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As primary drivers of global growth, China and India as Asian giants are on the path to reforming their higher education systems to drive innovation. This paper based on both primary and secondary data sources investigates how India's democratic political leadership has facilitated higher education reform for fostering innovation while underlining key differences in the policy approach of the Chinese leadership. Findings identify the areas of reform for India and also reveal that epistemic boundaries between India and China are beginning to blur so far as right-wing ideological regimentation is concerned, with possible implications for innovation. [ABSTRACT FROM AUTHOR]

This paper examines the emergence of China’s ‘university cities’ (daxuecheng) as a governmental strategy to modernise higher education and to promote its socio-economic integration. To the disappointment of policy makers, the model of university cities has largely failed to yield satisfactory educational outcomes and economic productivity. Drawing from ethnographic research at the Higher Education Mega Center (HEMC) in the suburb of Guangzhou City, this paper analyses the characteristics and problems of China’s university cities. It discusses how various disjunctures between planners’ visions and students’ everyday experiences undermine the missions of university cities: Universities intended to reinforce the reputation and growth potential of cities overestimated the need for such facilities; students rejected the vision of isolated education enclaves as a style of living; and productive connections with research and development sectors were not realised. [ABSTRACT FROM AUTHOR]

This paper examines the impact of hukou and college education on job placement and wage attainment for Chinese rural migrant workers in the cities. The analysis of the 2010 Chinese General Social Survey shows that when rural-born individuals gain both urban hukou and college education, they enjoy equal job-sector placement and they earn significantly higher wages than the college-educated locals. But in the absence of a rural-to-urban hukou transfer, migrants have fewer opportunities to go to college than local peers, and even college education does not gain a migrant an equal chance of working in the state sector or receiving equal earnings. A major contribution of this study is to suggest a nine-category analytic scheme, which takes into account how education, hukou and type of workplace affect one another in jointly influencing labour market inequality between rural migrants and urbanite workers. [ABSTRACT FROM AUTHOR]

Chinese students, unlike those in western countries, have little control over their majors or courses. Many students are registered in electrical engineering based on GaoKao test scores, not personal interest in the field. As a consequence, many first-year students know little, or even nothing, about electrical engineering. To increase disciplinary knowledge among these students and improve retention rates, a gateway course, named Entering the World of Electrical Engineering, was established in the school of Electrical Engineering at Wuhan University, P.R. China especially for freshman electrical engineering students. To stimulate and inspire these new entrants to the World of Electrical Engineering, this course underscores the relevance of electrical engineering to everyday life and directs the attention of these newcomers to the dynamic and interesting research areas of the field. This paper describes the contents of this gateway course, the structure of the teaching materials, and analyzes the results of a feedback questionnaire administered at the end of the term. The results show that the gateway course successfully engages students’ interests in electrical engineering. [ABSTRACT FROM AUTHOR]

Against the backdrop of higher education expansion, studentification refers to a particular type of urban sociospatial restructuring resulting from university students’ concentration in certain residential areas. Over the last decade, studentification has evolved into different forms and has spread to different locales. This study aims to provide a contextualised understanding of this distinct phenomenon in China so as to decode the complex dynamics of urban sociospatial transformation in the Chinese city. In this paper, I present a line of empirical evidence based on fieldwork in Xiadu Village and Nanting Village, two studentified villages close to university campuses in Guangzhou. These two villages exemplify different consumption and spatial outcomes of studentifcation, owing to different institutional arrangements, types of studentifiers and roles of villagers. Yet, in both villages, studentification has profoundly transformed the economic, physical, social and cultural landscapes. Notably, rather than the spatialisation of compromised and marginalised residential choices by higher education students, studentification in China is better interpreted as the spatial result of students’ conscious residential, entrepreneurial and consumption choices to escape from the rigid control of university dorms, to accumulate cultural and economic capital, as well as to actualise their cultural identity. In the Chinese context, studentification provides a useful prism to understand a unique trajectory of urbanisation: re-urbanising the ‘villages in the city’ through bringing in urban living/urban consumptions. In the long run, studentification could provide a potential solution to sustain and upgrade the villages in the city. [ABSTRACT FROM AUTHOR]

This paper presents a novel application of a discrete choice experiment that seeks to contribute to a more accurate understanding of international education flows. The discrete choice experiment method is employed to identify the key factors underlying students’ international education choices. The specific focus in the study is on China as the largest origin country of international students in the growing global education market. Data are collected from a sample of prospective Chinese outbound students. The findings suggest that university ranking and destination safety are key decision drivers for Chinese students. The results have policy implications for Australia, as one of the key higher education destination countries, for instance, in relation to recently changed student visa systems and the potential effects of planned government budget cuts to higher education on educational quality and reputation. [ABSTRACT FROM AUTHOR]

As China’s economic and political presence in Africa increases, so does the need for its government to maintain a favorable image with African publics. Borrowing theories of soft power diplomacy and language planning, this paper analyzes, from the perspectives of African and Chinese policymakers, the impact of the Confucius Institutes on higher education in Africa and its intersections with language planning and cultural diplomacy. An empirical case study at the University of Nairobi Confucius Institute shows that policymakers and administrators anticipate that a competent group of Kenyans with Mandarin language skills will be able to engage with Chinese people and Chinese-owned companies on the ground in Kenya. However, Chinese diplomats are more concerned with China’s image and achieving its political and economic interests in Kenya than with effective cultural exchange and language instruction. [ABSTRACT FROM PUBLISHER]

In Hong Kong, the number of international degree programmes available locally to students has proliferated in recent years, and British universities are the largest provider of so-called ‘transnational education’ in the territory. This paper draws on the findings of a qualitative project examining British degree programmes offered in Hong Kong, and their implications for local young people. In particular, it explores the fact that the vast majority of these ‘international’ qualifications involve no travel whatsoever, and are taught and awarded entirely in Hong Kong. Interviews with students/graduates, with direct experience of a British degree, elucidate the relationship between (im)mobility and the accumulation of cultural capital through international education. It is suggested that immobility does have an impact upon young people’s experiences of higher education. The findings contribute to discussions around the relationship between education, mobility and class, and the implications of a consolidating international education industry for class reproduction and social inequalities. [ABSTRACT FROM PUBLISHER]