cn 19. Anhui University of Finance & Economics 安徽财经大学 http://aufe.admissions.cn 20. Suzhou University 宿州学院 http://ahszu.admissions.cn 21.
    [Show full text]
  • Undergraduate Bulletin 2020-21
    BULLETIN 2020-21 ACCREDITATIONS AFFILIATIONS AND AGREEMENTS Accreditation Council for Business Schools and Programs Argentina Council on Accreditation of Nurse Anesthesia Educational Programs Aden Business School Pennsylvania Department of Education Middle States Commission on Higher Education China Beijing Normal University APPROVALS East China Normal University American Chemical Society Ministry of Education of the People’s Republic of China Sanda University MEMBERSHIPS Shandong University American Association of Collegiate Registrars and Admissions Officers Shanghai University of Electric Power American Student Government Association (ASGA) Shanghai University of Finance and Economics Association of Benedictine Colleges and Universities (ABCU) Southwestern University of Finance and Economics Association of Catholic Colleges and Universities Wuhan University Association of Governing Boards of Universities and Colleges Association of Higher Education Parent/Family Program Professionals (AHEPPP) France Association of Independent Colleges and Universities of Pennsylvania Ircom-Institu Albert Le Grand Association for Orientation, Transition and Retention in Higher Education (NODA) Association for Student Affairs at Catholic Colleges and Universities (ASACCU) Georgia C-Cue, Inc. (Consortium for Computing in Undergraduate Education, Inc.) International Black Sea University Cathoilic Campus Ministry Association (CCMA) College Band Directors National Association (CBDNA) Netherlands College Board Erasmus University College CFP Certified College
    [Show full text]
  • University of Leeds Chinese Accepted Institution List 2021
    University of Leeds Chinese accepted Institution List 2021 This list applies to courses in: All Engineering and Computing courses School of Mathematics School of Education School of Politics and International Studies School of Sociology and Social Policy GPA Requirements 2:1 = 75-85% 2:2 = 70-80% Please visit https://courses.leeds.ac.uk to find out which courses require a 2:1 and a 2:2. Please note: This document is to be used as a guide only. Final decisions will be made by the University of Leeds admissions teams.
    [Show full text]
  • Competition Inspired Reform
    2019 International Conference on Education, E-Learning and Economic Research (IC3ER 2019) Exploration and Analysis on the “Competition Inspired Reform” in the Curriculum Reform of Omnimedia Marketing—Taking “The Think-Youth Shanghai” as an Example Jingjing Ye1 1 Shanghai Jian Qiao University, Shanghai, 201306, China Keywords: Competition Inspired Reform; Omnimedia Marketing; Curriculum reform; Innovation practice ability; Applied technology Abstract. In order to strengthen the practical teaching system in the curriculum of Omnimedia Marketing and improve students' practical ability, the author believes that “Competition Inspired Reform” can be applied to accelerate the development of the curriculum practice platform and improve students' ability on marketing planning. This paper discusses the necessity of “Competition Inspired Reform” in the teaching reform of Omnimedia Marketing and analyzed new problems during its implementation based on the study of Omnimedia Marketing and the “Think-Youth Shanghai” (Internet + cultural creativity) competition. It is verified that “Competition Inspired Reform” improves students' practical ability as well as the teaching system of the curriculum based on achievements of two years’ education reform, this innovation matches the development strategy of the university on applied technology and the trend of Shanghai's economic transformation and development. 1. Introduction In recent years, the cultural and creative industry has become an important pillar industry of Shanghai's national economic and social
    [Show full text]
  • A Phenomenological Study on Chinese Private College Students’ Experiences in Developing Intercultural Competence
    138 JOURNAL OF COMPARATIVE AND INTERNATIONAL HIGHER EDUCATION 11 (2019) A Phenomenological Study on Chinese Private College Students’ Experiences in Developing Intercultural Competence Li Li Attallah College of Educational Studies, Chapman University, United States & Sanda University, China Email: [email protected] Address: One University Drive, Orange, CA92866, United States & Room 339, Building 10, 2727 Jinhai Road, Pudong, Shanghai 201209, China Introduction This research is a phenomenological study about six students’ experiences in learning English as a Foreign Language (EFL) in a private university in China and study abroad experiences in developing intercultural competence (IC). This paper consists of two parts. The first part introduces the research topic and purpose, research significance, and research questions. The second part discusses the research methodology and methods. Topic and Purpose With globalization and internationalization becoming the features of the 21st century, intercultural communicative competence has become one of the core elements (Byram 2008). The United Nations Educational, Scientific, and Cultural Organization (UNESCO 2013, p. 5) states that intercultural competence can be seen as part of a broad toolkit of worldviews, attitudes, and competencies that young people acquire for their lifelong journey. The Program for International Student Assessment (PISA) includes global competence as a new domain in 2018 (OECD PISA 2018). Academic exchange and cooperation between China and other countries have become more frequent, which requires China to cultivate more talents with a global vision and high-level intercultural competence. Chinese higher education has been entrusted with the responsibility of cultivating international talents to serve China’s international exchanges and cooperation worldwide. In the higher education sector of China, students of public and private institutions account for 77% and 23% of all college student population respectively (Ministry of Education of China 2018).
