A Relationship Restored: Trends in U.S.-China Educational by The Committee on Scholarly Communication with the People's

By The Committee on Scholarly Communication with the People's Republic of China

In what The Wall road magazine calls "the first entire research of Sino-American academic exchanges", this quantity presents info at the numbers and attributes of yankee and chinese language scholars and students who've moved among China and the us on the grounds that 1978. This publication not just provides quantitative facts on their fields of analysis, size of remain, and monetary assets, but in addition discusses such qualitative matters because the difficulties scholars and students have encountered in accomplishing their paintings, the adequacy in their coaching, the "reabsorption" approach that scholars and students from China face upon their go back domestic, and the impression of the alternate strategy on fields of analysis in either international locations.

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Extra resources for A Relationship Restored: Trends in U.S.-China Educational Exchanges, 1978-1984

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4 China's leaders clearly knew of the coordination problem, and in mid-1985 they took one step to ease it when a State Education Commission was established and the Ministry of Education abolished. This move obviously was directed at other problems as well, not merely at sending students abroad. The annual total of scholarly exchange visas (both J-1 and F-1) issued from 1979 to 1983 peaked at 5,407 in 1981. This overall pattern, however, obscures differences between the two visa types. The number of J-1 visas increased rapidly through 1982 and then leveled off in 1983, presumably reflecting the start-up time needed to select and prepare students and scholars to go abroad under PRC government auspices.

Program for the first time, continuing in the same program, and transferring to a different program. By 1983 the number of J-1s in the United States had reached 7,740 (Table 3–2). Each year the number of continuing J-1 students and scholars increased as more and more stayed to continue their studies. By 1982, continuing J-1s outnumbered the new ones.

These two new categories of student are in addition to those admitted under the central enrollment plan. In effect, schools are being given incentives to increase facility utilization and revenues by admitting paying students. 45 These changes are likely to produce several effects on academic exchanges; indeed, some already are apparent. First, American universities and exchange organizations will be dealing more with leaders of individual institutions of higher education in China who are empowered to make decisions.

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