Политика КНР в сфере интернационализации высшего образования и развитие образовательного сотрудничества Китая и Узбекистана

The most important competition of the 21st century is that of talents. How to make higher education and the cultivation of talents contribute to the long-term national development agenda and the construction of a community of a shared future for mankind is a significant task and mission of higher education in China. The Belt and Road Initiative is one of the means to share the Chinese experiences, Chinese wisdom and bonus of reform and opening-up. Construction of the core area of the Silk Road Economic Belt and the implementation of the Open Up West Program call for talents to contribute to the regional development. It has brought both opportunities and challenges to foreign language education in universities and colleges in Xinjiang. The cultivation of talents in foreign language education must integrate into the scope of internationalization in national higher education and meet its expectations of talents by focusing on fostering character and civic virtue, maintaining and serving regional social stability and long-term security and pursuing development in the long run. The tripartite route of development is as follows. Firstly, it is expected to design and carry out the tasks and agenda in line with China’s Ministry of Education’s concern of internationalization in higher education. Secondly, it is vital to focus on important aspects with a deep awareness of opportunities and challenges of internationalization. Thirdly, it is of practical significance to explore various potentials of development through Sino-Russian cooperation in faculty training and development, cultivation of talents, scientific research and cultural exchange with the help of platforms of cooperation in operation. With the joint efforts of both parties, there is hope that the cultivation of talents in foreign language education will bolster mutual capabilities in serving the Belt and Road Initiative.

As a response to globalization, internationalisation of higher education could be accomplished by the forms of a series of national policies and institutional strategies to strengthen the global competitiveness of universities. The history of Japanese higher education spans approximately over 130 years, experiencing both flourishing time and stagnant period. Driven by the increasing pace of internationalisation and great pressure originated from global competition, Japanese government has already taken concrete measures to get its higher education better merged into internationalization. However, higher education in Japan is now at a crossroads maintaining its sustainable and steady development. As Japan’s neighboring country, China came much more slowly of breaking the ice for the internationalisation in dimension of higher education if compared with Japan. As gradually playing an important role internationally, China has invested massively into internationalisation of higher education as well. However the direction of development in Chinese higher education seems to be blur or too early to tell. The current status of higher education in China and Japan are both characterized by profoundly historical roots. Better understanding on the ‘historical internationalisation’ in both countries sheds light on the understanding of higher education in contemporary China and Japan and their developmental progress. Therefore the present dissertation examines the originally authentic sense of internationalisation which could be traced back to the middle to late 19th century. During the middle of nineteenth century China and Japan were both undergoing the threat from invasive West with countries’ independence and traditional culture in danger. In response to expansion of the West, Chinese and Japanese’s reactions varied enormously in polity subversion, economic construction, attitudes towards foreign culture and educational reform. The Meiji Restoration of 1868 in Japan rapidly foster its modernization by successfully ‘using the barbarian to control the barbarian’ to achieve the equal standards with the West eventually which opened a brand-new page for the beginning of Japanese modern history. Unlike Japan, Chinese failure in Self-Strengthening Movement which was supposed to be the preparation of modernization in China, stroke China back to the abyss of bureaucratic governance, leading Chinese modernization and first step accepting western culture and technology almost half a century later than Japan. In this sense, historical roots of internationalisation in China and Japan would be taken into serious consideration in this dissertation because it shaped countries’ status quo and would probably insert a far-reaching influence on the prospective development.

Internationalization in higher education has been the recurring theme of the global academic community in preparing the future world leaders and workers – from the developed to the developing countries. Faculty diversification, which is the primary arm of internationalization, covets an array of geopolitical and geocultural interdisciplinarities that may hinder its prime purpose. This study discerns the determinants of internationalization and faculty diversification in higher education: the exposure of the student-learners to an array of ideas, cultures, behaviors, experiences and standards. Diversification benefits the academic environment by offering optimal educational experiences to a community that promotes peace and harmony in preparing students for their global tasks as future leaders and workers in the acumen of internationalization in education and work globalization. Hence, it benefits the student-learners as diversified teachers are imperative to the need and the focus on extending tertiary education as a vehicle for long term human resource development.

