英語教學於中國高等教育國際化之角色：以北京大學為例 - 政大學術集成

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(1)國立政治大學亞太研究英語碩士學位學程 International Master’s Program in Asia-Pacific Studies College of Social Sciences National Chengchi University. 碩士論文. 立. 治政 Master’s Thesis大. ‧ 國. 學 ‧. 英語教學於中國高等教育國際化之角色：. Nat. sit. y. 以北京大學為例. n. er. io. The Role of English Teaching in Internationalization of Higher Education in China: a A Case Study of Peking University. iv l C n hengchi U. Student：Kai-Hsun Yuan Advisor：Chuing Chou. 中華民國 101 年 7 月 July 2012.

(2) 英語教學於中國高等教育國際化之角色：以北京大學為例 The Role of English Teaching in Internationalization of Higher Education in China: A Case Study of Peking University 研究生：袁凱遜指導教授：周祝瑛. 立. Student：Kai-Hsun Yuan Advisor：Chuing Chou. 政治大. ‧ 國. 學. 國立政治大學. 亞太研究英語碩士學位學程. ‧. 碩士論文. n. er. io. sit. y. Nat. al. Ch. A Thesis. engchi. i n U. v. Submitted to International Master’s Program in Asia-Pacific Studies National Chengchi University In partial fulfillment of the Requirement For the degree of Master in Asia-Pacific Studies. 中華民國 101 年 7 月. July 2012.

(3) Authorized Page. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(4) Authorized for online publication. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(5) Acknowledgements Writing a thesis while working is a significant challenge. Fortunately, with the help and encouragement from teachers, friends, and family, this thesis was completed. I am deeply grateful to each of them. . Prof. Chou, Chuing Prudence, my advisor, who is a pioneer and expert in the field of education of Mainland China, continually encouraged and guided me throughout the writing process of this thesis. As well, she helped me contact Prof. Wen, Dongmao, the Dean of the Graduate School of Education (GSE) of Peking University (PKU).. . Prof. Chang, Dianfu and Prof. Wang, Jueichi, the Committee Members for Oral Examination provided valuable advice and suggestions on this thesis.. . Prof. Wen, Dongmao, the Dean of GSE, and his staff made it possible for me to visit the Office of International Relations (OIR) of PKU.. 立. 政治大. Ms. Zhou, Manli, Deputy Chief of Division for Exchange Programs of OIR and her staff made it possible for me to conduct the interviews with the faculty members and students of PKU.. . The staff, faculty members, and students of PKU accepted my interviews and provided valuable information on this thesis.. . My bosses, Dr. Steven Wayne Long and Mrs. Vicky Lynn Long supported my efforts and encouraged me.. ‧. ‧ 國. 學. . er. io. sit. y. Nat. al. n. v i n C Ms. Qiu, Jianlun helped meharrange to Beijing; Ms. Lu, Jiaqi, a e n gmyctravel hi U In addition to these,. . doctoral candidate of PKU, helped familiarized me with the campus of PKU; Ms. Xiao, Yiyin, my colleague, also offered suggestions and help on writing this thesis; Mr. Fang, Weimin, helped me prepare for the oral examinations.. . My other colleagues and friends also encouraged me.. . My family, who during the period I wrote this thesis, was patiently tolerant of the writing process. I am especially thankful to God who provided the opportunity to be a member of International Master’s Program in Asia-Pacific Studies (IMAS) of National Chengchi University (NCCU). It is by His grace I can complete this thesis.. i.

(6) Abstract This research aims to explore the role of English teaching in internationalization of higher education in China. Internationalization of higher education will both enhance the competitiveness of higher education and strengthen the soft power of a nation. Many factors are contributed to internationalization of higher education, and foreign languages are often considered one of them. Of all foreign languages, English is one of the most commonly used languages in the world. China’s higher education has been moving toward internationalization since China’s reform and opening in 1980s, and the internationalization of Chinese higher education has strengthened the soft power of China. The roles that English teaching has played in helping achieve internationalization of Chinese higher education is to be explored in this study. This research is intended to: 1) review the development of internationalization of Chinese higher education; 2) explore the policy and implementation of English teaching in Chinese higher education; 3) explore the role of English teaching in internationalization of Chinese higher education; 4) pinpoint the challenges of English teaching in internationalizing Chinese higher education; and 5) provide recommendations for English teaching in internationalizing Chinese higher education. In this study, Peking University is used as an example. The research methods include literature analysis, case study, in-depth interviews, and campus/class observations. The research shows that al iv English teaching has the C following roles in internationalizing Chinese n U h e nChinese higher education: 1) It can help g c h i higher education institutions attract international students, teachers, and researchers for international programs, academic exchanges, etc. 2) It can help Chinese higher education institutions link with higher education institutions worldwide and enhance the academic level of Chinese higher education for the world classes. 3) It can help students absorb new knowledge and participate in international and academic activities. 4) It can help international students expand the global alumni network and enhance the global recognition of Chinese higher education. 5) It can help students and teachers understand and respect each other’s cultures, enhance mutual communication and interaction, and reduce misunderstanding and estrangement. 6) It can help reduce language barriers, so foreign students can, without difficulty, participate in international programs in Chinese higher education. It can. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. ii.

(7) also help foreign students achieve inter-department or inter-institution study. Key Words: English Teaching, Internationalization of Higher Education, Peking University. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. iii. i n U. v.

(8) TABLE OF CONTENTS Chapter 1 Introduction 1-1 Research background and motivations 1-2 Research purposes and questions 2 1-3 Research scope and limitations 2 1-4 Definitions of terms 3. 1. Chapter 2 Literature Review 2-1 The theory of internationalization of higher education 5 2-2 The internationalization of Chinese higher education 10 2-3 The relationship between English teaching and internationalization of higher education 12 2-4 English teaching in Chinese higher education 13. ‧ 國. ‧. 3-1 Research framework 17 3-2 Research methods 21 3-3 Research procedure 23. 學. Chapter 3 Research Methodology. sit. Nat. Chapter 4 Research Findings and Discussion. y. 立. 政治大. n. er. io. 4-1 Research findings 26 4-1-1 The implementation of English teaching in Peking University al v i 26 n Ch U 4-1-2 The role of English e teaching in iinternationalization of ngch Chinese higher education 36 4-2 Discussion 37 4-2-1 Comments on English teaching in achieving internationalization of Peking University 37 4-2-2 Challenges on English teaching in internationalizing Chinese higher education 38. Chapter 5 Conclusion 5-1 Conclusions 40 5-2 Recommendations. References. 45. 47 iv.

(9) Appendix Appendix 1 Course lists of PKU programs 54 1. The course list of MIR Program 54 2. The course list of LSE-PKU Program for 2012-2013 54 3. The course list of Sciences Po-PKU Program for 2012-2013 4. The required courses of MPP Program 56 5. The course list of LL.M. Program in Chinese Law 56 6. The course list of MBA Sample Program Calendar 57 Appendix 2 Interview records 57 1. Interview with staff members 58 (1) Interview with staff member A 58 (2) Interview with staff member B & C 60 (3) Interview with staff member D 62 (4) Interview with staff member E 62 2. Interview with faculty members 63 (1) Interview with faculty member A 63 (2) Interview with faculty member B 64 3. Interview with students 65 (1) Interview with student A 65 (2) Interview with student B 66 (3) Interview with student C 68. 學 ‧. ‧ 國. 立. 政治大. n. engchi. v. sit er. io. Ch. y. Nat. al. i n U. v. 55.

