Educational Mobility in the Global South—A Study of African Students in China

Yi, Sun

doi:10.1007/978-981-15-2399-1_7

Cited by 3 publications

(5 citation statements)

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“…Due to language barriers, it is also difficult for the Chinese academic supervisors to lead in-depth discussions with their students; especially in the graduate schools, this issue has been greatly affecting the academic enthusiasm of African students. Similar issues regarding Chinese teachers' English proficiency were discussed and confirmed by many scholars in the fields, such as Bodomo (2014) and Sun (2020). However, as mentioned in Liu's (2015) study, at some top-ranked Chinese universities, teachers' level of proficiency in English language is considered higher.…”

Section: Discussionmentioning

confidence: 71%

“…In addition, since there are many Chinese companies in Africa, their leanings in China are useful. Sun's (2020) research interviewed 20 African students at a Chinese university. The findings indicated that although many of the interviewees who were used to Western educational systems found themselves having difficulties adapting to the academic language and learning methods, they were satisfied with their Chinese education and experiences in general.…”

Section: African Students' Experiences In Chinamentioning

confidence: 99%

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African Students’ Satisfaction in China: From the Perspectives of China-Africa Educational Cooperation

Niu

Liao

2021

Journal of Studies in International Education

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The number of African students in China has significantly increased in the last two decades. This trend is closely related to China's engagement with Africa in all aspects and insufficient provision of higher education in many African countries. This study examines the degree to which African students are satisfied with their study and life experiences at a Chinese university through a mixed-methods approach. The findings indicate that African students are generally satisfied with their experiences and the extent to their satisfaction in teaching dimensions is higher than that in administrative dimensions. However, teacher's English proficiency, interaction between faculty and students, internship opportunities, and administration service quality have lower levels of satisfaction that could be improved. In regard to factors affecting satisfaction, African students’ Chinese language proficiency level and the length of stay in China both influence their experiences. Additionally, the study discovers that self-funded students frequently have greater financial pressure and higher expectations for their study. The conclusion presents the research implications for enhancing the quality of Chinese higher education internationalization.

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Section: Discussionmentioning

confidence: 71%

Section: African Students' Experiences In Chinamentioning

confidence: 99%

African Students’ Satisfaction in China: From the Perspectives of China-Africa Educational Cooperation

Niu

Liao

2021

Journal of Studies in International Education

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“…Pedagogy of Chinese language training is another area of study (Zhu Wenjing 2019). This stands in contrast to the English-language literature, in which African students in China have only recently been studied in more detail, for example by Li Anshan (2018) and Yi Sun (2020). Previously, besides a chapter in Bodomo's 2012 book, there was only one academic paper in English dedicated to understanding Africans' educational experience in Beijing (Ferdjani 2012).…”

Section: Africans In China As Students and Domestic Subjectsmentioning

confidence: 91%

“…With the economic upheaval of the COVID-19 pandemic, academic literature has turned to examining what to expect for the future. As Yun Sun has written, "Precedent tells us that, for China, even if debt relief is to be provided, China will look at individual African countries case by case and design individual strategies with various methods of debt relief … Short-term relief is expected but massive debt forgiveness in the long run may not be in the cards" (Yi Sun 2020). Deborah Bräutigam has commented that China is likely to delay the repayment of, but not forgive, most of its loans in Africa (Villamil 2020).…”

Section: The Debate On "Debt Traps" and Debt Sustainabilitymentioning

confidence: 99%

Africa-China Knowledge Networks: State of the Field

Bolin¹,

Carayannis²,

Niewenhuis³

et al. 2022

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The Social Science Research Council (SSRC) is an independent, international, nonprofit organization founded in 1923. It fosters innovative research, nurtures new generations of social scientists, deepens how inquiry is practiced within and across disciplines, and mobilizes necessary knowledge on important public issues. For nearly 100 years the SSRC has coordinated the research, policy, and philanthropic communities in the pursuit of evidence-based policies to promote human well-being, emerging as both a pivotal force in the academy and a respected contributor to the public good. The SSRC is guided by the belief that justice, prosperity, and democracy all require better understanding of complex social, cultural, economic, and political processes. We work with practitioners, policymakers, and academic researchers in the social sciences, natural sciences, humanities, and related professions. We build interdisciplinary and international networks, working with partners around the world to link research to practice and policy, strengthen individual and institutional capacities for learning, and enhance public access to information.

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“…However, there are also many students from other Southern countries including Africa, Asia and Latin America (UNESCO, 2021). Although the numbers are difficult to determine, also South-South student migration is rising almost as fast as South-North migration, in some regions even faster (like in sub-Saharan Africa or China as a main destination country for students in the South (Sun, 2020).…”

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confidence: 99%

Should they stay or should they go? A case study on international students in Germany

Krannich

Hunger

2022

CMS

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International students are conceived as essential contributors to the development of their countries of origin after they finished their studies abroad. Political decision-makers of the countries of origin therefore take measures that students will eventually return to their home countries and bring back their gained knowledge and consequently contribute to development back home. However, is a return always the best way to contribute to development in the country of origin or can international graduates contribute equally from abroad or through their high mobility between different countries? This article aims to address this question on the basis of an intensive three years mixed-methods-based investigation in six countries – Germany as country of study and Colombia, Georgia, Ghana, Indonesia and Israel/Palestinian territories as countries of origin. We investigated a specific German scholarship program, which gives scholarships to international students from the Global South to study in Germany. Although a return to the country of origin is a precondition for the scholarship, our study indicates that not only return migration, but also remains and circular migration can create beneficial circumstances that former students practice diverse development-related functions and therefore contribute to the development in their country of origin in a specific way. Here, it is important to recognize that scholarship programs do not only offer the opportunity to fund studying abroad, but they can be also designed for the needs of scholars during, before and after their studies, which would also benefit their developmental contributions.

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Educational Mobility in the Global South—A Study of African Students in China

Cited by 3 publications

References 5 publications

African Students’ Satisfaction in China: From the Perspectives of China-Africa Educational Cooperation

African Students’ Satisfaction in China: From the Perspectives of China-Africa Educational Cooperation

Africa-China Knowledge Networks: State of the Field

Should they stay or should they go? A case study on international students in Germany

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