With the deepening internationalization of higher education, China's higher education is more closely connected with the world. Driven by national policies and their own development needs, Chinese universities have enrolled more and more foreign students from all over the world. However, with the increase of the number of foreign students, Chinese government and universities also have the practical need to improve the Improve the quality of education and management of overseas students in China. Therefore, this paper reviews the existing journals and papers on international student management and tries to find out what can help to improve the international student management in Chinese universities. Based on the literature review, this paper discusses how to improve the international student management level and ability of Chinese Universities from three aspects: improving the quality of international student enrollment, improving teaching management, and strengthening standardized and humanized life management, which plays a vital role in continuously improving the international reputation of China's education and the ability to continuously attract talents from all over the world.

The marketisation and internationalisation of higher education (HE) in several national contexts has led to the development of thinking about HE access as ‘buying a service’. This has led to increased prioritisation among universities regarding how to promote their reputation among their targeted audiences. However, recent literature regarding reputation management (RM) in Chinese HE is mainly conducted from an international perspective; this means the analysis is usually focused on international students in Chinese universities, and thus the other aspects such as the rationale and strategies of RM in Chinese HE remains relatively underdeveloped. In this article, we conduct a systematic literature review using the PRISMA convention to illustrate the meaning(s) of RM in Chinese HE and particularly how it is understood and developed. The review comprises branding and RM in HE. Moreover, we contribute to the theory of marketing for HE by proposing a new framework arising from the review: RM as an active-reactive continuum in which we provide a new perspective to characterise and better understand RM, particularly in the Chinese context. Active RM refers to how universities promote themselves; reactive RM refers to how universities cope with crises or other forms of negative events. This contribution helps the field understand Chinese universities’ RM practices and strategies nationally and internationally.

In the Past 70 Years, Chinese Higher Education Has Been Simultaneously Developing with the Growth of the People’s Republic of China (Prc). under Five Generations of Chinese Leadership, China Has Established a Complete Higher Educational System with Constant Endeavors and the Contribution of a Large Number of Forefront Professionals. the Ministry of Education (Moe) Makes Short, Medium, and Long-Term Educational Reform and Development Plans According to the Change of Domestic and International Environment. This Paper Offers Us the Motivation and Factors of Implementing Internationalization of Higher Education in China and Some Thoughts on How to Use Human Capital Theory to Understand the Policy-Making Towards Internationalization of Higher Education in China. Robeyns (2006) Proposed Five Different Roles That Education Plays and Three Models of Education. Human Capital is One of the Three Models Besides Rights Discourse and the Capability Approach. Human Capital Theory (Schultz, 1961) Plays an Important and Fundamental Role in Western Economics. Human Capital Theory Has Great Impacted on the Development of Higher Education Worldwide, Which Also Affects the Educational Reforms Towards Internationalization in China in the Context of Globalized Economy. It Enhances the Development of Higher Education as Well as Brings Educational and Social Problems.

