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With the rise of China's economy, more and more white Westerners are moving to China for better job or business opportunities. In addition to the so-called transnational elites, there are an increasing number of middle-stratum white migrants whose lived experiences in China are marked by notable tensions between privileges and precariousness. Based on research in Beijing and Xi'an, this paper examines how white migrants from different backgrounds make strategic choices in coping with the decline of white skin privilege in China and feelings of insecurity in a highly competitive Chinese labour market. It identifies China as a new frontier zone where the meanings of whiteness are contested and reconstructed in interracial encounters between white migrants and various groups of Chinese. I argue that although these white migrants have little control over the multiple and contradictory ways that they are racialised in Chinese society, they still demonstrate a certain degree of agency in manipulating the Chinese gazes for their benefits through the strategic performance of different versions of whiteness. [ABSTRACT FROM AUTHOR]

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]

The liberal theory of industrialism is one of the chief political theories impacting education. Such a framework associates academic achievement directly with employability and establishes education's dominant position in mediating social mobility. However, Chinese graduates are confronted with the broken promises of higher education, since college credentials are no longer regarded as 'golden tickets' that guarantee decent jobs or high social status. Therefore, this paper establishes a critical framework for analysing the liberal theory of industrialism. By referencing to empirical research, the current study provides an in‐depth discussion from the national perspective and offers explanations from both quantitative and qualitative evidence. The study suggests that the implementation of the theory in egalitarian societies has been largely compromised with regard to meritocratic selection. Meanwhile, the theory relies on a veil of ignorance, for it assumes that people would have a unanimous perception regarding social status. In both respects, it is argued to be incompatible with the contemporary Chinese context. Thus a more comprehensive and flexible perspective is needed to identify functions of higher education in developing countries. 摘要: 工业自由主义提出教育是促进就业与提升社会地位的决定因素, 其理论对当代教育产生深远影响。然而,当大学毕业文凭已不再是'金饭碗'的保证, 中国大学毕业们面临着逐渐暗淡的就业前景与日益渺茫的阶级跨越机会。因此, 本文就工业自由主义进行批判性探讨。通过引用研究数据, 结合量性与质性证据, 本文从国家层面进行深度探讨。本文提出,工业自由主义与精英教育相左,同时, 由于此理论搭建于人们对于社会地位的一致认知的假定, 其论证受 "无知之幕"矇昧。本研究旨在说明工业自由主义难以解释当代中国高等教育的困境, 并呼吁制定更全面理论, 采用更灵活的视角来了解发展中国家的高等教育模式。 [ABSTRACT FROM AUTHOR]

With the rapid sociopolitical and economic progress taking place over the past decade in the remote multi‐ethnic and multilingual Derung community in Dulongjiang Township, in the northwest of Yunnan Province, China, the local Derung people, one of the less populous ethnic groups in China, have been experiencing noticeable changes to their language ecology. This paper sets out to explore in particular the status and functions of English in its interaction with other languages in the Derung's language ecology, through investigating the local linguistic landscape and carrying out a survey of language instruction in the local elementary and secondary schools. The study reveals that English has become the second most frequent language after Mandarin Chinese (Putonghua) and further explores the reasons leading to this rise in the status and the functions of English as part of the changing language ecology in the Dulong River valley. [ABSTRACT FROM AUTHOR]

China's rapidly expanding university system aims to balance quantity and quality through a variety of measures, including internationalization. This paper employs data from a survey of 1264 students from 39 higher education institutions in order to understand students' view on institutional approaches to internationalization. The data show that 'the Project 985' universities (elite research universities in China) have used internationalization to sustain two objectives: elite education and innovative research for quality, because there are high levels of agreement on three indicators with internationalization of these universities: student and faculty mobility, internationalizing curriculum and program, and international research collaboration and partnership. In 'the Project 211' universities (second-tier research universities), the data show that internationalization activities are highly related to curriculum reforms and faculty mobility. While the other degree-offering universities provide less opportunity for internationalization, the non-degree-offering institutions find their distinct way for institutional internationalization by providing more 'international internship' opportunities. Our analysis also indicates that institutional internationalization is disciplinary oriented. In disciplines like law and art, students do not think that many activities are taken for internationalization by their institutions, while such disciplines as economics, management, and education have a higher level of internationalization. The paper will explain these findings in detail. [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]