(10) TABLE & FIGURE CONTENTS Table Contents Table 3-1 Interviews with staff members 22 Table 3-2 Interviews with faculty members 22 Table 3-3 Interviews with university students 23 Table 4-1 International programs of PKU 29 Table 4-2 2010 MBA Academic Programs 31 Table 4-3 2010 MBA Dual-Degree Programs 31 Table 4-4 Source countries of overseas students of IMBA Program 32 Table 4-5 Number of Chinese faculty members whose highest degrees were granted at abroad 33 Table 4-6 Programs of PKU 34. 立. 政治大. Figure Contents. ‧. ‧ 國. 學. Figure 3-1 Conceptual Framework 18 Figure 3-2 Research Framework 20 Figure 3-3 Research Procedure 25. n. er. io. sit. y. Nat. al. Ch. engchi. vi. i n U. v.

(11) Chapter 1 Introduction 1-1 Research background and motivations I. Research background Due to the advances in information technology, the convenience of transportation, and the frequency of culture exchanges, internationalization has become a global trend. Internationalization of higher education is an example. In fact, the level of higher education has a close relationship with the national strength of a country. Internationalizing higher education will not only enhance the competitiveness of higher education but also strengthen the soft power of a nation. That is why many countries are committed to promote the internationalization of higher education. China’s higher education has been moving toward internationalization since China’s open door policy in the late 1970s (Forest & Altbach, 2006, p.685). According to the statistical data of Ministry of Education of the People’s Republic of China, the number of Chinese overseas students has reached 700,000 people since China’s reform and opening up (Yang, 2006, p.136). In the past three decades, lots of international faculty or scholars went to China’s higher education for teaching or academic exchanges, and many international students also went to China’s higher education for study, exchange programs, etc. China became a member of World Trade Organization (WTO) in December of 2001 (Economic Daily News, as cited in Chang, 2002, p.2), which also helped to speed up the internationalization of China’s higher education. It is undeniable that the internationalization of China’s higher education has a great impact on the rise of China.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. i n U. v. II. Research motivations Many factors, directly and indirectly, are contributed to internationalization of China’s higher education and English teaching is one of them. The role of English affects not only higher education policy but also the work of individual students and scholars (Forest & Altbach, 2006, p.127). What roles that English teaching has played in internationalization of higher education in China? This is the question that the researcher is interested to find out the answers. In addition, the researcher is a graduate student in an international program of National Chengchi University (NCCU) in Taiwan. NCCU has been working toward the goal of internationalization for many years. It now has several international programs under different colleges and many international students join those programs. The curricula in those international programs are fully taught in English. After years of effort, NCCU has been one of major international universities in Taiwan. Actually, teaching in English has been a trend in higher education worldwide. Many Asian universities now also offer English. engchi. 1.

(12) curricula in order to enhance their academic levels (Tian, 2007). This background also inspires the researcher to conduct a research on the role of English teaching in internationalization of higher education in China.. 1-2 Research purposes and questions I. Research purposes China’s higher education has been opened to the world since China’s reform and opening up in the late 1970s. Its internationalization had a significant progress after China became a member of WTO in 2001. Many factors are contributed to internationalization of Chinese higher education and English teaching is one of them. The roles that English teaching has played in helping achieve internationalization of Chinese higher education is to be explored in this study. The purpose of this research seeks to: 1. review the development of internationalization of Chinese higher education from the 1980s; 2. explore the policy and implementation of English teaching in Chinese higher education from the 1980s; 3. explore the role of English teaching in internationalization of Chinese higher education; 4. pinpoint the challenges of English teaching in internationalizing Chinese higher education; and 5. provide recommendations for English teaching in internationalizing Chinese higher education.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. i n U. v. II. Research questions Based on the research purposes, the research questions are as follows: 1. What is the development of internationalization of Chinese higher education from the 1980s? 2. What is the policy and implementation of English teaching in Chinese higher education from the 1980s? 3. What is the role of English teaching in internationalization of Chinese higher education? 4. What are the challenges of English teaching in internationalizing Chinese higher education? 5. What are the recommendations for English teaching in internationalizing Chinese higher education?. engchi. 1-3 Research scope and limitations 2.

(13) I. Research scope Since China is vast and it has a large number of universities, the researcher decided to have a study case and use Peking University (PKU) as an example in this research. There are several reasons on using PKU as a study case: 1. It is the first comprehensive university in China and has been a leading institution in China’s higher education (PKU Website, 2008a). 2. It has been listed on the “211 Project” (PKU Yearbook Editorial Committee, as cited in Tang, 2006) and “985 Project” (Tang, 2006). 3. Its internationalization has been significantly implemented (President’s Office of PKU, as cited in Tang, 2006). On the other hand, since China’s higher education system was restored at the end of Cultural Revolution in 1976 and the reform and opening-up policy was adopted in 1978 (Yang, 2003, p.8), this research will therefore focus on the period from the 1980s.. 政治大. II. Research limitations There are several limitations on doing this research: 1. Due to the limits on the time and funds, the researcher will not be able to go to many universities to do the research. 2. Only PKU is used for study in this research, the research results may not apply to the other universities in China because of the differences between them. 3. Because this research will focus on the functions of English teaching in internationalization of Chinese higher education, it will be subjective, qualitative, and hard to be scientifically validated.. 立. ‧. ‧ 國. 學. sit. y. Nat. al. er. io. 1-4 Definition of terms. n. I. English Teaching: In this research, English teaching means that the curriculum of an international program of a higher education institution is fully taught in English and English language is used in different dimensions of internationalization of higher education.. Ch. engchi. i n U. v. II. Internationalization of Higher Education: Basically, scholars and researchers have different definitions on the term of internationalization of higher education. In this research, internationalization of higher education is defined as a policy or practice of governments or higher education institutions which can promote international movement of students, teachers, researchers or academic staff among different countries and the cooperation or exchanges in teaching, research, service, or other works between two higher education institutions in two different countries in order to bring the benefits to each other. There are many different dimensions included in internationalization of higher education. Because the main purpose of this research is to explore the role or 3.

(14) functions of English teaching in internationalizing Chinese higher education, the researcher will focus on four dimensions of internationalization of Chinese higher education – administrative support, international programs, faculty members, and international and domestic students. These four dimensions will be explored with the inbound area instead of the outbound area. III. Higher Education in China: China’s higher education includes three levels: college, university, and graduate school. The period of study for college level is two years, for university level is four to five years, and graduate school level is three to five years (Chou, 2002, p. 25). This research will cover all these three levels in national higher education in China, not include higher education in Hong Kong and Macao Special Administrative Regions. In this research, PKU will be used as a study case.. 立. 政治大. ‧. ‧ 國. 學. IV. Peking University: Peking University (PKU) is the first national comprehensive university in China. It was founded in 1898 and originally known as the Imperial University of Peking. In 1912, the university had its present name. For a long time, PKU maintains its leading position in China’s higher education. At the end of the 20th century, PKU was. n. al. er. io. sit. y. Nat. promoted by Chinese government and to be built a world-class university in the 21st century. In 2000, PKU merging with Beijing Medical University, the disciplinary structure of PKU was again strengthened (PKU Website, 2008a).. Ch. engchi. 4. i n U. v.