The Belt & Road (B&R), described as ‘the New Silk Road’, is China's global infrastructure strategy with multiple strategic goals, one being a new emphasis on internationalization in higher education (see, for example, Peters, M. A., & Zhu, X. [2021]. Education and the Belt and Road Initiative (BRI). Beijing International Review of Education, 3(1), 1–3. https://doi.org/10.1163/25902539-03010010). Creative-critical writing (Critical Creative Writing. [2024]. About. https://creativecriticalwriting.wordpress.com; Roy, S. (2020). Creative-critical, Inc. Los Angeles Review of Books. Retrieved July 24, 2024, from https://lareviewofbooks.org/short-takes/creative-critical-inc/) about B&R education – what I call Creative-Critical Belt and Road Education Studies – transgresses traditional academic studies of the B&R. What follows is an autotheoretical poem (Fournier, L. [2021]. Autotheory as feminist practice in art, writing, and criticism. MIT Press.) and also an analysis of that poem that emerged as a critique of critique itself, a material expression of the complexities of integrating researcher/practitioner lived experiences into studies of higher education. The B&R can be thought of as a particularly rich trope in which to explore several conundrums in comparative and international higher education: how researchers can integrate their lived experience as educators, respond to unique ethical challenges, and re-conceptualize critique itself to, for example, address what I call ‘co-visibility’: ‘hypervisibility’/ ‘invisibility’ of the ‘foreign talent’ (Misiaszek, L. I. [2018]. China with ‘foreign talent' characteristics: A ‘guerrilla' autoethnography of performing ‘foreign talentness’ in a Chinese University. In Y. T. K. Lahad (Ed.), Feeling academic in the Neoliberal University: Feminist flights, fights and failures (pp. 87–114). Palgrave., p. 106). Ultimately the subject of my critique of critique – my course evaluations – became a ‘void of matter’ (Barad, K. [2020]. What is the measure of nothingness? Infinity, virtuality, justice (Vol. Sonic Realism/Wave #1). Infrasonica., para. 2) and forced me to confront my last twelve years persisting in the absurd voids of the B&R.

The Internationalisation of Higher Education in Brazil: Analysis of a Spanish-Brazilian Scientific Cooperation Project in CAL

This chapter reviews two joint-venture universities in China: University of Nottingham Ningbo and Xi’an Jiaotong-Liverpool University. Both universities are the product and offspring of British and Chinese institutions. They are the pioneers of internationalization of higher education in China and provide a benchmark and standard for the continued reform in China’s higher education. In recent years, China has accelerated its efforts to globalize higher education through joint ventures with other countries’ universities.

Internationalization in higher education has positioned Chinese universities as attractive destinations for international students seeking globally recognized credentials. While the importance of graduate attributes for employability is widely acknowledged, existing research has primarily focused on Western contexts, which leaves gaps in understanding how these attributes are developed among international undergraduates in Chinese universities. This study adopted a qualitative exploratory approach to address these gaps. Semi-structured interviews were conducted with 18 international undergraduate students, who were recruited from a mixed sampling method that combined voluntary sampling and purposive sampling and were from diverse academic disciplines and cultural backgrounds. Thematic analysis was employed to explore students’ perceptions of key graduate attributes and the factors influencing their development of graduate attributes in Chinese universities. Findings highlighted human capital, including academic qualifications, technical expertise, and transferable hard skills as the cornerstone of employability. Social capital, such as peer networks and faculty mentorship, and cultural capital, including familiarity with Chinese workplace norms, were also deemed critical. Agentic capital, characterized by self-initiative and strategic planning, further underscored the importance of proactive career management. Factors influencing these attributes included well-structured curricula, interactive teaching methods, university career services, and extracurricular activities. The study underscored the need for higher education institutions to adopt holistic approaches to curriculum design, enhance industry collaboration, and provide tailored support services for international students. These findings offer valuable insights for policymakers, educators, and higher education providers aiming to better prepare international graduates for the global job market.

This article discusses the new Brazilian government strategy aimed at the internationalization of higher education—the program Networks for Institutional Internationalization (CAPES-Global.Edu)—launched in July 2025. The objective is to analyze the directions of the internationalization of Brazilian higher education over the past 10 years, with some initial reflections on the characteristics of the new initiative and, specifically, its prospects for marking a new paradigm of internationalization for Brazil.