    [Show full text]
  • IFF – Office Report Floorball Development Clinique in Shanghai
    IFF – Office Report Appendix 11 Floorball Development Clinique in Shanghai, China 13.-14.1.2011 Participants: John Liljelund, IFF Report on 1. Background present issues After IFF initially set up a contact in Beijing through Exel to Mr. Sam Xiao (Nordic Sports Ltd) and organised a education for PE teachers in Beijing in Dec 2007, Floorball has been played in 4 universities and a National Championship with 8 teams in 2010 has been played, consisting of both ex-patriots and Chinese. But there is no Floorball organisation being forms. Simultaneously there has been an active Floorball groups in Shanghai and the Shanghai International Studies university (SISU), has acted as a hub for Floorball in Shanghai. In China all Universities and High Schools have PE programmes included in their curriculum and SISU is to include Floorball. In SISU has organised two tournaments in 2010 in the University between the faculties. SISU has in 2010 won first prize in the Shanghai region for the introduction of Floorball as the best new sport in a competition organised by the Shanghai District Sports Administration for all the 30 universities in the region. The SISU University is very interested in bringing the sport forward in the region. The University is looking forward in specialising on Floorball at the University. They organised this Clinique and had invited PE-teachers from over 20 Universities and Schools to get familiarized with Floorball. The project has the support of the Dean of the Sports Department of SISU and the Sports Department of Shanghai Sports Administration. 2. The Clinique • The Clinique was organised in the City campus (10.000 students) of and had over 40 participants from over 20 Universities/High schools.
    [Show full text]
  • International Journal of Cognitive Informatics and Natural Intelligence
    InternatIonal Journal of CognItIve InformatICs and natural IntellIgenCe April-June 2013, Vol. 7, No. 2 Table of Contents Special Issue on Cognitive-based Text Understanding and Web Wisdom Guest Editorial Preface iv Xiangfeng Luo, School of Computing Engineering and Science, Shanghai University, Shanghai, China Qing Li, Department of Computer Science, City University of Hong Kong, Hong Kong Qun Jin, Department of Human Informatics and Cognitive Sciences, Waseda University, Tokyo, Japan Feifei Xu, Department of Computer Science, Shanghai University of Electric Power, Shanghai, China Research Articles 1 Measuring the Semantic Relatedness Between Images Using Social Tags Zheng Xu, The Third Research Institute of Ministry of Public Security, Shanghai, China Zhiguo Yan, The Third Research Institute of Ministry of Public Security, Shanghai, China Yunhuai Liu, The Third Research Institute of Ministry of Public Security, Shanghai, China Lin Mei, The Third Research Institute of Ministry of Public Security, Shanghai, China 13 Extracting Visually Presented Element Relationships from Web Documents Radek Burget, Faculty of Information Technology, IT4Innovations Centre of Excellence, Brno University of Technology, Brno, Czech Republic Pavel Smrz, Faculty of Information Technology, IT4Innovations Centre of Excellence, Brno University of Technology, Brno, Czech Republic 30 Semantic Relatedness Estimation using the Layout Information of Wikipedia Articles Patrick Chan, Osaka University, Suita, Japan Yoshinori Hijikata, Osaka University, Suita, Japan Toshiya
    [Show full text]
  • China to Request a Similar Exercise Within the Framework of the OECD-China Programme of Dialogue and Co-Operation
    FOREWORD Large participation in tertiary education is a common feature in the OECD area and led the OECD Education Committee to undertake a “thematic review” of the first years of tertiary education, the findings and conclusions of which were published in Redefining Tertiary Education in 1998. The importance of the issues addressed in this review and the relevance of its conclusions led China to request a similar exercise within the framework of the OECD-China programme of dialogue and co-operation. The first results of this work were included, under the title “managing the rapid expansion of tertiary education provision”, in the OECD publication China in the World Economy: the Domestic Policy Challenges released in 2002. China and the OECD subsequently decided to continue their co-operation in this area by focusing on two interrelated issues: how to assure both the financing and the quality of higher education in a context of increased participation. These are indeed some of the most daunting challenges facing China as well as OECD member countries. An unprecedented expansion in opportunities for higher education took place in China in the 1990s. With it, however, have come some major questions of policy and practice, such as how to balance expansion and quality, how to properly share administrative authority, how to regulate private initiatives, and what is fair and feasible in the sharing of cost between government, institutions, individuals and other organisations. This publication presents the results of an in depth study of these issues, based on well established OECD methods of work involving fact-finding missions and peer to peer dialogue.
    [Show full text]