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Annual Report on the Development of China’s Study Abroad (2015) No.4

Wednesday,Oct 28, 2015

10/29/2015

Abstract

Since the National Study Abroad Work Conference held in the end of 2014, giving equal emphasis to Chinese studying abroad and foreigners studying abroad in China has become an important concept for overseeing oversea study work. To reflect on this new situation and the character of China oversea study development as well as to analyze hot issues that have emerged in this process, we have organized this collection of work entitled《Annual Report on the Development of Chinese Students Studying Abroad (2015) No.4》. The Blue Book consists of five parts: General Report, Investigative Reports, Regional Reports, Feature Reports, and an Appendix.

The General Report first reviews the development of global overseas study and its trends. It then identifies the current situation and developmental features of Chinese studying abroad. These consist of the rapid increase in the number of Chinese students, including teenagers and even younger children, studying overseas, job-oriented oversea study, innovative modes of study abroad, and the growing diversity of overseas study destination countries. It also offers an in-depth understanding of issues like student integrity, drop-out rates, and racial quotas. This paper will provide suggestions on narrowing the “study abroad deficit”, strengthening China’s soft power not just through having its student study abroad, but foreigners study in the country, and exploiting ”study abroad bonuses” to promote the sustainable development of both of these kinds of overseas study.

The Investigative Report is divided into three sections. The first part will analyze current situation and related issues of young Chinese studying overseas. It then provides recommendations to address these issues. Based on a questionnaire survey of overseas Chinese students who went abroad in 2007-2014, the second part will describe the worldwide distribution of these students as well as their study goals, channels for acquiring information about foreign schools, and the like. The last section will investigate Chinese students studying in the United States, focusing on their desire to study there and experience of living on the campuses of American schools and universities.

The Regional Report will introduce the current situation and prospects of Chinese students studying in North America, Europe, Australian, and Asia, respectively, through reviewing the numbers and prevalence of Chinese getting an education in these places, the preferences of such individuals regarding study subjects/majors, advantages they obtain by being educated in specific countries, and international student policies of such places. By reviewing these issues, the report seeks to identify international study hotspots.

The Feature Report consists of six papers analyzing study abroad across six different areas. The first area is studying abroad in China, focusing mainly on the current situation, policy breakthroughs, and further measures aimed overcoming the remaining challenges China faces in luring international students doing study abroad in China. The second paper will emphasize the current prospects of Overseas Chinese students who went abroad to do postgraduate work in 2011. We examine how many returned to China and success in finding good employment before offering a policy brief for carrying forth Sino foreign cooperative educational ventures to cultivate entrepreneurial talent. The paper also summarizes 2015-2016 trends in student application strategies for overseas study in the main destination countries. The fifth paper is an exploratory study on Dutch higher education and Chinese students studying in the Netherlands. It provides a systematic discussion of the Dutch master’s degree and Ph.D program training methods. The last paper reviews research on the current operation, development, and competitiveness of Chinese study abroad intermediary institutions. Based on a three tier indicator assessment system, it evaluates and ranks the competitiveness of 40 these intermediary institutions.

As a supplement to the Regional Report, the Appendix discusses what universities have a worldwide reputation based on their international student enrollment, popular subjects, scholarship, and affordability of tuition.

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