Chinese universities have opened their doors for foreign students in recent years. Finding internationally accepted academic degrees programs and relevantly qualified academics however remains a challenge for the Chinese universities. The universities too are facing difficulties in engaging international students in studies and university activities. Many students remain regularly absent from academic activities because they feel isolated due to one institution-two systems concept of education administration at the universities. International education management and effectiveness of teaching and learning practices of the universities under the system are examined in this study.
AldridgeS.RowleyJ. (1998). Measuring customer satisfaction in higher education. Quality Assurance in Education, 6(4), 197–204.doi:10.1108/09684889810242182
2.
BunkerA. (2002). Introduction to tertiary teaching and learning at ECU: Lecturing: Teaching large group. Edith Cowan University, Teaching and Learning.
3.
DulferN.RiceS.ClarkeK. (2017). Student engagement, non-completion and pedagogy: Development of a measurement tool. Australian Journal of Education, 61(1), 40–53.doi:10.1177/0004944116685621
FranzJ. (2008). A pedagogical model of higher education/industry engagement for enhancing employability and professional practice. Queensland University of Technology.
6.
FryH.KetteridgeS.MarshallS. (2003). A handbook for teaching and learning in higher education. Kogan.
7.
GoldfinchJ.HughesM. (2007). Skills, learning styles and success of first-year undergraduates. Active Learning in Higher Education, 8(3), 259–273.doi:10.1177/1469787407081881
8.
Grace ChienY.ChienY. G. (2020). Studying abroad in Britain: Advantages and disadvantages. Journal of Research in International Education, 19(1), 69–83.doi:10.1177/1475240920916944
9.
HillY.LomasL.MacGregorJ. (2003). Students’ perceptions of quality in higher education. Quality Assurance in Education, 11(1), 15–20.doi:10.1108/09684880310462047
10.
Indiana University. (2013). National survey of student engagement, Center for postsecondary research. (accessed 26 December 2019). http://nsse.iub.edu/links/surveys
11.
KimT. (2005). Internationalisation of higher education in South Korea: Reality, rhetoric, and disparity in academic culture and identities. Australian Journal of Education, 49(1), 89–103.doi:10.1177/000494410504900105
12.
LiH. (2017). How to improve competitiveness of education for foreign students in China: From the perspective of scale and degree structure, Journal of Beijing Normal University (Social Sciences). (accessed 28 December 2019). http://en.cnki.com.cn/Article_en/CJFDTOTAL-BJSF201705002.htm
13.
PikeG. R. (2006). The convergent and discriminant validity of NSSE scalelet scores. Journal of College Student Development, 47(5), 550–563.doi:10.1353/csd.2006.0061
14.
RamsdenP. (1991). A performance indicator of teaching quality in higher education: The course experience questionnaire. Studies in Higher Education, 16(2), 129–150.doi:10.1080/03075079112331382944
15.
RamsdenP. (2003). Theories of teaching in higher education: Learning to teach in higher education. Routledge Falmer.
16.
ReadB.ArcherL.LeathwoodC. (2003). Challenging cultures? Student conceptions of ‘Belonging’ and ‘Isolation’ at a post-1992 University. Studies in Higher Education, 28(3), 261–277.doi:10.1080/03075070309290
17.
ShanJ. (2018). Research on taijiquan brand course construction of teaching in English for foreign students coming to China to Tianjin University of traditional Chinese medicine, structure, Journal of Tianjin University of traditional Chinese medicine. (accessed 28 December 2019). http://en.cnki.com.cn/Article_en/CJFDTotal-TZYY201804020.htm
18.
VauterinJ. J.LinnanenL.MarttilaE. (2011). Customer orientation in higher education, the missing link in international student recruitment: A relationship marketing approach. Industry and Higher Education, 25(2), 77–91.
