Ming Li , Yukiko Ishikura

From Quantity to Quality

Introduction

From quantity to quality. China's international student strategy shifts from quantity to quality. Explore its reorientation from enrollment goals to diversified, outcome-driven global engagement.

Abstract

China’s international student strategy is shifting from enrollment-driven goals to a more diversified, quality-oriented model. Once focused on attracting degree students, recent efforts emphasize short-term international exchanges, and Chinese universities’ overseas programs and campuses. Challenges such as the COVID-19 pandemic, geopolitical tensions, and domestic criticism have spurred this reorientation. Despite policy ambiguity, emerging initiatives suggest a more flexible, outcome-driven approach aimed at strengthening global engagement and ensuring the long-term sustainability of international education in China.

Review

This paper, titled "From Quantity to Quality," offers a timely and pertinent examination of a significant strategic pivot within China's international education landscape. The abstract effectively introduces the core argument that China is actively reorienting its international student strategy from a traditional enrollment-driven paradigm to a more diversified, quality-oriented model. This shift is characterized by a diminished focus on attracting large numbers of degree students, in favor of promoting short-term international exchanges and establishing overseas programs and campuses for Chinese universities. A key strength of the abstract lies in its clear identification of the multifaceted drivers behind this reorientation. It rightly highlights the disruptive impact of the COVID-19 pandemic, the increasing complexities of geopolitical tensions, and the influence of domestic criticism as critical factors compelling this strategic shift. The abstract also commendably points to the emerging initiatives suggesting a more flexible and outcome-driven approach, aimed at strengthening China's global engagement and ensuring the long-term sustainability of its international education endeavors, thereby outlining the aspirational goals of this evolving strategy. While the abstract provides a compelling overview, the full paper would benefit from a more detailed exploration of certain critical areas. Specifically, elaborating on the nature and manifestations of the "policy ambiguity" would be crucial for a comprehensive understanding – are these ambiguities reflective of internal debates, competing priorities, or a deliberate phased approach? Furthermore, a deeper dive into how "quality" will be defined, measured, and assessed within this new model, beyond merely contrasting it with "quantity," would significantly enhance the paper's analytical depth. Finally, discussing the potential challenges and practical implications of establishing and sustaining overseas programs and campuses, as well as the mechanisms for integrating short-term exchanges effectively, would provide invaluable insights for researchers and practitioners alike.

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