中美两国留学生教育结构之比较

留学生教育结构主要包括学历、专业学科、生源地域、学院及经费等要素。留学生教育结构构成了留学生教育的核心体系,直接决定了留学生教育的强弱优劣。中美两国在留学生教育结构方面存在很大差异,我国应着力优化结构,以求来华留学生教育的全面健康发展。     

政府、高校、社会——“三位一体”的韩国留学生教育

留学生教育是世界各国教育战略的重要内容,外国留学生所占比重已经成为衡量一所大学国际化程度的重要标准之一,各国都在大力发展留学生教育事业。韩国作为我国的近邻,在发展留学生教育方面取得了令人瞩目的成绩,也出现了许多问题。研究韩国政府、高校、社会在留学生教育方面进行的探索和尝试,可以为我国的留学生教育提供借鉴和启示。     

论我国来华留学生教育的成就、挑战及对策——兼论“纲要目标”实现的可能性

我国来华留学生教育在过去十年进入发展的快速道,所取得的成绩卓越非凡。但同时,我国来华留学生教育也存在诸多问题:战略地位尚未得到足够重视,生源国别、专业分布不平衡,教育层次偏低,管理制度相对滞后。针对这些问题,我国应采用提升来华留学生教育的战略地位、提高来华留学生教育质量、减小教育水平校际差异等对策,以促进我国来华留学生教育的发展。     

“一带一路”倡议下的教育对外开放——基于来华留学生的分析

目前,留学生已成为教育对外开放的重要媒介。在“一带一路”倡议背景下,我国政府采取了一系列政策举措推动教育对外开放,但在对留学生教育大规模的投入中,我国来华留学生教育仍然存在优质生源不足、跨文化差异明显、缺乏专业管理者等问题。因此,为进一步拓展我国教育对外开放渠道,在留学生教育上应进一步强化预科教育,提高来华留学生的生源质量;完善课程体系,突破文化差异的屏障;提升师资水平,创建国际化师资队伍。     

如何做好来华留学生预科教育

近年来我国来华留学生教育事业发展迅猛。留学生进入专业学习前,应当接受预科教育,而预科教育在我国教育事业中是一个新领域,如何做好来华留学生预科教育,是一个很具现实意义的话题。本文从我国留学生预科教育的现状、严格管理和热心服务三方面就如何做好来华留学生预科教育进行了初步探讨。     

改革开放后来华留学生教育发展的三次浪潮

来华留学生教育是新时期我国高等教育对外开放不可或缺的组成部分,也是当前“一带一路”建设的基础性和先导性环节。实施改革开放政策以来,来华留学生教育由封闭走向开放,经历了主动调整、“入世”后迅速发展和“一带一路”倡议提出后服务国家战略三个阶段。经过四十多年的努力,来华留学生规模稳步扩大,来华留学生教育管理制度逐步规范,教育质量明显提升,来华留学生专业结构和层次结构逐渐优化。但与留学生教育发达的国家相比,仍存差距。未来,来华留学生教育需要补齐短板,完善留学生服务配套措施、创新趋同化管理制度和提高我国高等教育的质量,进一步建设我国教育对外开放的新格局,全面提升来华留学生教育的国际影响力。     

留学生教育与高校国际化进程

留学生教育是高校国际化进程的必然产物。近几年来,我国留学生教育发展迅速,但也存在一些问题和不足。发展留学生教育,必须扩大国际知名度,提高教学质量,扩大留学生生源,建立高素质的留学生师资队伍和管理人员队伍。同时,重视留学生教育发展战略、国际留学生市场、国际人才培养、国际教育资源开发的研究,鼓励地方政府、企业资助留学生教育的发展,设立奖学金,吸引外国留学生来学习。     

健全学历留学生教育管理体制促进普通高校留学生工作科学发展

近年来,我国来华留学生教育发展迅猛,学历留学生所占比例逐渐加大,留学生教育已成为我国教育对外开放的重要组成部分.与此同时.来华留学生培养也成为我国高校办学国际化的重要环节.目前,我国各高校留学生工作尚不平衡,主要体现在普通工科院校学历留学生规模较小,学历留学生教育管理机制不够完善,这成为制约留学生教育科学发展的因素.本文以普通工科院校的留学生工作为重点,探讨如何改革和完善留学生教育管理体制,健全相关管理制度和管理方法,从而促进普通工科院校留学生工作科学发展.     

