The Development Mode and Development Strategy of Sino-Foreigncooperation on the Education in Local Universities

Jin Hua¹, Normaliza Abd Rahim²

¹Infrastructure University Kuala Lumpur, Malaysia

²Infrastructure University Kuala Lumpur, Malaysia

²Taylor’s University, Malaysia

ABSTRACT: This study explores the evolution and dynamics of Sino-foreign cooperation in Chinese universities, delineating its historical progression through three distinct stages. Beginning in the 1980s, collaborative initiatives with the United States, Japan, Germany, France, Britain, Canada, and Hong Kong laid the foundation for subsequent developments. The shift towards prioritizing academic education, particularly in professional fields, marked the second stage (1995-2003). The third stage (2003-present) witnessed continuous improvement, increased scale, and the integration of modern educational means, including online and distance education. The study employs qualitative analysis, utilizing interviews with four managers of Sino-foreign cooperative schools. The objectives of the study are to understand the meaning of Sino-foreign cooperation, discuss the tendency of the development mode of Sino-foreign cooperation and suggest the development of Sino-foreign cooperation on education. Results reveal the diverse perspectives on the meaning of Sino-foreign cooperation, emphasizing leadership roles, negotiation skills, curriculum design, and teaching methods. Preferences for development modes vary among respondents, with some favoring joint courses for systematic professional knowledge, and others preferring independent colleges for systematic planning, and the choice is influenced by factors like student numbers. Suggestions for future development include designing attractive courses, fostering active student participation, providing cross-cultural training, establishing a stricter quality assurance system, and ensuring compliance with international cooperation policies and regulations. In conclusion, the study provides insights into the historical progression and current dynamics of Sino-foreign cooperation in education. The recommendations underscore the need for a holistic approach, considering student engagement, cultural competence, and adherence to international standards to ensure sustainable and effective collaboration in education.

KEYWORDS: mode, Sino-foreign Cooperation, the Education, strategy, local universities

INTRODUCTION

The landscape of international cooperation in Chinese universities has undergone significant transformations since the 1980s, marked by strategic initiatives and evolving priorities. The initiation of educational collaborations in that era laid the foundation for a new era of global engagement     in Chinese higher education. The period from 1995 to 2003 witnessed a second stage characterized by a shift towards prioritizing academic education. Li (2019) pointed out this phase focused on the development of undergraduate and specialized degree programs, reflecting a commitment to providing a comprehensive and diverse educational experience. The integration of academic and non-academic education created a holistic learning environment, setting the stage for further collaborative efforts. The third stage, spanning from 2003 to the present, represents a dynamic and progressive phase with continuous improvement and substantial expansion. Advancements include a significant increase in the scale of cooperative education initiatives, incorporating modern educational means such as online and distance education. Yang (2020) pointed out this stage is characterized by a two-way flow in Sino-foreign Cooperation on Education, involving both outbound Chinese students seeking international exposure and inbound foreign students enriching their academic experiences within the Chinese educational system. According to Guo (2021) deciphered that in the realm of Sino-foreign Cooperation on Education, three distinct cooperative models have emerged: the joint course model, the chain cooperative education mode, and the cooperation mode to establish independent colleges and secondary colleges. These models play a crucial role in the internationalization of Chinese education, fostering a diverse and globally informed learning experience.

The research objectives outlined in this article include to understand the meaning of Sino-foreign cooperation, discuss the tendency of the development mode of Sino-foreign cooperation and suggest the development of Sino-foreign cooperation on education.These objectives underscore the importance of exploring and enhancing the collaborative efforts between Chinese and foreign educational institutions, contributing to a more comprehensive and globally relevant educational landscape.

