Bridging the asymmetries? African students’ mobility to China

Hodzi, Obert

doi:10.1080/14631369.2020.1776097

Cited by 18 publications

(11 citation statements)

References 31 publications

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“…Nordtveit (2011) attributed what he perceives as the biased recruitment process to China's non-interference principle, which authorizes recipient countries to control the selection of participants. Hodzi (2020) mentioned widespread corruption, with scholarships and training opportunities being awarded to children of the ruling elites, that reproduce social inequalities in aid recipient countries.…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…However, some scholars identified the unsatisfactory experiences among international students, including the prejudice and social exclusion in Chinese society (Mulvey, 2020) as well as language and cross-cultural challenges and discrimination they confronted (Hodzi, 2020). These experiences engender feelings of alienation among those international students, even though they admitted that studying in China offered them employment opportunities back in their home country (Mulvey, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Scholars have concluded that China's educational aid programs enhance international students' positive impressions of China and thus increase China's soft power (Benabdallah, 2019;Chan and Wu, 2020;Dong and Chapman, 2008;Ham and Tolentino, 2018;Haugen, 2013;Hodzi, 2020;Latief and Lefen, 2018;Makundi et al, 2017;Mulvey, 2020;Nitza-Makowska, 2022;Tugendhat and Alemu, 2016;Yuan, 2014). Many empirical studies have addressed how China's educational aid programs (including scholarship programs and short-term training) maximize China's soft power (Benabdallah, 2019;Ham and Tolentino, 2018;Yuan, 2014).…”

Section: International Students' Study Experiences and Perceptions Of...mentioning

confidence: 99%

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Studies of China's international aid to education: a systematic review of literature

Jiang

Holst

2023

HESWBL

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PurposeThe purpose of this study is to conduct a systematic review of the literature addressing international aid to education, primarily focusing on China's aid principles and its practice of scholarship programs and short-term training held in higher education institutions (HEIs).Design/methodology/approachUsing the systematic review approach, the authors identified 25 English-language articles in the academic databases. The review is driven by the analytical lenses of (a) the policy formulation and implementation of China's educational aid across macro-, meso- and micro-levels and (b) theories and methodologies that are commonly adopted in the existing studies.FindingsThe review identified three themes: (a) China's aid discourse in the international aid landscape, (b) critical reflections on educational aid program management and (c) international students' study experiences and perceptions of China. The authors also outline prevalent theories and methodological approaches used in the existing literature.Research limitations/implicationsThis literature review provides a review of research on China's international aid to education in the past 20 years, as a frequently cited example of emerging donors that have taken alternative aid approaches, thus bringing about a broader and nuanced perspective of aid to education. It also generates implications for researchers who are interested in studying education and development in the global context.Originality/valueThis study provides is first systematic literature review of studies on international aid to education provided by emerging donors, taking China as an example, to summarize its aid principles and aid practice in China's HEIs.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: International Students' Study Experiences and Perceptions Of...mentioning

confidence: 99%

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Studies of China's international aid to education: a systematic review of literature

Jiang

Holst

2023

HESWBL

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“…Each sees the mobility to China as an opportunity to an end. Commonly, mobility to China is a modus operandi to escape the unfavorable socioeconomic conditions at home (Hodzi, 2020) and a path to a prosperous future (Brown, 2012). In this respect, financial support, ease of visa access and hopes for better education provide the right incentives for mobility (Gbollie and Gong, 2020).…”

Section: On African Students In Chinamentioning

confidence: 99%

The Sino-African higher education exchange: toward building a literature

Bouchaib

2022

AEDS

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PurposeThis paper intends to provide a thematic literature review of the scholarly research articles orbiting the Sino–African education cooperation and exchange, published between 2005 and 2022.Design/methodology/approachThe methodology used in this paper is qualitative in nature with a thematic approach. The author used content analysis techniques to spotlight the major themes of the topic studied. The author selected the papers and theses, based on their heuristic capacity, from two major databases for the English and Chinese literature: Web of Science and CNKI. The selection process resulted in 60 high-quality peer-reviewed articles and theses. Another 30 research articles and theses were used as supplementary resources.FindingsThe literature concentrates on six points: the historical development, the nature of the exchange, the frameworks of the cooperation, vocational training and knowledge transfer, African students in China and their experiences, and education cooperation and soft power. However, research tends to be somewhat polemical rather than an academic debate between Chinese researchers and their western peers. Therefore, empirical studies beyond the geopolitical preoccupations and the “YEA” or “NAY” to the Sino–African education exchange are critically needed.Practical implicationsThe implications of this study go beyond the east/west or developed/developing world rhetoric and focus more on sustainable educational development on a global scale. Understanding how the literature on the Sino–African education engagement is shaping, provides valuable insights into international education in the global south. It can also be implied to approach educational engagement with other destinations such as India, Türkiye and Brazil.Originality/valueThis thematic literature review concentrates on the educational aspect of Sino–African relations. It compares English and Chinese peer-reviewed scholarly articles and theses on China–Africa educational engagement and has heuristic implications for sustainable educational development globally.

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Cities and Social Integration: Reimagining China–Africa Relations in the Greater Bay Area

Hodzi

Amoah²

2022

Cities and Social Governance Reforms

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Bridging the asymmetries? African students’ mobility to China

Cited by 18 publications

References 31 publications

Studies of China's international aid to education: a systematic review of literature

Studies of China's international aid to education: a systematic review of literature

The Sino-African higher education exchange: toward building a literature

Cities and Social Integration: Reimagining China–Africa Relations in the Greater Bay Area

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