吉姆斯·利西卡 美国阿拉斯加安克雷奇大学，中国青年政治科学院
Liszka, James, University of Alaska Anchorage; China Youth University for Political Sciences
原文Original
The Role of China in the Internationalization of American Universities
Many American universities are currently undergoing internationalization as part of their strategic plans. Internationalization is generally defined as the process of integrating an international dimension into the purpose and delivery of post-secondary education, and is thought to be distinct from globalization. Globalization is the result of the enhancement of world-wide communication, accessibility to knowledge and information across the globe, and the integration and interdependence among financial and economic systems of different nations. Globalization in many respects is interested in moving beyond national borders and cultures to a system that facilitates rapid communication and economic interchange. Although it certainly has an economic dimension, internationalization at American universities is concerned more with establishing an educational interchange among cultures and peoples. Although internationalization has been an ongoing concern of Western universities, globalization has given the impetus to internationalization more urgency.
Internationalization at American universities typically involves five important efforts: curriculum enhancements, such as international studies and world languages; more recruitment of foreign students, and the promotion of study abroad for its own students; the promotion of faculty exchange and collaborative research with foreign universities; the development of relationships and partnerships with foreign universities; and finally, institutional infrastructure, such as international offices, to assist with all aspects of internationalization.
China is playing an important role in the internationalization of American universities—and this role has changed over the last quarter century. Since the opening of diplomatic relations between the U.S. and China in 1979, there have been increasing numbers of Chinese students attending U.S. universities, particularly in the sciences, engineering, and economics, with growing interest in business most recently. In AY 1981, 2,770 Chinese students were attending American universities; in AY 2007, there were 67,723, the largest next to India.
At first, the primary motivation for Chinese students studying in the U.S. was thought to be similar to the motivation of most foreign students who were attracted to the quality of American universities. Although this certainly continues, the growing demand, in China, for baccalaureate degrees and doctoral training has added a new motivation to study in America in recent years, since Chinese universities cannot address all of the growing demand (the number of high school students entering college in China has risen from 11% to 19% in just the last few years; the number of baccalaureate degrees in science and engineering in China has risen from about
However, what we are seeing now is the beginning of a third phase of internationalization related to China. As China rises in economic, political, and cultural influence and becomes more critical to the globalization process; and as Chinese universities continue to grow in quality and prestige, we will see more and more interest among American students in studying in China, the rising interest in Chinese studies in America (thanks in part to Confucius Institutes), and a growing interest in research collaboration and study among American scholars and researchers.
译文Translation
中国在美国大学国际化中扮演的角色
作为美国大学战略发展计划的组成部分，许多美国大学目前都处于国际化进程之中。国际化通常被定义为在高等教育的目标和实施中融入国际化特色的过程，而且这种国际化通常被认为是有别于全球化的。全球化增进了世界交流，方便人们了解全球范围内的知识与信息，让不同国家的财政与经济体系相互融合并彼此依存。全球化在许多方面超越国界与文化，建立了一种促进快速交流与经济交换的体制。尽管国际化有其经济维度，但美国大学中的国际化更关心在不同文化与民族中建立一种教育交流。尽管西方大学一直关注国际化，但全球化已经给国际化带来了更加紧迫的发展动力。
美国大学的国际化通常包括五个重要的努力方向：加强课程设置建设，例如加强国际研究与世界语言学习课程；招收更多的外国学生，同时鼓励本国学生去国外留学；推进与外国大学之间的教师互访与合作研究项目；发展与外国学校的联系与伙伴关系；最后，加强学校的基础设施建设（例如国际办公室）。由此，美国大学试图从各个方面来促进国际化的程度。
中国在美国大学国际化进程中起着重要作用，而且这个作用在过去的二十五年中在不断改变。自从1979年美国与中国之间建交以来，越来越多的中国学生进入美国大学学习，特别是科学、工程及经济等学科。最近进入商学院学习的人数也在增加。1981年，有2,770名中国学生进入美国大学；2007年达到67,723人，仅次于印度。
首先，中国学生在美国学习的主要原因与大多数外国学生相似，都是被美国大学的教学质量所吸引。现在这个原因仍然存在，但是，为了获得学士学位与博士学位的人数也在不断增长，这已经成为最近几年中国学生去美国学习的一个新动因。这是因为中国大学不能满足日益增长的需求（在中国，高中生进入大学学习的人数仅仅在最近几年已经从11%增加到19%；从1984年到2000年，科学与工程学士学位数量已经从1984年的125,000增长到2000年的350,000）。这正好与美国大学的兴趣一拍即合。由于某些原因，美国学生申请注册博士学位的人数正在下滑，尤其是科学与工程学科。在美国的研究生招生计划中给更多有天分的中国学生录取机会，将不仅有益于学生，还可以加速这些研究生项目的发展，并因而继续促进这些大学国际化。出于类似原因，这种情况也与美国大学招收本科学生的兴趣吻合，还与各个大学在中国设立分校或者建立伙伴关系的兴趣一致。
但是，我们现在所看见的是与中国有关的国际化第三阶段的开始。随着中国在经济、政治与文化方面影响的不断增强，中国对全球化进程将越来越重要。随着中国大学的质量与名望不断提高，我们将看到越来越多的美国学生有兴趣在中国学习，美国对中国研究的兴趣会不断增加，美国学者和研究者与中国学者合作研究的兴趣也会不断增长。