(15) Chapter 2 Literature Review 2-1 The theory of internationalization of higher education Before we explore the internationalization of China’s higher education, we need to have some ideas about the theory of internationalization of higher education and find out the importance that internationalization is to the development of higher education. We will review several areas including the definitions of internationalization of higher education, the purposes of internationalization of higher education, the dimensions of internationalization of higher education, and the concept of globalization. I. Definitions of internationalization of higher education Internationalization is often heard in many areas, but what is the definition of the term of internationalization? Knight (Forest & Altbach, 2006, p.211) pointed out that internationalization was not a new term, it had been used for a long time in the area of political science and governmental relations, but had been used more popular in the educational area since the early 1980s.. 立. 政治大. ‧ 國. 學. ‧. Many scholars have different definitions on internationalization of higher education, it is not easy to give a precise definition on internationalization of higher education. Here we can see some of the examples.. y. Nat. sit. n. al. er. io. Arum and Van de Water (Bridges to the Futures: Strategies for Internationalizing Higher Education, as cited in Forest & Altbach, 2006, p.213) proposed the term of internationalization as “the multiple activities, programs and services that fall within international studies, international educational exchange and technical cooperation.”. Ch. engchi. i n U. v. Harari (The international encyclopedia of higher education, as cited in Forest & Altbach, 2006, p.685) pointed out that “internationalization combines three main elements: international content in the curriculum; the international movement of scholars and students; and international cooperation programs.” Yang (2002, p.82) stated that “internationalization is relatively more closely tied to the specific history, culture, resources and priorities of the specific institutions of higher education.” Harman (Ninnes & Hellsten, 2005, p.120) indicated that “internationalization of higher education can be defined simply as a process of integrating international or inter-cultural dimensions into the teaching, research and service functions of higher 5.

(16) education institutions. It is a process by which higher education is developed in a more international direction.” Altbach (Forest & Altbach, 2006, p.123) stated that “Internationalization refers to specific policies and programs undertaken by governments, academic systems and institutions, and even individual departments to support student or faculty exchanges, encourage collaborative research overseas, set up joint teaching programs in other countries or a myriad of other initiatives.” Among the different definitions on internationalization of higher education, the definition from scholar Jane Knight is often cited. Knight (International Higher Education, as cited in Turner & Robson, 2008, p.5) stated that “internationalization at the national, sector, and institutional levels is defined as the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of postsecondary education.”. 立. 政治大. ‧. ‧ 國. 學. II. Purposes of internationalization of higher education Next, let’s see the purposes of internationalization of higher education. Some researchers have expressed their views.. n. al. er. io. sit. y. Nat. Xie (2007, p.19-23) indicated that there were several reasons for internationalizing universities. They are as follows: 1. The academic nature of universities. If we see the historical development of universities, we can find that the phenomenon of academic exchange and student mobility started very early, and academic exchange and student mobility are both important features of internationalization of universities. 2. The need of professional manpower. There is a large demand for international, cross-culture, and multilingual professionals in the manpower market of 21 century. 3. The exchange of social culture. The frequent contacts among countries have strengthened mutual understanding of each other’s social cultures. 4. The business opportunities in the educational market. The economic benefits in the higher education market have promoted the internationalization of universities.. Ch. engchi. i n U. v. From the past international experiences of the internationalization of higher education, Xiao (2006, p.35) indicated that there were two purposes for internationalizing higher education. One is a competition on exporting higher education services. From the point of view of economic competitiveness, higher education is regarded as a part of the economic and trade services. The examples are from the English speaking countries such as United State of America, Canada, Australia, United Kingdom, etc. 6.

(17) The other one is regional cooperation of higher education. In order to promote student mobility among regions, the activities of regional cooperation of higher education include adjusting implementation measures of higher education, adopting certification system on teaching quality, standardizing higher education levels among countries, reducing the difficulties on conversion of educational system among countries, etc. The examples are from non-English-speaking countries in Europe. III. Dimensions of internationalization of higher education What dimensions or indicators should be included while measuring internationalization of universities? So far there is still no common view and scholars have their own views (Jiang, 2011). Harman (Ninnes & Hellsten, 2005, p.120-121) stated that internationalization of higher education usually referred to some activities, such as “the international movement of students between countries, the international movement of academic staff and researchers, internationalization of higher education curricula, international links between nation states, bi-lateral links between governments and higher education institutions in different countries, multi-national collaboration, and export education where education services are offered on a commercial basis in other countries.”. 立. 政治大. ‧. ‧ 國. 學. y. Nat. sit. n. al. er. io. After exploring the studies on the indicators for internationalization of universities in Taiwan and at abroad and the practice of promoting the indicators for internationalization of universities in Taiwan, Xie concluded that there were eight dimensions on indicators for internationalization of universities. They are as follows: international student enrollment, domestic student’s international awareness, source of the faculty, academic achievements, academic exchanges, international relationship, teaching contents, and administrative support. (Xie, 2007, p.74, 81-82). Ch. engchi. i n U. v. Jiang (2011, p.58-73) mentioned eight dimensions of internationalization of universities after she did a review on the components of internationalization of universities. The eight dimensions are as follows: internationalization of students, internationalization of teachers, internationalization of curricula, internationalization of research, internationalization of administrative support system, internationalization of transnational higher education, foreign relations and agreements, and international atmosphere and international academic reputation of school. Since there is no definite conclusion on what dimensions should be included while 7.

(18) measuring internationalization of universities, de Wit (Internationalization of higher education in the United States of America and Europe: A historical, comparative, and conceptual analysis, as cited in Jiang, 2011, p.74) reminded that the researchers needed to give a focused definition on internationalization of universities based on the research purposes and needs. Because the main purpose of this research seeks to explore the role of English teaching in internationalization of Chinese higher education, it will focus on four dimensions of internationalization of higher education with inbound area – administrative support, international programs, faculty members, and international and domestic students. IV. The concept of globalization People often get confused with the concept of internationalization and globalization. It is necessary to have some ideas about globalization after reviewing the concept of internationalization.. 立. 政治大. ‧ 國. 學. ‧. Yang (2002, p. 57, 61-68) pointed out that “globalization is a highly differentiated phenomenon involving domains of activity and interaction as diverse as the political, military, economic, cultural, migratory and environmental.” “The impact of globalization on higher education includes economic pragmatism, financial crisis, global(ised) learning and teaching, and lack of regulation.” “Globalization is a fundamentally market-driven process (or set of processes), which embodies a transformation in the spatial organization of social relations and transactions, and generates transcontinental or interregional flows and networks or activity, interaction, and the exercise of power. It is a highly differentiated process, and finds expression in all the key domains of social activity. It pulls and pushes societies in opposing directions: universalizes while particularizes, fragments and integrates, and engenders cooperation as well as conflict.”. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Harman (Ninnes & Hellsten, 2005, p.121) mentioned that “the term globalization is used to refer to systems and relationship that are practiced beyond the local and national dimensions at continental, meta-nation regional and world levels. These relationships can be technological, cultural, political, and economic as well as educational. They can be expressed in flows of ideas, images, and people, or in terms of flows of money, goods, and services. In a broader sense, globalization means simply becoming more global.”. 8.

