Research On International Student Education In China During More Than 40 Years (1973-2013)

International student education is an important aspect of international exchange. The importance to the exporting country and importing country is self-evident. International students in China are foreigners with foreign passports who, having received approval from the Ministry of Education for full-time academic study at an institution of higher learning, have registered for either a degree and non-degree program in China. The development of international student education in China has strategic significance, especially regarding the propagation of Chinese culture, the internationalization of higher learning in China, the collection of advanced international talents, the promotion of international trade, and the encouragement of international exchange and cooperation.International students who come to China for study are not only influenced by macro factors such as China’s social stability, comprehensive national power, international relations between China and source countries, bilateral trade relations, and China’s scholarship policies, but they are also influenced by micro factors such as the recognition of Chinese culture and education and individual economic capabilities.International student education in China has undergone three development phases. It was started. Then, it was interrupted. Now, it is recovering. Shortly after the establishment of the People’s Republic of China (PRC), opportunities for international student education in China were created. Education was managed in accordance with the same rules which governed the planned economy. At that time, few international students came to China for study; for the most part, the only international students who came to China for study were students from socialist countries. The number of receiving institutions was limited, and the quality of education provided was relatively low. The majors studied by international students were language, science, and technology. From 1966 to 1972, international student education in China was impacted by the Cultural Revolution and temporarily interrupted. In the 1970s, China resumed its rightful seat as a member of the United Nations and established diplomatic relations with many different countries in the international system. Embracing a new international situation, China, in 1973, began enrolling international students in domestic programs. In 1978, China began implementing the reform and opening up strategy, and international student education in China entered a new phase of development. The teaching and management system for international student education in China gradually moved towards openness and pluralism. The number of students who came to China for study increased significantly. These students came to China from countries all over the world. The levels of the students were evenly distributed, and many different types of majors became available to international students.With increases in both China’s comprehensive national power and global recognition of China, the number of international students who come to China for study has been continuously increasing. With these changes, more and more international education problems are arising. There are certain career development choke points which international student education in China is encountering; these issues are related to foreign language teaching curriculum construction, the comprehensive enhancement of instructor resources, and the improvement of education management and service quality. International student education in China has made considerable progress, but there are still significant challenges standing in the way of the desire to have 500,000 international students studying in China by the year 2020. This research analyzes international student education in China from 1973 to the present and offers some suggestions for sustainable development for the present and future.This research is divided into seven sections.Section I:Introduction. The introduction primarily explains why this author chose to research this subject, the practical significance of this research, and the research value. This section also defines the focus of this study and defines the parameters of the study. Included in this section is a review of existing literature, an introduction to the various concepts and ideas presented in this research, and an explanation of this author’s research methodology.Section Ⅱ:Historical foundations of international student education in China. This section includes a detailed explanation of the international student education system, as well as the development of and source structures, economic resources, receiving institutions, academic major structures, and level structures for China’s international student education system, from the founding of the PRC to 1972. This section also includes a complete summary of the historical characteristics of international student education in China from the establishment of the PRC to 1972.Section Ⅲ:The development of and evolution of the management system for international student education in China in the new era. This section explores the political, economic, social, educational, and diplomatic changes in China after 1973, the background for this period of development for international student education in China. In this section, this author explains the development situation for international student education in China between 1973 and 2013 and demonstrates how the closed international student education system in China evolved into an open system focused on higher education. This section also introduces China’s international student education policies and systems, such as the system for the recruitment of self-supporting international students, system for the implementation of degree programs, enrollment and degree management system, the HSK and pre-university language education systems, and other relevant systems.Section Ⅳ:Analysis of the coming of international students to China for international student education between 1973 and 2013. This section analyzes the factors, specifically the sources and methods, which brought international students to China for international student education programs. First, this research uses push and pull theories to explain why international students are coming to China for international student education programs. This research discusses Chinese political, societal, environmental, diplomatic, educational, and occupational elements. Next, this research explores the various differences between source country structures and different continents. Last, this research analyzes the various financial support methods used by international students; these include scholarships provided by the Chinese government, regional government scholarships, school scholarships, business scholarships, exchange program support systems, and self-supporting methods.Section V:Analysis of the academic aspects of international student education in China between 1973 and 2013. This section analyzes where, what, and as what type of student international students study in China. Included is an analysis of the different types of students and the institutions in which they are enrolled, the various majors studied, and the educational structures.Section Ⅵ:Analysis of the management aspects of international student education in China between 1973 and 2013. This section is an analysis from the microcosmic point of view of the management aspects of international student education in China. This section expounds on the teaching management systems, daily life management systems, political management systems, practical application management systems, and management systems for participation in social activities.Section Ⅶ:Summary and conclusion. This section summarizes the development track for international student education in China, reflects on the problems which have arisen during the development of international student education in China, and makes comparisons with international student education programs in developed countries. Drawing from historical experiences and building on relevant development requirements, this research provides suggestions for the development of international student education in China.