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Discuss the Development of International Education in China

Autor:   •  February 5, 2019  •  1,438 Words (6 Pages)  •  9 Views

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own and then they may unfamiliar with the new environment. It may have some common problems like “information overload, language barrier, generation gap, technology gap, skill interdependence, formulation dependency, homesickness, job dependency, cultural skill set”(Pedersen, 1995). If a student cannot get involved in the new culture, they may be hindered from adjusting themselves. For example, a foreign student may skip classes when they hate to touch with another people, which will hurt their own development. Finally, they may feel lonely and isolated when they live in a unknown atmosphere(Marginson, 2014). So, it is exceedingly important for a international schools to create a multi-ethnic environment.

In conclusion, the international education occurs pros and cons in its development in China. It could help students to have the cross-cultural communications, spread Chinese culture and values to the worldwide, and improve language skills for students who are non-English speakers. Also, it is usually have problems of expensive payment, not suited to all the students and culture-shock to some people. If students cannot solve these problems well, it will destroy their futures. In my opinion, although international education in China is just getting started and have some problems. The advantages outweigh disadvantages because China need to learn the popular education methods in the worldwide to improve its academic achievements. Students also should be accustomed to this new education mode to enhance their self-abilities. I believe that international education would have a better development in the future in China.

References

Sherry, M., Thomas, P., and Chui, W. H. (2010). International students: A vulnerable student population. Higher education, 60(1), 33-46.

Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International education, 5(2), 131-154.

Pan, L., & Block, D. (2011). English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs. System, 39(3), 391-402.

Marginson, S. (2000). Rethinking academic work in the global era. Journal of higher education policy and management, 22(1), 23-35.

Hong-cai, W. A. N. G. (2008). Chinese Postgraduate Education at Crossroad: A Case of Higher Education Studies [J]. Tsinghua Journal of Education, 5, 003.

Spencer-Oatey, H. (2013). Maximizing the benefits of international education collaborations: Managing interaction processes. Journal of Studies in International Education, 17(3), 244-261.

Cruickshank, K., Chen, H., & Warren, S. (2012). Increasing international and domestic student interaction through group work: A case study from the humanities. Higher Education Research & Development, 31(6), 797-810.

Sanyal, B. C., & Johnstone, D. B. (2011). International trends in the public and private financing of higher education. Prospects, 41(1), 157.

Dong, H., & Wan, X. (2012). Higher education tuition and fees in China: Implications and impacts on affordability and educational equity. Current issues in education, 15(1).

Marginson, S. (2014). Student self-formation in international education.Journal of Studies in International Education, 18(1), 6-22.

Kirkpatrick, A. (2012). English as an international language in Asia: Implications for language education. In English as an international language in Asia: Implications for language education (pp. 29-44). Springer Netherlands.

Pedersen, Paul. The Five Stages of Culture Shock: Critical Incidents Around the World. Contributions in psychology, no. 25. Westport, Conn: Greenwood Press, 1995.

Derricott, R. (2014). Citizenship for the 21st century: An international perspective on education. Routledge.

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