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State policies regarding the internationalization of higher education (IHE) in China have undergone significant shifts between 1949 and 2019. This paper advances the proposition that these shifts in policies pertaining to IHE can be understood as part of a process of ongoing Chinese state formation in relation to national and global developments and does so by examining the history of IHE policy and policy changes between 1949 and 2019 to demonstrate this possibility. We consider three specific periods to make this case, including (1) the period of Marxist-Leninist socialist nationalism, patriotism and proletarian internationalism and the early engagements of IHE (1949–1976); (2) neoliberal globalization and opening-up: a return to the international stage and further IHE (1977–2002); and finally, (3) state developmentalism and the era of globally engaged higher education (HE) (2003–2019). In conclusion, the current implications of a neoliberal (capitalist) globalization are discussed in terms of real and potential implications for Chinese state formation, Chinese HE and society. The paper aims to investigate the historical underpinnings and formation of international HE in China and contribute to the significant gap in our current literature regarding IHE in China as a socio-historical phenomenon. It not only offers a detailed documentation of how policy on IHE has evolved and shifted in the context of significant changes in political and economic directions in China but also teases out influences of national concerns such as ideological and cultural considerations as well as neoliberal globalization. [ABSTRACT FROM AUTHOR]

With its shift to a market economy gathering speed from the 1990s, the Chinese Government embarked on an agenda that brought neoliberal forces into almost all sectors including education. The policies underpinned China’s spectacular economic growth, but in education have had consequences that arguably are problematic. Drawing on a mixed-methods study in Shanghai, this paper examines ‘micro-neoliberalism’ in China’s education system, i.e. privatization and marketization at the individual, family, and institutional levels, with focus on blurring boundaries between public schooling and private supplementary tutoring. Some dimensions of these processes resulted from deliberate macro-level policies to decentralize control of schooling, raise performance, and empower private education. Other dimensions arose from the market behavior of individuals, families, and institutions that countered government efforts to steer parental choice of schools and to reduce disparities between schools. Education policies are enacted not only in schools but also in the shadow sector which is commonly overlooked. This paper focuses on Shanghai but has implications for other parts of China; and since shadow education is expanding as a global phenomenon, it also has relevance to many other countries. [ABSTRACT FROM PUBLISHER]

Due to the effects of globalisation and rapid technological development, traditional linear life course patterns of the past are gradually disappearing, and this affects education and learning systems as well as labour markets. Individuals are forced to develop lifestyles and survival strategies to manage job insecurity and make their skills and interests meet labour market needs. In modern attempts to develop and implement institutional provision for lifelong learning, guidance and counselling play an important role. The current Danish guidance system is well-organised, highly structured and professionalised. By contrast, Chinese guidance is still fragmented and 'sectorisational'. This paper explores whether elements of the highly structured and professionalised Danish guidance system and practice might be applicable to the Chinese context. The author begins by outlining international and national factors which are affecting citizens' life and career planning. She then presents and discusses the evolution of guidance and the different elements of provision in each of the two countries. Next, She compares the concepts and goals of 'lifelong guidance' in Denmark and China, pointing out their similarities and differences and their respective strengths and weaknesses. The paper concludes with some suggestions for the further development of guidance in China. [ABSTRACT FROM AUTHOR]

The search continues for a Chinese research university model that can balance quality and quantity in research and teaching. This paper argues that finding one depends upon deepening internationalization, defining educational sovereignty, and expanding university autonomy. The paper does this by examining selected aspects in the development of the research university systems of the Chinese mainland and China's Hong Kong, particularly with respect to the governance of research and teaching. [ABSTRACT FROM AUTHOR]

Drawing upon a project on British transnational education (TNE) programmes offered in Hong Kong, this paper interrogates the capacity development impact of TNE on the students, the Hong Kong Government and the programme providers. It addresses the questions: ‘What capacity is being developed in TNE operations?’ and ‘For whom?’ Our findings reveal multiple capacities at play. As TNE has been traded between British and Hong Kong universities and facilitated by the Hong Kong Government'slaissez-fairedoctrine, as a commodity in the neoliberal trade-in-education regime, students' interests are often sidelined. This paper calls for a critical reflection on this TNE model. [ABSTRACT FROM PUBLISHER]

Publications by teachers reporting results or case studies of school-based teacher inquiry activities benchmark their professional development by indicating they have a ‘stance of inquiry’. Such papers also disseminate valuable knowledge to the education community for sharing. Essay or case writing has always been a part of school-based teacher learning in China. The small-scale qualitative study reported here examines the impact of producing publications on the professional development of teachers within the context of educational reform. Findings show that producing publications contributes to teacher development in three ways. First, an expanded knowledge base gives the teachers new understandings of student-based learning. Second, teachers obtain insight into their practices by making their tacit knowledge explicit. Third, teachers have a sense of achievement by theorising personal experience. Publications serve as ‘boundary objects’ which can potentially help teachers achieve and develop their professionalism by disseminating individual knowledge into the public knowledge domain with transformative learning. Such developments, however, normally tend to focus on expanding local pedagogical practice. More emphasis on the notion of ‘teachers as researchers’ through critical reflection may help teachers perform as transformative intellectuals whilst searching for ways to retain teachers’ voices in their written publications. [ABSTRACT FROM PUBLISHER]