来华留学生教育的瓶颈问题及解决措施

近年来,来华留学生教育获得了蓬勃的发展,成为我国对外交流的一项重要内容和教育事业的重要组成部分。然而。在实践中．我国来华留学生教育的发展面临着教育层次偏低、学生所学专业和来源国别分布不平衡、战略地位未得到足够重视以及政策和规章制度不适应发展需要等一系列瓶颈问题,应该采取扩大来华留学生规模、加大政府奖学金规模和力度、建立来华留学预备制度、完善规章制度和管理体制、健全来华留学服务体系等一系列措施加以解决,以推进我国来华留学生教育的健康发展。     

欧美发达国家留学生教育发展探析

留学生教育是高等教育国际化的重要组成部分.欧美发达国家已经充分认识到留学生教育的重要意义,明确将接收留学生作为国家战略,在长期的留学生教育发展进程中,积累了许多经验,但同时也存在不少问题.与欧美发达国家这些留学生教育的“先行者”相比,我国来华留学生事业正在起步过程中,我们可以借助“后发优势”,充分借鉴欧美发达国家留学生教育的经验,同时避免其留学生教育存在的不足.     

International experience,universities support and graduate employability – perceptions of Chinese international students studying in UK universities

Recent policy developments in English Higher Education have resulted in employability placed in the spotlight, whereby the success of universities will be measured based on graduate employment. This represents the latest focus placed on employability in the sector, as universities are increasingly expected to provide employment-ready graduates to meet the demands of a global economy. In response universities have invested considerable energy into initiatives and services to enhance the employability outcomes of graduates. However, institutions have largely been UK-centric on their focus, with limited attention paid to the employability needs of international students. In this paper, we report the outcomes of a study centred on the largest group of non-EU domiciled international students in the UK, those from Mainland China. Drawing on survey data we examine Mainland Chinese students’ attitudes to their employability and the support they engage with through their UK University. We pay specific attention to the opportunities presented through the ‘international’ nature of the HE experience, and consider how these are utilised by both the students, and their institutions, to develop their future employability. We conclude by proposing recommendations for universities and institutions to enhance the support offered to this often overlooked, but significant group of students.     

韩泰留学生汉语学习进展差异原因研究——以赣南师范学院两名韩泰留学生作为分析对象

本文主要采取观察与访谈相结合的研究方法,通过跟踪调查,深入分析赣南师范学院中级班两名韩泰留学生的汉语学习进展差异,结果表明,韩国留学生在语音、词汇和语法方面都比泰国留学生掌握得更好。年龄、性格、学习风格、就业前景及学习策略都是造成这种差异的原因。     

‘Making the grade’: a grounded theory explaining the student experience of Asian and Middle-Eastern postgraduates in a British university

The aim of this study was firstly to describe the experiences of international students living and studying in a UK university, to understand and explain their responses to those experiences and to make recommendations to stakeholders in the light of the findings. The research found that international students’ two biggest concerns are their English language skills and their detachment from domestic students. International students were surprised at the size of the challenges they faced and worked hard to bridge the gap between their academic and sociocultural skills and those needed in the UK. International students provided emotional, practical and academic support to each other, but the academic support they offered to each other was not always reliable. International students engaged in a process of identity change during which they gained the skills they needed to be academically successful. Recommendations in regard to the academic and pastoral support of international students are made.     

Challenging Performative Fabrication: Seeking authenticity in academic development practice

While extensive discussion has been devoted to internationalising the curriculum in a response to the presence of international students, little is known about how academic staff members perceive the presence of this student cohort. Using data collected through semi‐structured interviews with 80 academic staff from four different faculties in one higher education institution, this study investigates staff understanding regarding international students, with particular attention given to how disciplinary differences shape their responses. Findings indicate that staff from ‘soft’ and ‘hard’ disciplines hold different instructional beliefs, which then affect their teaching and learning practice. Discussions are provided on how these differing conceptions of teaching fit into the context of academic development with respect to international education.     