LITERATURE REVIEW

In the 1980s, the landscape of international cooperation in Chinese universities underwent a transformative shift, marking the initiation of educational collaborations with institutions and individuals from various countries. Yang (2020) explained that mainland universities, recognizing the value of global partnerships, engaged in collaborative efforts with counterparts from the United States, Japan, Germany, France, Britain, Canada, and Hong Kong.Li (2019) agreed with Yang (2020) and claimed that the transformative shift marked a significant departure from earlier practices and laid the foundation for a new era of international engagement in Chinese higher education. During this period, Guo (2021) pointed out several noteworthy initiatives underscored the commitment to fostering cross-cultural educational exchanges. Among them were the Sino-American Economics and Law training courses, designed to bridge the knowledge gap between the two nations. These courses not only facilitated academic cooperation but also contributed to a deeper understanding of economic and legal systems. Additionally, the establishment of the Beijing Japanese Studies Research Center exemplified a strategic approach to international collaboration by focusing on specific regions of study. Wang (2019) communicated that the early initiatives played a crucial role in shaping the trajectory of Sino-foreign cooperation in education. By fostering relationships with diverse global partners, Chinese universities laid the groundwork for subsequent developments that would unfold in the following stages of this collaborative journey. The 1980s thus stand out as a pivotal period, marking the beginning of a new chapter in the history of international cooperation within Chinese higher education institutions.

Huang (2019) pointed out that in the period spanning from 1995 to the promulgation of Sino-foreign Cooperation on Education regulations in 2003, a significant evolution occurred in the landscape of international collaboration within Chinese universities.This marked the second stage, characterized by a pronounced shift in focus towards prioritizing academic education. During this transformative era, there was a deliberate emphasis on the development of undergraduate and specialized degree programs, reflecting a commitment to providing a comprehensive and diverse educational experience. Chen (2021) stated that the educational landscape during this stage saw a notable expansion into research-level and vocational education, addressing the growing demands of students in various fields. Disciplines such as business administration, foreign languages, information technology, and economic management became focal points of collaboration.Xie (2019) pointed out this deliberate selection of academic domains demonstrated a strategic approach to meeting both domestic and international educational needs.What set this stage apart was the establishment of a synergistic relationship between academic and non-academic education. The integration of these two facets created a holistic learning environment, fostering a multidimensional approach to education. This symbiotic relationship not only enriched the academic experience for students but also laid a solid foundation for further collaborative efforts in subsequent stages. The period from 1995 to 2003 was characterized by a strategic alignment of educational priorities, setting the stage for a more diversified and integrated approach to Sino-foreign cooperation in education.Li (2020) agreed with Xie (2019) and added that the emphasis on academic excellence and the fusion of various educational components underscored a commitment to providing students with a well-rounded and globally relevant educational experience.

The third stage, spanning from 2003 to the present, represents a dynamic and progressive phase in the history of cooperative education in China. Xie (2019) stated that the period has been marked by continuous improvement and substantial expansion, reflecting a commitment to adapting to the evolving landscape of global education.Noteworthy advancements during this stage have contributed to shaping a more inclusive and modernized educational environment. One of the key developments in this period has been the significant increase in the scale of cooperative education initiatives. Chen (2021) deciphered that educational collaborations have expanded both in terms of the number of partnerships established and the diversity of academic fields covered . This growth has enabled Chinese universities to offer a broader array of educational opportunities to students, catering to a spectrum of interests and career paths. A significant innovation during this stage has been the incorporation of modern educational means.Marginson (2019) pointed out that online and distance education have become integral components of cooperative programs, allowing for greater flexibility and accessibility. This technological integration has not only facilitated learning but has also expanded the reach of collaborative efforts, transcending geographical constraints. A prominent feature of the third stage is the emergence of a two-way flow in Sino-foreign Cooperation on Education. This bilateral engagement involves both outbound Chinese students seeking international exposure and inbound foreign students enriching their academic experiences within the Chinese educational system.Zhao(2020)stated that the reciprocal exchange reflects a comprehensive approach to international education, fostering a diverse and inclusive learning environment.

