Lessons from the Legacy of Canada-China University Linkages

Abstract

This article looks at a series of university linkages between Canadian and Chinese universities that were supported by the Canadian International Development Agency as a result of a development agreement signed in 1983 between the two governments. It first reviews relevant theoretical literature on higher education in a global context, and discusses the methodology adopted for the study. Then it provides an overview of a major program of collaboration in management education between 1983 and 1996, presenting views of leaders and participants on both sides. The next section overviews parallel linkages in the areas of education, engineering, agriculture, and medicine over the period from 1988 to 2001, and draws on the literature around university partnerships to identify factors that led, in some cases, to long-term sustainable relationships, but not in all. The final section of the paper reviews two major culminating linkages in environment and law, and suggests that these may have significant lessons for current and future cooperation between Chinese and Canadian universities in a new era of global geo-politics.

Chinese and Canadian teachers implement a hybrid Sino-Canadian curriculum: A multiliteracies perspective

“…In November 2014, the total number of Canadian transnational education programmes in China was 77, a 60% increase from November 2011 (The CICIC, 2014). There is an emerging body of literature on Sino-Canadian K-12 school links (e.g., Connelly & Xu, 2011;Cosco, 2011;Kuehn, 2002;Schuetze, 2008;Zhang & Heydon, 2014); however, studies on transnational programmes in higher education are more abundant (e.g., Hayhoe, Pan, & Zha, 2013;McBurnie & Ziguras, 2007).…”

Cultural Diplomacy and Internationalization of Higher Education: The Experience of Three Confucius Institutes in Canada

“…For the purpose of this paper, university partnership can be defined as the working relationship between two academic institutions, where benefits may flow unilaterally or bilaterally. Chinese-Canadian university partnerships began in the 1970s and the nature of the partnership has changed drastically as China emerged from being a developing nation to become an economic powerhouse (Hayhoe, Pan, & Zha, 2013). It has evolved from Canada being the primary donor in providing training in the fields of agriculture, engineering and education, to China becoming more of an equal partner in educational research and collaboration.…”

The Outcomes of Chinese Visiting Scholars’ Experiences at Canadian Universities: Implications for Faculty Development at Chinese Universities

“…For that purpose, the focus is on the outcomes of the experiences of Chinese visiting scholars at faculties of education of some Canadian universities. Canada was chosen for the study as it is one of the major receiving countries for Chinese visiting scholars and has a long-term academic collaborative relationship with China (Hayhoe, Pan, & Zha, 2013). Due to its Canadian context, the paper also aims to add insights to one aspect of the on-going academic linkage building between the two countries, that is, through visiting scholar programs.…”