(19) Altbach (Forest & Altbach, 2006, p.123) stated that “globalization is defined as the broad economic, technological, and scientific trends that directly affect higher education and are largely inevitable in the contemporary world. These phenomena include information technology in its various manifestations; the use of a common language for scientific communication; the imperatives of society’s mass demand for higher education (massification) and for highly educated personnel; and the ‘private good’ trend in thinking about the financing of higher education.” People are often confused with the term of globalization and internationalization. Even globalization and internationalization are related in some areas, they are still two different terms. Altbach and Knight (2007, p.290) pointed out that “Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions - and even individuals – to cope with the global academic environment.” Xie (Yang’s “University internationalization: Its meanings, rationales, and implications”, as cited in Xie, 2007, p.13) stated that globalization was based on the premise of economic integration and it put emphasis on competition and exploitation, but internationalization concerned about the common interests of mankind and it had more collaboration and mutual sharing in forms. Jiang (Scott’s “The globalization of higher education”, Welch’s “Going global? Internationalizing Australian universities in a time of global crisis”, as cited in Jiang, 2011, p.5) mentioned that internationalization emphasized that cooperation was the essence among the higher education worldwide, but competition was the essence of globalization. To put it simply, based on the above statements, internationalization emphasizes the relationship or exchange is among countries which including academic exchange, cultural exchange, etc. The essence of internationalization is cooperation. Globalization emphasizes the relationship is beyond the countries and to a regional or world level which including the area in economics, politics, culture, technology, and education. The essence of globalization is competition.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. After reviewing the definitions of internationalization of higher education, the purposes of internationalization of higher education, the dimensions of internationalization of higher education, and the concept of globalization, we may say that internationalization of higher education is a policy or practice of governments or higher education institutions which can promote international movement of students, teachers, researchers or academic staff among different countries and the cooperation or exchanges in teaching, research, service, or other areas between two higher education institutions in two different countries in order to bring the benefits to each 9.

(20) other. Internationalization of higher education has been the trend of the development of global higher education.. 2-2 The internationalization of Chinese higher education After we have reviewed the theory of internationalization of higher education, we will next review the development of internationalization of Chinese higher education. Since China’s higher education system was restored at the end of Cultural Revolution in 1976 and the reform and opening-up policy was adopted in 1978, this research will therefore focus on the period from the 1980s. China’s higher education includes the following three periods of reform from the reform and opening up in 1978: 1. The first period was in the early 1980s. In this period, the main measures included sending students to study abroad, enhancing cultural and educational exchanges between China and countries around the world, reforming the educational structure, etc. 2.The second period was in the mid-1980s. The measures in this period focused on the educational reform based on Deng Xiaoping’s ’Three Orientations’- facing the modernization, facing the world, and facing the future. In this period, the control of higher education institutions was transferred from central government to the local governments and the link between the expertise of university students and job markets was strengthened. 3. The third period came after 1990. Affected by international situations and the passing of Deng Xiaoping, the political passion of teachers and students of higher education reduced, the attitude and behavior of teachers and students of higher education were different from the past (Higher education in Post-Mao China, as cited in Chou, 2002, p.48).. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Two aspects of growth in Chinese higher education were impressive after the end of Cultural Revolution. The number of universities in China experienced a substantial growth from 1977 to 1985. In 1977, China had 404 universities. In 1985, the number of universities was increased to 1016. The growth of the number of universities obviously reflected the needs of society at that time (Yang’s “Zhongguo deilu wenhuadeigeming hou zhi gaodeng jiaoyu gaige”, as cited in Yang, 2003, p.8). On the other hand, the number of university students also experienced exponential growth at that time. The number of university students was increased from 1,080,000 in 1998 to 2,680,000 in 2001. The growth rate could be ranked the top in the world. The expanding of university students also promoted growth in the number of students studying abroad every year and those students were spread over one hundred countries and regions around the world (Yang, 2003, p.10).. 10.

(21) Hayhoe and Zha (Forest & Altbach, 2006, p.685) mentioned that China’s higher education actively moved toward internationalization after Deng Xiaoping’s educational reform for ‘Three Orientations’, for example, the curriculum materials were taken from different western countries and made to adapt China’s needs in development; students were sent to many regions of the world; cooperative relationships in academic exchange and socio-economic development were set up with many countries, etc. In addition, several hundred thousand Chinese students went abroad for study at that time, most of them were in North America and some of them were in Europe, Japan, Australia, New Zealand and elsewhere. Liu (Zhongguo jiaoyu bao〔China Education Daily〕, as cited in Forest & Altbach, 2006, p.685) stated that based on the officially published statistics that 700,200 had been sent abroad since the late 1970s, but only low rate of them had returned. Wei (Zhongguo jiaoyu nianjian 〔China education yearbook〕1999, as cited in Forest & Altbach, 2006, p.685) pointed. 政治大. out that lots of Chinese students abroad, seeing new opportunities to contribute to higher education and industry in China, had returned to China since the mid-1990s. The faculty in China’s best universities was therefore as internationalized in some areas as those in major Western universities (Forest & Altbach, 2006, p.685).. 立. ‧ 國. 學. ‧. China became a member of WTO in December of 2001. It also had a great impact on the development of internationalization of Chinese higher education. In response to the needs of market economy and free trade, China required more international talents. Chou (2002) mentioned that China’s higher education would make the. sit. y. Nat. n. al. er. io. following adjustments on cultivating talents after China joined WTO: 1) Changing the concept on higher education control: because talent competition and international exchanges would become more closely related, the control of higher education would be gradually transferred from the central government to the local governments. 2) Innovating the operating ways of higher education: influenced by marketization and the joining of international school forces, the operating ways of higher education would be changed from the tradition of governmental and private operating, formal and informal operating, to the direction of international participation, Internet and distance learning. 3) Adjusting the teaching modes of higher education: the WTO factor would be included while considering the development of schools. The contents of teaching and research would become more internationalized, and the importance of foreign languages would be even greater. 4) Moving scientific research of higher education toward marketization: the innovating, disseminating, and transforming of knowledge would be more emphasized. Intellectual property rights would be paid more attention. The relationship between universities and businesses or research institutions would become more closely related, and the cooperation between. Ch. engchi. 11. i n U. v.

