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Fuelled by forces of globalization, China has gradually shifted from a centrally planned economy to a socialist market economy. Under the market economy China has experienced a massive and protracted economic boom. It is not clear however whether recent economic changes have brought the same miracle to education in China. Spotlight on China brings together established and emerging scholars from China and internationally in a dialogue about the profound social and economic transformation that has resulted from the market economy and its concomitant impact on education in China. The book covers a wide range of topics, including: Market economy and curriculum reform Teaching under China's market economy Changes in higher education Transitions from education to work Market economy and social inequality With its broad scope and fresh critical perspectives, this collection offers a most contemporary and comprehensive analysis of possibly the largest education system in the world. Lessons learned from the China experiment will inform researchers and educators about social and educational reforms in other countries which are undergoing similar fundamental changes. "Spotlight on China provides a state of the art picture: dynamic, partial, full of contradictions and tensions, and, as we speak, in movement and local reconfiguration." - Allan Luke, Queensland University of Technology "The book moves social science research on China's education another step forward by refining the balance between the viability of mainstream western concepts and the analytical possibilities of creating a new scholarship based on a deeper understanding of the historically grounded realities of contemporary Chinese education." - Gerard A. Postiglione, The University of Hong Kong"
This is a really useful and comprehensive guide for Chinese students about the essential academic skills needed for successful study in higher education in the UK. It covers all skill areas as well as general information for Chinese students new to the UK academic environment.′ - Julie Watson, Principal Teaching Fellow in e-Learning and Head of eLanguages, University of Southampton Leaving China to study in the UK for the first time can be a daunting experience. You will be entering a new country and education system with its own culture, customs and values, some of which will be totally different from those back home. You will need to acquaint yourself with these differences to achieve your goals while studying in the UK and make the most of your stay. You may be finding it difficult to find this information, you may even be feeling anxious about the move or struggling to fit into your new environment. Help is at hand! This easy-to-read book is designed to be your companion throughout your university studies in the UK, providing practical information and skills and strategies for success. This guide: Introduces you to many life skills needed to support your studies in the UK, such as food, socialising and local amenities Contains information regarding UK assessment, lectures, seminars, campus life and support available from faculty Covers language and comprehension skills to help you communicate in your work and in the classroom with peers Explains the main differences between Eastern and Western thinking and culture Includes research skills and strategies for dissertations, essays and exams. Other useful features: Xiangping has included study tips in Chinese to help you fully understand each chapter Key words in each chapter are also provided in Chinese, alongside a test on the topic Hear from other Chinese students about their own experiences studying in the UK. This essential guide will help you to flourish in your UK studies and enjoy yourself along the way! The Student Success series are essential guides for students of all levels. From how to think critically and write great essays to planning your dream career, the Student Success series helps you study smarter and get the best from your time at university. Visit the SAGE Study Skills hub for tips and resources for study success!
Winner, 2021 Best Book Award, Comparative and International Education Society Higher Education Special Interest Group Winner, 2021 Best Book Award, Comparative and International Education Society Study Abroad and International Studies Special Interest Group Honorable Mention, 2021 Pierre Bourdieu Award for the Best Book in Sociology of Education, Section on the Sociology of Education, American Sociological Association Over the past decade, a wave of Chinese international undergraduate students—mostly self-funded—has swept across American higher education. From 2005 to 2015, undergraduate enrollment from China rose from under 10,000 to over 135,000. This privileged yet diverse group of young people from a changing China must navigate the complications and confusions of their formative years while bridging the two most powerful countries in the world. How do these students come to study in the United States? What does this experience mean to them? What does American higher education need to know and do in order to continue attracting these students and to provide sufficient support for them? In Ambitious and Anxious, the sociologist Yingyi Ma offers a multifaceted analysis of this new wave of Chinese students based on research in both Chinese high schools and American higher-education institutions. Ma argues that these students’ experiences embody the duality of ambition and anxiety that arises from transformative social changes in China. These students and their families have the ambition to navigate two very different educational systems and societies. Yet the intricacy and pressure of these systems generate a great deal of anxiety, from applying to colleges before arriving, to studying and socializing on campus, and to looking ahead upon graduation. Ambitious and Anxious also considers policy implications for American colleges and universities, including recruitment, student experiences, faculty support, and career services.
Presents both the historical development and the current state of higher education in China. Emphasizes the ongoing education reform, the government's education policies, and the development in higher education since the 1990s.
Chinese students in the UK have been increasing in number for many years, yet competition from other Western educators and increasing investment in China’s own education system has led to concern that UK institutions may soon see a decline in their market share. Dr. Reynolds addresses this issue in Chinese Students in UK Further Education by attempting to understand students’ experiences from their perspective. Beginning with an exploration of why these students choose to come and study in the UK, and why they are coming at younger ages, the book goes on to discuss topics such as risk, technology and diversity, in order to understand which factors have the greatest influence on where they choose to study and whether they choose to remain at an institution. Drawing on data from two different education institutions, providers of GCSE A-level programmes for students aged 16–18 years, Dr. Reynolds attempts to understand what these students experience during their studies, how they manage new social relationships, and whether, upon course completion, they achieved the results they desired at the outset. Moreover, the book aims to ascertain whether the students feel, in hindsight, that the decision to risk investing in UK further education was right and what they might communicate about UK study to contacts in China and elsewhere. The book examines what further education institutions do well and where they might improve, to help develop Chinese students’ educational experiences. As such, it will be essential reading for academics, researchers and postgraduates in the fields of further education, sociology of education, international and intercultural education and mobility studies.
In 1975 I went to Peking for a year, together with nine other British students who had been exchanged by the British Council for ten Chinese students. The latter knew exactly what they were doing: learning English in order to further the Great Proletarian Cultural Revolution. We were less sure. From 1966, China had been turned upside down by young Red Guards who were encouraged to Bombard the Headquarters'. Professors, surgeons, artists, pianists, novelists and film directors were attacked for their bourgeois pursuit of excellence or their attachment to decadent Western ideas. Though by 1975 there were no longer violent street battles or badly beaten bodies floating down the Pearl River, we found Peking University governed by a Revolutionary Committee of workers, peasants and Party members determined that we should not learn too much and become experts divorced from the masses. With our Chinese classmates, we spent half our time in factories, getting in the way of workers making railway engines, or in the fields, learning from peasants how to bundle cabbage or plant rice seedlings in muddy water. Heroically, we stayed up half the night to dig rather shallow underground shelter