In the realm of Sino-foreign Cooperation on Education, three distinct cooperative models have emerged, each playing a crucial role in the internationalization of Chinese education and contributing to a diverse and globally informed learning experience. The first model is the joint course model, characterized by the collaborative effort of multiple educational institutions in the joint issuance of courses or teaching programs. Chen (2021) claimed that the model fosters a rich academic environment by bringing together the expertise and resources of different institutions. Courses under this model often lead to interchangeable and mutually recognized credits between participating institutions. Joint or double degrees may be awarded, exemplifying a shared commitment to providing students with a comprehensive and globally relevant education. Smith (2023)stated that an illustrative example of this model is the Master of Social Work class jointly organized by Peking University and the Hong Kong Polytechnic University, where each institution contributes unique strengths to enhance the overall learning experience. The second model, known as the chain cooperative education mode, involves a university establishing a branch school in another country. In this mode, the university provides courses and awards degrees to students from a third country or overseas. This approach integrates the organizational content of the country’s teaching system, creating a localized extension of the university’s educational offerings. Johnson(2023)deciphered that branch schools set up by renowned universities in developed countries, such as the University of California’s centers in Beijing, Shanghai, and Hong Kong, exemplify this model. Students enrolled in these programs experience a unique form of education that blends the strengths of both the home and host institutions. The third model is the cooperation mode to establish independent colleges and secondary colleges operating according to a new mechanism. This model often involves the joint establishment of colleges by Chinese and foreign partners. In this cooperative effort, the host country provides educational spaces, while the foreign partner invests in equipment and faculty.Brown(2023) pointed out basic course teachers and logistics support are typically provided by the host institution, and foreign teaching materials and mechanisms are utilized in the educational process. Zhao(2020)explained that the cooperative mode allows for the introduction of foreign educational resources and ideas, offering students an opportunity to be trained in close alignment with international educational methods. Collectively, these cooperative models underscore China’s commitment to embracing global perspectives in education.By facilitating the exchange of resources, ideas, and teaching methods, these models contribute significantly to the internationalization of Chinese education, preparing students to navigate an increasingly interconnected world with a diverse skill set and cultural understanding .

The objectives of the study are to understand the meaning of Sino-foreign cooperation, discuss the tendency of the development mode of Sino-foreign cooperation and suggest the development of Sino-foreign cooperation on education.

METHODOLOGY

This study used qualitative analysis methods by the interviews. The Sino-foreign cooperative education is selected as the research object to collect relevant data and information through interviews. Creswell (2013), in his book, observes that the three pillars of a purposeful sampling strategy include (a) finalizing of participants or sites (b) determination of sample size (c) choosing an effective sampling strategy. Marshall, Cardon, Poddar & Fontenot (2013) believe that for case studies, any sample size between 4 to 6 data sources would be ideal. For Qualitative research, Romey, Batchelder, and Weller (1986) – 4 respondents using the consensus theory. So this study interviewed four managers, two men and two women, aged from 35 to 55, all of whom have extensive experience in project management. So, it needs to interview four managers of Sino-foreign cooperative schools. I have to mention who I adapted the interview questions from Dr. Hui Miao’s The Study About the Supervision System of Sino-foreign Cooperation in Running Schools in Higher Education ——A Case Study Based on J Province, Interview outline of Northeast Normal University, 2022.This paper adopts the theory of historical analysis method explained by the German thinker Max Weber in Gesammelte Aufsatze zur Religionssoziologie I. The analysis of this study is the Analysis using coding. For example:

RESULTS AND DISCUSSION

The analysis according to the interview dialogue is provided in Appendix 1 The table 1 shows the interview codes according to sample. It can be seen that S1 and S2 involve in the interview sessions. S1Q1 stated that “Sino-foreign cooperation in running a school is a transnational education cooperation program, led and supervised by the project director.” The project director may emphasize the overall planning and execution of the project to ensure that the educational goals and standards are met. The success of the cooperative school is closely related to the leadership and management ability of the project director.”. It can be seen that S1Q1 focus on the role of the project supervisor, emphasizing the importance of the project supervisor for the overall planning and implementation of the project. Subsequently, S2Q1 stated that “They need international cooperation experience and an understanding of the different cultures and educational systems to ensure smooth cooperation and to address possible cultural differences and problems.” This shows that S1Q1 and S2Q1 all emphasizing the need for heads of international cooperation departments to have experience in international cooperation and an understanding of different cultural and educational systems to ensure the smooth progress of cooperation. S3Q1 stated that curriculum design, teaching methods, and evaluation criteria to ensure that students receive high-quality education in collaborative programs. S4Q1 focus on the role of educational scholars in curriculum design, teaching methods, and subject communication to improve the quality of education and produce students with a global vision. Similarly, these samples together highlight the different roles and responsibilities involved in Sino-foreign educational cooperation, including project directors, heads of international cooperation departments, educational scholars, etc. These play different roles in the collaboration, from overall planning to specific curriculum design and teaching methods, all of which is critical to the success of the project.