(22) universities and industries would be sped up. 5) Expanding the international exchanges: under the needs of international talents, countries would open doors for the other countries to set up schools. On the other hand, countries would also enroll international students in order to increase foreign exchange earnings.. 2-3 The relationship between English teaching and internationalization of higher education Foreign languages are often considered to have a close relationship with internationalization. Of all foreign languages, English is the most widely used language for communication in the world. Brown (2001, p.118) mentioned that “English has become a tool for international communication in transportation, commerce, banking, tourism, technology, diplomacy, and scientific research.” Yang (2002, p.157) stated that “English language has nowadays indisputably become the language of international communication. It has official status in sixty countries and has a prominent place in twenty more. It is the main language of books, academic journals, the media, international sports and entertainment, and the international language of the air and of the sea. English is either the single or an official language of every major international organization, and eighty percent of all information stored in the world’s electronic retrieval systems is in English.”. 立. 政治大. ‧. ‧ 國. 學. n. al. er. io. sit. y. Nat. After knowing the fact that English language has an important function in international communication, we will next talk about the relationship between English teaching and internationalization of higher education. In the process of internationalization of higher education, English teaching is often used as a tool in communication, instruction, academic research, academic exchange, international conferences, etc. Altbach (Forest & Altbach, 2006, p.127-128) pointed out that some practices of higher education were related to English, such as English was used for academic and scientific records on Internet; most of international students went to higher education institutions in English-speaking countries; many well-known universities used English for instruction; some countries were offering English academic programs in order to attract international students and improve the English ability of domestic students; English was used in more and more international and regional scientific meetings; English-language products had the most important feature in the international academic market; English-language databases in different areas of knowledge were the most extensively used in the world, etc. From Altbach’s statements, we can see clearly that English teaching has a close relationship with internationalization of higher education.. Ch. engchi. 12. i n U. v.

(23) In order to improve university students’ English skills, Zhang Wuchang (Peng, 2008, p.297-298) mentioned that the Department of Higher Education of Ministry of Education in Taiwan had provided the following eight measures: 1. Encourage universities to make plans to promote internationalization and the plans should include the improvement program on foreign language teaching. 2. The indicators for internationalization are included in university evaluation. The qualitative indicator includes the measures to improve students’ foreign language skills, the regulations regarding students are required to pass the related English tests, the measures and effects on promoting and improving English or foreign language teaching, etc. The quantitative indicator includes the proportion of courses that are fully taught in English, the proportion of students that have passed the related English proficiency tests, the proportion of foreign teachers, etc. 3. Encourage universities to open courses or programs that are fully taught in English. 4. Encourage universities to hold various English learning activities and create a bilingual learning environment. 5. Encourage universities to establish sister schools with foreign universities, so they can exchange teachers and students regularly. 6. Encourage universities to conduct international academic exchanges. Then students’ foreign language abilities will be improved by participating in international academic exchanges. 7. To do a survey regularly on university students’ pass rate on English tests. 8. Set up a foreign language center of universities in northern Taiwan in order to integrate the diverse foreign language educational resources from different regions. Zhang’s statement once again shows the strong relationship between English teaching and internationalization of higher education.. 立. 政治大. ‧. ‧ 國. 學. er. io. sit. y. Nat. n. a. l C higher educationn i 2-4 English teaching in Chinese. hengchi U. v. I. The development of public English education What is the policy and implementation of English teaching in Chinese higher education from the 1980s? Based on Ye’s statement (2002, p.134-136), the development of public English education in Chinese higher education can be divided into five periods after the People’s of Republic of China (PRC) was established in 1949, and the characteristics of each period are as follows: 1) 1949-1956: During this period, China’s policies were tended to the Soviet Union. Russian language teaching was therefore focused at schools. Most English departments were revoked or merged. Lots of English teachers changed to teach Russian. 2) 1957-1966: The first characteristic on English education in this period was that 13.

(24) English replaced Russian and became the first foreign language because of the growing of economy and the increasing of the number of countries that had diplomatic relations with China. The second characteristic was that English teaching was used as a tool. For example, both the teaching project for English majors promulgated in 1961 and the English teaching outline for industrial universities promulgated in 1962 mentioned that English education was strived for the goal of Socialism and Communism. 3) 1966-1976: Before the first half of 1971, English education was almost detained because of the affection of Nationalism advocated by the Cultural Revolution. China became a member of United Nations in October of 1971 and Shanghai Communique was signed in 1972, they both promoted China’s international status and connected China with the world. The cultivation of English talents was therefore paid more attention.. 立. 政治大. ‧. ‧ 國. 學. 4) 1976-1985: This is the period of recovery and reconstruction after the Cultural Revolution. Due to Deng Xiaoping’s declaration of the opening-up policy in 1978, the general foreign language education in higher education again received attention. A Few Comments for Strengthening Foreign Language Education, which was approved by State Council of PRC in 1979, again mentioned that English was the first foreign language. Under the guideline of A Few Comments for Strengthening Foreign Language Education, preparation for future English teaching was carried out during 1979 to 1985.. n. er. io. sit. y. Nat. al. Ch. i n U. v. 5) 1986- 2002: In this period, English education in higher education was implemented based on modernization and opening-up policy. English learning, under the framework of globalization, became the education that was responded to the commodity, service, and consumption in the rules of markets. The implementation of the University English Pedagogy Program of 1985, 1986, 1999, and College English Test (CET) has contributed the English language education of higher education to the stage of normal development.. engchi. From the development of internationalization and English teaching in Chinese higher education, the adoption of the reform and opening-up policy in 1978 was absolutely a critical moment to the higher education in China. This research therefore focused on the role of English teaching in internationalization of Chinese higher education from the 1980s.. 14.

(25) II. University English Pedagogy Program English education of Chinese higher education has been getting more important since the reform and opening-up policy. In order to plan and design college English teaching, the Ministry of Education of PRC formally promulgated University English Pedagogy Program at different times. According to Chen’s statement (2011, p.174-175, 189-190), University English Pedagogy Program at different times is as follows: ‧In August of 1980, the Ministry of Education promulgated English Pedagogy Program which was for students of four-year science and engineering university. ‧In August of 1985, University English Pedagogy Program was implemented and it was for higher education institution students who majored in science and engineering. ‧In March of 1986, University English Pedagogy Program (For higher education. 政治大. institution students who major in arts and science) was approved. ‧In 1999, the Ministry of Education revised University English Pedagogy Program. 立. ‧ 國. 學. (revision). ‧In March of 2003, the Ministry of Education formally started the program College. ‧. English Curriculum Requirements. The main point of this program was how college English teaching better met the needs of social development in new era. ‧In June of 2004, the Ministry of Education formally promulgated College English. n. al. er. io. sit. y. Nat. Curriculum Requirements (Pilot Version). It stressed that college English curriculum was not only a required language basics curriculum but also a cultural awareness curriculum.. Ch. i n U. v. In July of 2007, in order to fully implement reforms in college English teaching and meet the needs of talents from country and society in the new era, the Ministry of Education promulgated College English Curriculum Requirements. (Department of Higher Education, 2007). engchi. Under the guidance of University English Pedagogy Program and College English Curriculum Requirements, all colleges and universities designed and developed their own college English curricula in accordance with their own and students’ needs. III. College English tests In addition to University English Pedagogy Program and College English Curriculum Requirements, English tests also play a very important role in enhancing university students’ English ability. According to Ye’s statement (2002, p.105), there are two main English tests for testing university students’ English proficiency, one is College 15.

(26) English Test (CET) and the other one is Test for English Major (TEM). CET is a six level system for students of non-English major. TEM is a two level system for students of English major. Since this research is not focused on the study of students of English major, the focus of this paper is on CET. After the University English Pedagogy Program of 1985 was put into practice, in order to see the results of implementation of University English Pedagogy Program, the Ministry of Education of PRC began English tests, CET-4 and CET-6, in 1987. CET-4 and CET-6 are for higher education institution students who have completed level 4 and level 6 English courses and they are held twice a year. Undergraduate students are required to pass CET-4 and graduate school students are required to pass CET-6 (Ye, 2002, p.105-108, 137).. 政治大. University English Pedagogy Program, College English Curriculum Requirements, and College English Test have been practiced for many years in Chinese higher education institutions and they have enhanced students’ English ability.. 立. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 16. i n U. v.