A core mode of governance in the era of neoliberalism is through the production of ‘entrepreneurial self’. This paper explores how the ‘entrepreneurial self’ is produced for 21 Chinese immigrant women in Canada. The women displayed extraordinary entrepreneurialism by investing in Canadian education. Becoming entrepreneurial, however, is more than an individualised ‘choice’. It is imbricated with the ideology of meritocracy cultivated in China, the ‘credential and certificate regime’ in Canada, and the gendered expectations in the host labour market and at home. Given the ideological confluence, and the material conditions the women lived, a feminized and racialized labour is reproduced. [ABSTRACT FROM PUBLISHER]

Key ‘generic’ assessment task words such as ‘discuss’ and ‘critically evaluate’ are integral to higher education assessment. Although sources such as study skills guides give generic decontextualised glossaries of these words, much research rightly argues for greater dialogue between students (particularly ‘non-traditional’ students) and lecturers to help students understand and use such words. This paper presents the results from ‘staged’ focus groups with lecturers and students from the UK and China that created a forum for such dialogue, where many of these words and their interpretations were talked about. Results show very different interpretations, informed by factors such as ‘language’, ‘culture’ and ‘subject’. We propose these factors be used in an ‘anti-glossary’ approach, which we describe here. This approach is not against glossariesper se, but counteracts the assumption that glossary definitions are explicit, and adopts a social constructivist contextualisation of the task words through teacher-led dialogue. [ABSTRACT FROM PUBLISHER]

This article examines how and why the Chinese second-generation middle class, who are unable to obtain admission in China's premier universities, turn their back on other public universities and instead attend private universities in their country. It finds that their parents capitalize on their privileged guanxi (connections) to send their children to private universities and then study abroad to secure a generational reproduction of their class status and mobility. The Chinese new middle class families look upon joint-partnership private universities as the stepping stone for overseas study. In addition, this article examines how extant Western class theories, including Weberian, Neo-Weberian, and Bourdieuian theories, cannot provide an adequate account of class formation and the generational stratification in present-day China. To explain this reproduction of class in contemporary China, this paper explores how and why the Maoist social institutions of danwei (work unit) and hukou (household registration) still matter in post-reform China in determining middle class's life chance. Seen in this light, the progenies of cadres and skilled professionals are the main beneficiaries of economic reform. [ABSTRACT FROM AUTHOR]

The rapid and wide spread of English has given rise to its lingua franca status, which in turn, changes the nature of English and English teaching at the tertiary level. This paper, based on a survey, discusses some of the problems with the current English curriculum used in Chinese universities and proceeds to offer some suggestions for a more appropriate university English curriculum in China in the context of English as an international language. [ABSTRACT FROM PUBLISHER]

This paper presents a multiple (n = 23), longitudinal case study of the construction of personal employability by Chinese students at a UK university. It draws on the work of Brown and Hesketh to frame notions of employability in order to understand how these students engage with the international and Chinese labour markets from their own perspectives. The findings suggest that although overseas education is still seen by these students as contributing to their employability in general, there is a decline in the labour market value of the ‘hard currencies’ that overseas qualification carries whilst the ‘soft currencies’ gained from the overseas experiences are of more significant merit. The study also reveals that some concepts developed by Brown and Hesketh, such as ‘purists’ vs. ‘players’ and ‘personal capital’, need to be interpreted and contextualised differently when applied in an international context and outlines how this might be achieved in relation to Chinese students by introducing a Chinese concept – ‘SuZhi’(素质). It is found that the discourse of ‘SuZhi’ has stronger explanatory power for the phenomenon being studied given its broader social applicability rather than being as directly and narrowly instrumental to employability as is the notion of personal capital. [ABSTRACT FROM AUTHOR]

Through organizational case studies conducted at Guangdong University of Foreign Studies in China and Central European University in Hungary, this paper examines academic culture and citizenship in societies transitioning from communist to market-driven social and economic structures. The article presents a new model of citizenship, representing types of citizenship along the dimensions of locally informed to globally informed and individualist to collectivist. Implications emphasize the hybridization of academic culture and a reinterpretation of cosmopolitan professional identity in faculty life, expanding the concept from Gouldner's focus on disciplinary loyalty to commitments in a global sphere. [ABSTRACT FROM AUTHOR]