Against the backdrop of the intertwined trends of economic globalization and de-globalization, the internationalization of higher education has emerged as a key factor reshaping the global talent market landscape and influencing the employment competitiveness of graduates. As core representatives in the global higher education sector, China and the United States exhibit fundamental differences in their internationalization development paths, talent cultivation logics, and market adaptation models. These differences directly lead to distinct characteristics between graduates of the two countries in terms of employment capability composition, international market adaptability, and cross-cultural work competence. Based on human capital theory and global competence theory, this paper adopts literature research and comparative analysis methods to systematically examine the divergent impacts of higher education internationalization on the employment competitiveness of graduates in China and the United States from four dimensions: philosophy, model, effect, and root cause. The study refines the core dimensions of employment competitiveness, and combined with scholars' survey data and case studies, it finds that China's higher education internationalization is mainly policy-driven, with a focus on knowledge imparting and uneven resource distribution. It significantly enhances graduates' professional hard power, but has obvious shortcomings in cultivating soft skills such as cross-cultural practice and critical thinking. In contrast, the United States is market demand-oriented, emphasizing capacity building and multi-stakeholder collaboration. Through a well-established system, it achieves the simultaneous improvement of graduates' hard and soft power, with remarkable effects in internship and cross-cultural training mechanisms. The root causes of these differences lie in the divergent adaptation logics of the two countries' educational traditions, institutional environments, and labor market structures. By analyzing these differences and their internal mechanisms, this paper provides targeted references for China's higher education internationalization to shift from scale expansion to quality improvement and build a talent cultivation system adapted to the international market. It also offers practical insights for relevant interdisciplinary research and tripartite collaborative education.

After gaining independence Central Asian countries has formed its own path to the modernization of the higher education system. Scholars, in general, agree that during the Soviet Union, the Central Asian countries and Kazakhstan had a successful education system as measured by quantitative indicators, such as literacy, primary and secondary education for school-age children, and scientific research and part of this heritage has been preserved to the present day. However, the previous education system set the state the task of building new education systems – the internationalization of higher education in these countries since the collapse of the Soviet Union coincided with the rise of globalization. Researchers, theorists and practitioners of the educational sphere, government agencies and civil society are currently studying these issues. Many Governments are beginning to develop national internationalization strategies. The following issues considered in the article: What are the interpretations of the concept of internationalization, what is the current situation in the educational processes in Kazakhstan and have the instruments of internationalization led to an improvement in the quality of higher education in Kazakhstan under consideration international scholarship program “Bolashak”? In the article, primary sources, such as national and international statistics, official information of the Ministry of science and higher education of the Republic of Kazakhstan, news resources are used as well as secondary sources, such as analytics of news agencies and analytical centers. We argue that a well-thought-out and implemented strategy of internationalization of the education system will have an impact not only on increasing the competitiveness of Kazakhstan’s graduates in the global labor market but also on the competitiveness of the economy and Bolashak program achieved some degree of success.

As China’s “Double First-Class” initiative gains strategic prominence in global higher education, this study investigates the overseas communication challenges faced by 12 Northwest Chinese universities compared with top 12 QS-ranked institutions. Through social media data scraping and multidimensional analysis of communication channels, content strategies, and engagement effects, we identified four critical deficiencies: insufficient systematic communication planning, redundant channel management, monotonous content presentation lacking multimedia integration, and inadequate crisis response mechanisms. Corresponding optimization strategies propose establishing real-time information updates, centralized channel management with multimedia content diversification, and enhanced crisis prevention systems. The findings provide empirical evidence for improving international communication capabilities, offering strategic references for Chinese universities to enhance global competitiveness through effective brand management. This research contributes methodological frameworks for assessing institutional communication efficacy while proposing actionable solutions for China's higher education internationalization.

Medium of instruction (‘MOI’) issues have long been identified as the most important decisions in the internationalization of higher education (HE) (Hamid, Nguyen & Baldauf, 2013). The adoption of internationally influential languages as MOIs may attract international students who aspire to undertake higher education in these languages, which in turn helps to sustain the status of these languages as internationally influential. Among all these languages, English is certainly the most powerful academic lingua franca and boosted by its use as MOI in globally leading universities worldwide. However, the elevated position of English in international higher education seems not without competition, as many governments in non-English-speaking countries have made efforts to internationalize their higher education by providing parallel higher learning programs both with English and with their native language (usually the official language) for international students. For instance, the German Academic Exchange Service (DAAD), in which it first promoted higher education in the medium of German and later expanded to the medium of English in the 2000s, plays a critical role in attracting and recruiting international students to study in German universities (e.g. Erling & Hilgendorf, 2006).