(27) Chapter 3 Research Methodology 3-1 Research framework Before introducing the research framework, the researcher will talk about his concepts about doing this research. Since the main purpose of this research is to explore the role of English teaching in internationalization of higher education in China, the researcher, first of all, will review the concepts of internationalization of higher education and the development of internationalization of Chinese higher education, specifically the period after China’s reform and opening up in late 1970s. Then the researcher will explore the policies and implementation of English teaching in Chinese higher education. Basically, the researcher divides English teaching into two parts: software part and hardware part. Software part refers to English teaching policies of Chinese higher education which include University English Pedagogy Program, College English Curriculum Requirements, and College English Test. Hardware part refers to English teaching implementation in Chinese higher education which includes international programs, English curricula, English activities, etc. Finally, the researcher will evaluate the role of English teaching in internationalizing Chinese higher education. The researcher will illustrate his concepts with the following conceptual framework:. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 17. i n U. v.

(28) Conceptual Framework The internationalization of higher education. The theory of internationalization of higher education. Higher education in China. Software. 立. Policies and 治政 guidelines 大. ‧ 國. 學. English teaching (Input). International programs, English curricula, English activities, international academic exchange, English information and documentation, etc.. n. er. io. al. Implementation. sit. y. ‧. Nat. Hardware. The internationalization of higher education in China (Output). Outcome. University English Pedagogy Program, College English Curriculum Requirements, College English Test (CET).. Ch. engchi. i n U. v. (Peking University is used as a study case) 1. The faculty, students, administration, international programs, curricula, campus life, etc. 2. International collaboration and exchange. Evaluation Figure 3-1 Conceptual Framework. 18.

(29) Based on the above conceptual framework, the researcher develops his research framework. There are five chapters included in the contents of this research. They are as follows: Chapter one is introduction. This chapter will deal with the research background, motivations, purposes, questions, scope, and limitations. It will also deal with the definition of different terms. Chapter two is literature review. This chapter will review the theory of internationalization of higher education, the development of internationalization of Chinese higher education, the relationship between English teaching and the internationalization of higher education, and English teaching in Chinese higher education.. 政治大 Chapter three is research methodology. This chapter will deal with the research 立 framework, methods, and procedure. The research methods include literature analysis,. ‧ 國. 學. case study, and in-depth interviews. PKU will be used as an example in this research.. ‧. Chapter four is research findings and discussion. Research findings include the implementation of English teaching in PKU and the role of English teaching in internationalization of Chinese higher education. Discussion include Comments on English teaching in achieving internationalization of PKU and challenges on English teaching in internationalizing Chinese higher education. n. er. io. sit. y. Nat. al. Ch. i n U. v. Chapter five is conclusion. Based on the contents of previous chapters, this chapter will give the answers to all research questions. It will also provide the recommendations to the future researches with the similar topics.. engchi. Please see the following figure for research framework:. 19.

(30) Research Framework The theory of internationalization of higher education. The development of internationalization of Chinese higher education from the 1980s. 立. The policies, guidelines and implementation of English teaching in Chinese higher education from the 1980s. 政治大. ‧. ‧ 國. 學 er. io. sit. y. Nat. The relationship between English teaching (input) and the internationalization of Chinese higher education (output). al. n. v i n The role of C English teaching in internationalization he gchi U of higher education n in China: A case study of Paking University. Conclusions & recommendations Figure 3-2 Research Framework. 20.

(31) 3-2 Research methods The research methods of this study include literature analysis, case study, and in-depth interviews. They are as follows: I. Literature analysis: In order to have a background literature review on the theory of internationalization of higher education, the development of internationalization of Chinese higher education, and the policies of English teaching in Chinese higher education, the researcher collected the references from different libraries in National Chengchi University in Taiwan, bookstores in Taipei and Beijing, and the Internet. The source of the references includes books, journals, theses, reports and the information collected from different databases on the Internet. The websites used in this research include: Peking University: http://www.pku.edu.cn/ Ministry of Education of the People’s of Republic China: http://www.moe.edu.cn/ College English Test Band 4 and Band 6: http://www.cet.edu.cn/. 立. 政治大. ‧. ‧ 國. 學. Google Scholar: http://scholar.google.com.tw/schhp?hl=zh-TW National Chengchi University: http://www.nccu.edu.tw/. al. er. io. sit. y. Nat. II. Case study: PKU is used for the case study in this research because it is the first comprehensive university in China founded in 1898 and has been a leading institution in Chinese higher education since it was set up, it has been listed on the “211 Project” and “985. n. Project”, and its internationalization has been significantly implemented. The implementation of English teaching in PKU and what functions that English teaching has performed in internationalization of PKU will be the main points of this research. Administrative support, international programs, faculty members, and international. Ch. engchi. i n U. v. and domestic students of PKU will be the main targets in this study. III. In-depth interviews: In order to have a clear idea on the implementation of English teaching in PKU and what functions that English teaching has performed in internationalization of PKU, the researcher needs to conduct interviews with staff members, faculty members, and international and domestic students of PKU. 1. Interview with staff members The reason for interviewing administrative staff is to know about the policies and development of English teaching in internationalization of PKU. The researcher has 21.

(32) interviewed five people in this group. Interviewee A is one of the leaders in the Office of International Relations (OIR). Interviewee B is an administrative staff in the Office of Graduate School. Interviewee C is one of the leaders in the English Teaching Research Office. Interviewee D is an administrative staff of Peking University Library. Interviewee E is an administrative staff of College English Research Office. Please see table 3-1 for the information of the interviews. Table 3-1 Interviews with staff members Interviewee Background of Code Interviewee. Way of Interview. Date of Interview. Place of Interview. A. Administrative staff. Face to face. 2012/5/14. Office of International Relations. B. Administrative staff. 學. ‧ 國. 立. 政Face to治 face 2012/5/14 大 Face to face. 2012/5/14. D. Administrative staff. Face to face. 2012/5/15. E. Administrative staff. Telephone. 2012/5/16. n. Ch. Office of Graduate School Peking University Library. er. io. al. sit. y. ‧. Administrative staff. Nat. C. Office of Graduate School. i n U. v. 2. Interview with faculty members The reason for interviewing faculty members is to know about the implementation of English teaching in internationalization of PKU. Since Guanghua School of Management (GSM) is the most internationalized school in PKU, the researcher then interviewed two faculty members of GSM. Interviewee A is an assistant professor of the Department of Applied Economics and Interviewee B is an assistant professor of the Department of Finance. Both of the interviewees’ highest degrees were granted at abroad. Please see table 3-2 for the information of the interviews.. engchi. Table 3-2 Interviews with faculty members Interviewee Code. Title. Areas of Expertise. Way of Interview. Date of Interview. Place of Interview. A. Assistant professor. Economics. Face to face 2012/5/15. Guanghua School of. 22.

