Chinese policies of international understanding and internationalization of higher education (HEI):

the example of Yunnan University (late 20th and early 21st centuries)

Abstract

The questions raised by our article are as follows: how does a Chinese university fit into national and regional IHE (Internationalization of Higher Education) and student mobility policies? How is it able to assert its specific characteristics and, if necessary, demonstrate its autonomy? China's policy of IHE and encouraging international student mobility is currently part of an overall educational policy that includes five components: the desire to maintain China's educational sovereignty, the reduction of inequalities between regions, the preference given to "hard" sciences, the search for a better balance between sending students abroad and welcoming foreign students, and the desire to maintain a strong commitment to Western societies. This internationally-oriented policy has a long history, and this article first looks at the macro level (central government) from the 1980s onwards (the "new era"). The regions themselves are developing specific policies geared towards internationalization, in particular by offering favorable reception conditions for foreign students, and good reintegration conditions for Chinese returning from abroad after graduation. We present (at meso level) the example of the Yunnan region (south-east China). The third part of the article is devoted to the investigation of IHE and student mobility policy at the level of one university in particular: Yunnan University (micro level). The main method used is the synthesis of Chinese texts not known outside the country, and content analysis of official policy documents and websites at the three levels of central government, region and university.