Table 2 shows the interview codes according to sample. S1Q1 stated that “I like the joint course, which is training of students in their professional college, and students can be assisted by systematic professional knowledge.” It can be seen that S1Q1 prefer joint courses, believing that training students through professional colleges can enable students to develop better with the help of systematic professional knowledge. At the same time, S3Q1 stated “I prefer joint course so that we can more fully introduce foreign high-quality education resources.” Consequently, S1Q1 and S3Q1 both like the joint course form. S2Q1 stated that “If the number of students is large enough, the independent college is more conducive to the development of the program.” S4Q1 stated, “I like independent colleges, which plan more systematically teaching methods and subject communication in order to improve the quality of education and cultivate students with a global vision.” However, the prerequisite of S2Q1 is that the number of students is already large enough, and S4Q1 is justified to more systematically plan teaching methods and subject communication. Consequently, S2Q1 和S4Q1 all views prefer independent colleges. In general, the respondents have different preferences for the three cooperative development modes, which reflect different people’s educational concepts and expectations. Some people focus on professional knowledge training, while others focus more on the planning and systematization of independent colleges, which reflects the characteristics of flexibility and diversity in foreign educational cooperation.

Table 3 shows the interview codes according to the sample. S1Q3 stated that “By designing more attractive and interactive courses, activities and programs, students are encouraged to actively participate in Sino-foreign educational cooperation, prompting them to experience and participate in academic exchanges more comprehensively.” This shows that S1Q3 pays great attention to students’ experience and participation. S2Q3 stated, “Provide effective cross-cultural training for teachers and students participating in Sino-foreign educational cooperation, help them better understand and adapt to the academic environment under different cultural backgrounds, and promote deeper exchanges and cooperation.” This also shows that S2Q3 promotes deeper exchanges and cooperation. On the other hand, S3Q3 stated, “I emphasize the establishment of a stricter quality assurance system, including strengthening the curriculum evaluation mechanism, improving the level of teachers, and establishing a platform for academic exchange.” S4Q3 stated, “To ensure the compliance of the project, I suggest that we pay close attention to the relevant policies and regulations of international cooperation, reviewing and updating cooperation agreements regularly to ensure they are consistent with the latest regulations.” It can be said that S3Q3 is suggested to strengthen the education quality assurance system. This also showed that S4Q3 suggests increasing the protection of laws and regulations. Moreover, this shows that S3Q3 and S4Q3 believe that all aspects need to be considered to ensure the smooth operation of the project, improve the quality, and meet the regulatory requirements.

The Meaning Of Sino-Foreign Cooperation On Education

Li (2019) explained that the history of Sino-foreign cooperation in Education highlights the multifaceted collaboration between Chinese universities and international partners . Yang(2020) stated that the initial stage, from the 1980s, witnessed collaborations with the United States, Japan, Germany, France, Britain, Canada, and Hong Kong, which is exemplified by programs like the Sino-American Economics and Law training courses and the Beijing Japanese Studies Research. Guo (2021) pointed out the subsequent stages, marked by the promulgation of regulations in 1995 and 2003, emphasize a shift toward prioritizing academic education, particularly in business administration, foreign languages, information technology, and economic management . In the present stage (2003 to now), the focus has expanded to continuously improve educational levels, increase scale, and embrace modern education means such as online and distance education.Wang (2019) communicated that the two-way flow of Sino-foreign Cooperation in Education has become a prominent feature, demonstrating a comprehensive engagement involving both outgoing Chinese students and incoming foreign students.

The Tendency Of The Development Mode Of Sino-Foreign Cooperation On Education

Sino-foreign cooperation in Education manifests through various models, each reflecting a distinct approach to international collaboration.Huang (2019) pointed out that the joint course model involves the joint issuance of courses or teaching programs, allowing credits to be interchangeable and mutually recognized between participating institutions. An example is the Master of Social Work class jointly organized by Peking University and the Hong Kong Polytechnic University.Chen (2021) stated that the chain cooperative education mode entails the establishment of branch schools in one country by an established university in another, providing courses and awarding degrees to students from a third country or overseas. Notably, the University of California has adopted this mode with centers in Beijing, Shanghai, Hong Kong, and others. Xie (2019) pointed out the cooperation to establish independent colleges and secondary colleges operates according to a new mechanism, allowing renowned universities to expand their enrollment in collaboration with foreign partners. Examples include Holmes College of Qingdao University, and Sias International Business Administration College of Zhengzhou University.