(33) Management B. Assistant professor. Finance. Face to face 2012/5/15. Guanghua School of Management. 3. Interview with students The reason for interviewing students is also to know about the implementation of English teaching in internationalization of PKU. Since most international programs are included in graduate schools, the researcher then interviewed three graduate students. Interviewee A is an international student, and Interviewee B & C are both Chinese students. All interviewees are from the International Master of Business Administration (IMBA) program of GSM. Please see table 3-3 for the information of the interviews.. 政治大 Table 3-3 Interviews with university students 立 Studying Interviewee Program Way of C. IMBA. Master. Email. 2012/5/24. IMBA. Master. Email. IMBA. Master. Email. ‧. B. Interview. ‧ 國. A. Degree. 學. Code. Date of Reply Email 2012/5/25. Nat. y. 2012/5/30. sit. n. al. er. io. As to the procedure of interview arrangements, first of all, the researcher asked for help from his advisor to contact PKU for arranging the interviews. Then the researcher prepared his questions for interviews and sent them to PKU. Under the assistance and arrangement of OIR of PKU, the researcher was able to interview staff members, faculty members, and students. The researcher went to PKU to conduct the interviews and campus observation during 2012/5/14-18. The graduate students sent back their replies by email during 2012/5/24-30. Please refer to appendix 2 for the interview records. All the data collected from the methods was analyzed in order to gain findings.. Ch. engchi. i n U. v. 3-3 Research procedure Regarding the research procedure, first of all, the researcher discussed and decided the title of thesis with his advisor. Then the researcher collected references from libraries, bookstores, the Internet, and different resources. Next, the researcher discussed and worked out the outline of thesis with his advisor. Then the researcher wrote a thesis proposal. After the researcher wrote a thesis proposal, he started to schedule a trip to Peking University for fieldwork. Then the researcher conducted interviews with staff 23.

(34) members, faculty members, and students of PKU. Next, the researcher analyzed the data gained from literature review, case study, and in-depth interviews and drafted the thesis. Finally, the researcher completed the thesis and provided recommendations. Please see the following figure for research procedure.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 24. i n U. v.

(35) Research Procedure Discuss and decide the title of thesis with advisor. (2008.6). Collect references from libraries, the Internet, and different resources. (2008.7-2012.4) (Note: The researcher dropped out during September 2009 to August 2010 and February 2011 to January 2012 because of personal reasons.. 政治大. Discuss and work out the outline of thesis with advisor. (2008.7-2009.3). 立. ‧ 國. 學. Write a thesis proposal. (2012.2-2012.4). ‧. n. al. er. io. sit. y. Nat. Prepare the questions for the interviews and schedule the trip to China. (2012.4- 2012.5). Ch. engchi. i n U. v. Conduct in-depth interviews and class/campus observations in PKU. (2012.5). Analyze the collected references and data. Then draft the thesis. (2012.5-2012.6). Complete the thesis and provide recommendations. (2012.7) Figure 3-3 Research Procedure 25.

(36) Chapter 4 Research Findings and Discussion 4-1 Research findings As for the research findings, the researcher will describe them from the following two parts: the implementation of English teaching in Peking University and the role of English teaching in internationalization of Chinese higher education.. 4-1-1 The implementation of English teaching in Peking University PKU is one of the top universities in China. In order to become a world-class university, PKU is committed to achieve internationalization and its development of internationalization may be taken as an index to the higher education institutions in China. Tang (2006) mentioned that one of the eight inherent advantages for PKU to be built a world-class university was internationalization. Tang stated that based on the statistics in October of 2004, PKU had more than 4,000 foreign students from 93 countries which included around 2,000 long term foreign students. Since 1999, PKU had receptions for nearly 30 heads of state and heads of government and nearly 300 principals of world-renowned universities, and invited more than 20 Nobel Prize winners and some renowned scholars in world humanities and social sciences. All the above numbers of people were ranked as the top one in Chinese higher education institutions. In addition, the relationship between PKU and foreign universities and research institutions continued to develop through different forms. Until 2005, PKU built exchange relationship with nearly 240 universities from 49 countries and regions, and hired 1,200 foreign experts in school (President’s Office of PKU, as cited in Tang, 2006). From the above description, we can see that the internationalization of PKU has a huge impact to Chinese higher education institutions. In this study, PKU is used as a study case, the researcher will explore the role of English teaching in internationalization of Chinese higher education through the implementation of English teaching in PKU.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. PKU is the first national and comprehensive university in China. After more than a century of developing, PKU has been a modern university with many fields such as natural sciences, the humanities, technical sciences, management, education, medicine, linguistics, and modern engineering (PKU Website, 2008b). In order to become one of the world-class universities, PKU has been listed on “211 Project” and “985 Project”. PKU started to further promote its internationalization when the forum of university presidents celebrated the 100th anniversary of PKU in 1998. The internationalization of PKU has made a great progress since 1998. PKU has 31 colleges and 14 departments, which offer 101 undergraduate programs, 224 postgraduate programs, 26.

(37) and 202 doctoral programs (PKU Website, 2008c). In order to explore the role of English teaching in internationalization of Chinese higher education, the researcher will expound the implementation of English teaching in PKU from the following four areas: I. Administrative support In the area of administrative support, the Office of International Relations, academic exchange, and international campus will be covered. 1. Office of International Relations (OIR) In order to response to a broad range of needs of internationalization, PKU set up the Office of International Relations (OIR). OIR is mainly responsible for overseeing the planning of international relations of PKU. It also carries out PKU’s policies related to external affairs and the coordination of international academic exchange. Actually, OIR has broad responsibilities on different affairs and we can see them from its five divisions: Division of General Affairs, Division for Exchange Programs, Division for International Student Affairs, Division of Foreign Experts and Overseas Educational Cooperation, and Division for Overseas Affairs (PKU Website. 2008k). In order to achieve a good communication with foreign scholars, staff, and students, the staff of OIR is required to have good English skills. An administrative staff of OIR mentioned at interview that OIR was also responsible for the internationalized practices on administrative operations, for instance, the Division for International Students Affairs of OIR would present orientations on campus to international students. In general, the English abilities of OIR staff are good. The staff also said that the English abilities of the staff dealing with international affairs at different schools or departments of PKU were also good. There is no problem for the staff of Institute of Scientific Research to communicate in English. The English communication ability of PKU’s administrative staff depends on their businesses. There is no English training course for administrative staff, but there are some administrative staff exchange programs between PKU and its partner universities or organizations, which can help administrative staff to improve English abilities and develop international perspective (Appendix 2, Interview with staff member A).. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 2. Academic exchange PKU has mainly three forms of academic exchange, they are symposiums, research collaboration, and academic exchange visits. PKU sponsored almost 1,000 symposiums from 2001 to 2008, which included more than 300 international symposiums (PKU Website, 2008f). Based on the information from the interview with 27.