外国长期语言进修生入学分布状况调查分析

文章调查了全国341所院校招收外国长期语言进修生的情况,对不同类别、不同地域的中国院校招收外国长期语言进修生的数量和来源做了分析说明。结果显示,招生院校的类别、地域、招生历史和国际合作项目对于外国长期语言进修生的招收数量都有重要影响;不同国家和地区的生源数量差异显著,外国长期语言进修生对招生院校类别的选择趋同,对地域的选择有异。     

The pastoral care of international students in New Zealand: is it more than a consumer protection regime?

Student security is a composite social practice that includes the domains of consumer rights, entitlement to a range of welfare supports and pastoral care, and freedom from exploitation and discrimination. Three traditions shape the systems used for managing and regulating international student security in the nations that export education: pastoral care, consumer protection and quasi-citizenship. Each has different implications for the positioning of students as agents. This study used semi-structured interviews with 70 international students from nine countries in two contrasting universities. It investigated the provision of international student security, including the distinctive New Zealand regime of security, regulated by the National Code of Practice for the Pastoral Care of International Students. This Code binds provider institutions and the International Education Appeal Authority, and permits Code-based claims by students from providers. The study found that international students in New Zealand have varying expectations of student security, which draws eclectically from all three traditions. There are gaps in the coverage of pastoral care, including the areas of financial matters and intercultural relations. Where the Code does provide protection, its provisions are not always fully implemented, such as for accommodation assistance. More seriously, there is little knowledge among students of the Code of Practice and their Code-based entitlements, and almost no knowledge of the Appeal Authority. Numerous students testified to poor information flow. This limits not only their capacities as quasi-consumers and their access to pastoral services – so that in practice, the New Zealand system is similar to the Australian system, which is explicitly limited to consumer protection – but even their ability to fully utilize consumer protection. This defect renders the promise of a regulated pastoral care regime grounded in active student agency largely inoperative.     

What College Counselors Need to Know About International Student Advisers: Field Notes on the Professionals,the Clients,and the Challenges

As the service functions of campus-based international student offices in American colleges and universities have changed and evolved, especially since 9/11, the roles of the professionals in those offices, the “international student advisers,” have changed as well. These unique professionals function in the central pressure point between two very different world views of international students. Higher education perceives them not only as benign members of the academic community, but as strong and necessary benefactors intellectually, culturally, and economically. However, this perspective is not shared by U.S. Immigration and Customs Enforcement, whose agents more often than not see international students as potential security threats. International student advisers are engaged in a high-stakes business where an adviser's actions can have tremendous impact on a student client's life, for good or for ill. This article will explore the professional lives of international student advisers and demonstrate the facets of their complex work which make it unique in higher education.     

Group Counseling with International Students: Practical,Ethical, and Cultural Considerations

International students in higher education represent a diverse population with unique mental health needs. Foreign students commonly experience a host of adjustment issues, including acculturative stress, language difficulties, cultural misunderstandings, racial discrimination, and loss of social support. Despite their challenges, few international students seek individual counseling. The purpose of this article is to present counseling groups as a treatment modality for addressing international students' adjustment concerns. Special attention is directed to the practical, ethical, and cultural challenges of conducting group counseling with this population, in addition to presenting recommendations for future practice and research.     

The international student safety debate: moving beyond denial

In 2009 international student safety became an issue of immediate concern to Australian international education exporters following a series of demonstrations by Indian students and interventions by concerned foreign governments. With these developments the ‘industry’ became fixated on how best to secure Australia’s share of the international education market in a context in which it was impossible to deny international student safety is a systemic problem. This paper contextualizes this development by utilizing a stigma management framework to review the unfolding debate on international students and safety in the USA, the UK, New Zealand and Australia. We argue that in all four cases it took an exogenous shock to convince education exporters to acknowledge student safety as an issue that needs to be openly debated. We also suggest that Australian officials were slow to make this acknowledgement because they mistakenly believed the industry was shielded by its link to the immigration program.