The Development Mode Of Sino-Foreign Cooperation On Education

To enhance Sino-foreign cooperation on education, several strategic suggestions have emerged. Marginson (2019) pointed out design more attractive and interactive courses, activities, and programs is recommended to encourage active student participation in academic exchanges. Providing effective cross-cultural training for both teachers and students involved in Sino-foreign educational cooperation is crucial to fostering a better understanding and adaptation to different cultural backgrounds. Chen (2021) deciphered that the emphasis on establishing a stricter quality assurance system, including curriculum evaluation mechanisms and improving teacher qualifications, is essential to ensure the continuous improvement of educational quality. Additionally, compliance with international cooperation policies and regulations is crucial, necessitating regular reviews and updates of cooperation agreements.

The evolution of Sino-foreign cooperation in Education reflects a dynamic response to the changing landscape of higher education internationalization. The diverse cooperation models adopted by Chinese universities showcase the adaptability and flexibility required to meet the demands of a globalized education environment. However, challenges persist, including the need for continuous improvement in quality assurance, effective cross-cultural training, and alignment with international standards. The recommendations for future development emphasize a holistic approach that considers student engagement, cultural competence, and compliance with international regulations, ensuring sustainable and effective Sino-foreign cooperation in education.

SUMMARY OF RESULTS

The examination of Sino-foreign cooperation in Education provides insights into the historical progression and current dynamics of collaboration between Chinese universities and international partners. Li (2019) explained that the multifaceted nature of this collaboration is evident in various stages, starting from the 1980s and evolving into the present era. Collaborations with countries such as the United States, Japan, Germany, France, Britain, Canada, and Hong Kong have been instrumental, with programs like the Sino-American Economics and Law training courses and the establishment of the Beijing Japanese Studies Research Center acting as early examples. Guo (2021) pointed out different models of cooperation have been employed, showcasing the adaptability of Chinese universities to global educational demands.

The joint course model, exemplified by the Master of Social Work class jointly organized by Peking University and the Hong Kong Polytechnic University, facilitates the interchangeability of credits and mutual recognition between participating institutions. Chen (2021) stated that the chain cooperative education mode, represented by the University of California’s establishment of centers in Beijing, Shanghai, Hong Kong, and other locations, emphasizes providing courses and awarding degrees to students from a third country or overseas. Additionally, Xie (2019) pointed out the cooperation to establish independent colleges and secondary colleges operating under a new mechanism, as seen in examples like Holmes College of Qingdao University and Sias International Business Administration College of Zhengzhou University, illustrates the diversification of collaboration.

Marginson (2019) pointed out Moving forward, strategic suggestions for the development of Sino-foreign cooperation in education include designing more attractive and interactive courses, fostering active student participation, and providing effective cross-cultural training for both teachers and students involved in collaborative programs. Chen (2021) deciphered that the establishment of a stricter quality assurance system, encompassing curriculum evaluation mechanisms and improved teacher qualifications, is highlighted as crucial for ensuring continuous enhancement of educational quality. Moreover, compliance with international cooperation policies and regulations, along with regular reviews and updates of cooperation agreements, is emphasized to ensure sustained and effective collaboration.

CONCLUSION

The implications of this study extend to various stakeholders, including the government, students, and universities. For the government, a well-structured and quality Sino-foreign cooperation in education contributes to the country’s global standing and fosters international relationships. Students benefit from diverse educational opportunities, exposure to global perspectives, and the potential for enhanced career prospects. Universities, through successful collaborations, gain access to resources, knowledge exchange, and an expanded international network, thereby elevating their academic standing. In essence, the study underscores the mutual benefits that can be derived by all parties involved in Sino-foreign educational collaborations.Looking ahead, future studies in this field should delve deeper into the long-term impacts of Sino-foreign cooperation in education. Exploring the sustained effects on students’ career trajectories, the evolution of collaborative models, and the role of emerging technologies in facilitating international partnerships would provide valuable insights. Additionally, investigating the changing geopolitical landscape and its influence on educational collaborations can be a promising avenue for research. Continuous monitoring and analysis of these dynamics will contribute to the ongoing refinement and improvement of Sino-foreign educational partnerships.

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Appendix 1

Table 1: Interview coding according to sample

Table 2: Interview coding according to sample

Table 3: Interview coding according to sample

Appendix 2

Interview Outline:

1. How to understand the Sino-foreign cooperation on the Education?
2. Which of the three modes for the development of Chinese-foreign cooperation do you prefer?
3. What are your suggestions for Sino-foreign cooperation on the Education?