This project provides a reflection upon the existing norms and forms of knowledge transformation in higher education in the current global political economy.
In the international provision of scholarships, the United Nation’s Sustainable Development Goal (SDG) 4 only monitors the scholarships offered by Western donors, mainly the Development Assistance Committee (DAC) countries, to developing countries. The scholarship flow among the developing countries themselves is not clearly indicated, measured and evaluated.
This project provides a reflection upon the existing norms and forms of knowledge transformation in higher education in the current global political economy. It is based on an empirical study that explores China’s international higher education provision towards SDG 4.
By looking at China’s recent aid policies and perception of foreign students who are currently studying in China, this study seeks to reveal what Chinese university scholarships may distinctively bring to future professions in the global South. It is hoped to report on some contribution as well as limitations of the ‘non-traditional/DAC donors’ such as China, in the knowledge transformation and professional training in the post-2015 era. Further contributions include critical reflection on the role of higher education in global justice.
The qualitative data collection was based on voices of 39 students from 26 developing countries, studying (when fieldwork was conducted) in higher education institutions across five cities in China. Four categories of questions were asked via focus groups or one to one semi-structured interviews: scholarship application, learning experience, social life experience and value of the degree/future plans.
Dr Tingting Yuan - Senior Lecturer in International Education