Understanding Collaborations between Chinese and the U.S. Universities: The Development of a Typology

There has been a recent and rapid increase in the number and forms of educational collaborations between the U.S. and China in recent decades. Through the years these collaborations have evolved from the simplest forms of welcome of international students and faculty to complex agreements and even new postsecondary institutions. In this manuscript, we develop a typology to better understand the various varieties of educational collaborations using examples of the various forms between universities in the U.S. and China

International Undergraduate Students in Chinese Higher Education: An Engagement Typology and Associated Factors

This research adopted a typological approach to explore international students' academic engagement in China. Using data generated by a survey study involving 801 international undergraduate students at 34 full-time Chinese universities, this research developed an international student engagement typology, and examined important individual and learning environment factors associated with the engagement types presented in the typology. The international student engagement typology helps to understand and enhance international undergraduate students' learning experiences in Chinese HEIs. Although located in China, this research holds implications for practitioners in broader contexts striving for the sustainable development of international student education

Introduction : International students in China

This chapter functions as an introduction to the volume. It starts with a discussion on traditional and current trends of international student mobility worldwide, and a review of the recent expansion of international student enrolment in China as partly a response to the country’s high-profile “Belt and Road” Initiative. The chapter then reviews major findings of the research on international student in China, pointing out the significance and urgency of researching these students’ academic experience, so as to assure the sustainable development of China’s international student education. The chapter ends with an introduction to the contents of each chapter.Peer reviewe

How University Entrepreneurship Support Affects College Students’ Entrepreneurial Intentions: An Empirical Analysis from China

Given the major role of new enterprises founded by university alumni in creating employment and promoting economic development, it is well known that Chinese universities have implemented plenty of impressive initiatives to support students’ entrepreneurship. However, little is yet known about how students evaluate university entrepreneurship support and how it affects students’ entrepreneurial intentions. This study utilizes 13,954 recent college graduates from Chinese higher education institutions as a sample and aims to examine students’ perceptions of the support they received from universities and its influence on students’ entrepreneurial intentions. The results illustrate that students are not very satisfied with various university entrepreneurship supports. Findings also indicate that university entrepreneurship support positively impacts students’ entrepreneurial intentions, although it is not a very strong relationship. Moreover, university entrepreneurship support positively affects entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy, which in turn determine entrepreneurial intention. Entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy play a mediating role between university entrepreneurship support and entrepreneurial intention. The study contributes to the entrepreneurial literature theoretically and provides practical recommendations for policymakers and university administrators in China to reconsider and improve their entrepreneurship supports to encourage more students to become entrepreneurs

Understanding Collaborations between Chinese and the U.S. Universities: The Development of a Typology

There has been a recent and rapid increase in the number and forms of educational collaborations between the U.S. and China in recent decades. Through the years these collaborations have evolved from the simplest forms of welcome of international students and faculty to complex agreements and even new postsecondary institutions. In this manuscript, we develop a typology to better understand the various varieties of educational collaborations using examples of the various forms between universities in the U.S. and China.This conference proceedings is published as Kang,H., Lu, G., Hagedorn, L.S., Understanding Collaborations between Chinese and the U.S. Universities: The Development of a Typology. At the Advances in Social Science, Education and Humanities Research 4th International Symposium on Social Science (ISSS 2018);, May 12-13, 2018 (89), Dalian, China. </p