(38) an administrative staff of OIR, PKU has now cooperated with around 220 to 240 universities or educational organizations from 80 to 90 countries of the world. PKU has close relationship (with the leadership, the faculty, students, etc.) with 1/3 of the universities or educational organizations, ordinary relationship (with the faculty) with 1/3 of them, and non-active relationship (the two sides have signed an agreement, but do not have many contacts or only have occasional contacts) with 1/3 of them (Appendix 2, Interview with staff member A). Among the different forms of academic exchange, English language is the main tool for communication. 3. International campus To establish an international campus, PKU offers many international academic lectures and seminars every year. It also holds the International Cultural Festival every October, which is a very important event for cultural exchange and a great chance to present multi-ethnic global vision. In addition to the above activities, Students’ International Communication Association (SICA) is mainly involved in the international exchange of PKU such as the reception and interview of distinguished guests to PKU (PKU Website, 2008h). The researcher also did a campus observation and found that the instruction boards in the library were in Chinese/English language in order to serve Chinese and foreigners. The hardware and software equipment of library also provide English language service. Among the different foreign languages, English language is often used in the campus life of PKU.. 立. 政治大. ‧. ‧ 國. 學. sit. y. Nat. n. al. er. io. II. International programs An administrative staff of OIR pointed out at interview that PKU had started to further promote its internationalization since 1998 when the forum of the university presidents had proposed to create world-class universities (Appendix 2, Interview with administrative staff A). In order to become a world-class university in the 21th century, PKU has made great efforts to promote its internationalization. One of the major works is to promote the international programs. All the international programs are fully taught in English, so it would be more convenient and attractive to international students.. Ch. engchi. i n U. v. As for the planning of curriculum, the curricula in the university level are planned by the Office of Educational Administration (OEA), and so far there is no English program for degree-granting in the university level. The curricula in the graduate school level are planned by the Office of Graduate School (OGS). OGS has several English programs for degree-granting which have been implemented for about 4 or 5 years (Appendix 2, Interview with administrative staff A) 28.

(39) Regarding the English curricula of the international programs, a staff member mentioned at interview that English curriculum of PKU was based on College English Curriculum Requirements that had been promulgated by the Department of Higher Education of Ministry of Education of PRC since 2007, and he said that the English curriculum of PKU had the following three categories: 1) The English curriculum for professional undergraduate students, for example, the English curriculum for English Department. 2) The English curriculum for non-professional undergraduate students, for example, basic English and professional English. 3) Subject professional English curriculum, for example, the English curriculum for Guanghua School of Management (GSM) (Appendix 2, Interview with administrative staff E). In this study, the researcher will focus on the subject professional English curriculum for it is included in the international programs.. 政治大 So far there are several international programs in different schools of PKU and they 立 are as follows:. ‧ 國. 學. ‧Guanghua School of Management (GSM): International Master of Business. ‧. Administration Program (IMBA Program), MBA Dual-Degree Programs. ‧School of International Studies (SIS): Master’s Degree Program in International. al. n. Please see the following table for more information:. Ch. engchi. Table 4-1 International programs of PKU. er. io. sit. y. Nat. Relations (MIR Program), LSE-PKU Double Masters Degree Program, and Sciences Po-PKU Dual Masters Degree Program. ‧School of Government: Master Program in Public Policy (MPP Program). ‧Law School: Master of Laws (LL.M.) Program in Chinese Law.. i n U. v. 2009 Master’s. Master Program. The Master of. 2010 IMBA. Degree Program. in Public Policy. Laws (LL.M.). Program &. in International. (MPP Program). Program in. Dual-Degree. Relations (MIR. Chinese Law. Programs. Program). (LL.M. Program in Chinese Law). School/. School of. School of. Department. International. Government. Law School. Guanghua School of Management. Studies Students to be. International. Non-Chinese. Non-Chinese-. Non-Chinese. recruited. students and the. citizens or. nationality and. citizens. Hold. applicants from. permanent. the applicants. bachelor degrees. 29.

(40) Taiwan, Hong. residents of Hong. from Taiwan,. and have relevant. Kong, and. Kong, Macao and. Hong Kong, and. work experience.. Macao.. Taiwan. Under. Macao. Under the. Competitive. the age of 45.. age of 40.. GMAT Score.. 2 years. 2 years. 2 years. See the course list. See the required. See the course list. See the course list. for MIR Program. courses for MPP. for LL.M.. for MBA Sample. for 2012-2014 at. Program at. Program in. Program. appendix 1. appendix 1. Chinese Law at. Calendar at. appendix 1. appendix 1. Duration of. 2-year full-time. Program. academic program. Curriculum. Master. IELTS 7.0 or. requirements (for. TOEFL 627. better (Paper. of 580 (Paper. paper, 263 cbt,. Based Test),. Based Test) or. 107ibt. TOEFL 263 or. 240 (Computer. better in CBT. Based Test) in. (with at least 5.0. TOEFL with 5.0. in TWE),. in TWE, or 92 in. TOEFL —iBT. TOEFL IBT, or. 107 or better,. 6.5 in IELTS with. IELTS 7.0 or. 7.0 in IELTS. who are not speakers). Nat. io. n. al. Ch. better (with at. engchi. least 7.0 in. ‧. native English. ‧ 國. the applicants. 立. y. granted. Master. 學. English. Master 治政大 A minimum score TOEFL 627 or. sit. Master. er. Degree to be. i n U. writing.. v. Writing) Tuition Fee. RMB 60,000. a. RMB 80,000 for. RMB 160,000 for. RMB 148,000. year. the whole. the whole. Paid half each. program. program. year, covers 2 years. Resource: The table is produced by the researcher based on the information on PKU Website (2008b) Apart from the MIR Program, SIS also offers the other two international programs. They are PKU-LSE double masters degree program (which is a collaborative degree program of International Affairs organized jointly by the Centre for Study of International Affairs, Diplomacy and Grand Strategy of London School of Economics 30.

(41) and Political Science and SIS of PKU) and Sciences Po-PKU dual masters degree program (which is a collaborative program of Sustainable Development and International Relations where students spend the first year at Sciences Po in Paris, and the second year at PKU in Beijing) (PKU Website, 2008i). Please see the course list for LSE-PKU Program for 2012-2013 and the course list for Sciences Po-PKU Program for 2012-2013 at appendix 1. GSM could be the most typical case in internationalization of school in PKU. It began MBA program in 1994 and International MBA (IMBA) program in 2000. From 2001, it started to enroll overseas students and began exchange programs with foreign business schools. It has begun to offer Double MBA Degree Program with overseas universities since 2001. In 2004, it began to enroll overseas exchange students. Its MBA Program has been ranked “the most influential MBA programs in China” for several times (Guanghua School of Management, 2011).. 政治大. 立. ‧. ‧ 國. 學. There are two types of MBA programs in GSM. One is Academic Program and the other one is Double-MBA Degree Program. Please see the following two tables for information:. Chinese. 3 years. English. 2 years. io. al. n. IMBA (Full-time) Resource: PKU Website (2008b). Ch. engchi U. sit. PMBA (Part-time). er. Duration 2 years. Nat. FMBA (Full-time). Language Chinese. Programs. y. Table 4-2 2010 MBA Academic Programs. v ni. Location China China China. Table 4-3 2010 MBA Dual-Degree Programs Dual-Degree Programs (Two years, English) GSM-NUS MBA GSM-ESSEC MBA GSM-Schulich MBA GSM-McCombs MBA GSM-SNU MBA GSM-Yonsei MBA. Partner Schools National University of Singapore ESSEC Business School Schulich School of Business, York University McCombs School of Business, University of Texas at Austin Graduate School of Business, Seoul National University Graduate School of Business, Yonsei University 31. Location China & Singapore China & France China & Canada China & USA China & Korea China & Korea.