CC BY
57Ученые записки Крымского федерального университета имени В. И. Вернадского Социология. Педагогика. Психология. Том 8 (74). 2022. № 2. С. 125-135.
UDC378: 37.018.2
A STUDY ON THE MODELS OF TALENT CULTIVATION FOR INTERNATIONAL ORGANIZATIONS IN UNIVERSITIES
Li Menglong1, Yuan Meng2
'School of International and Public Affairs, Jilin University, Changchun, China
2School of Slavonic and East European Studies, University College London,
London, United Kingdom
E-mail: limenglong@jlu.edu.cn1, zczlmy2@ucLac.uk2
ORCID: 0000-0003-3087-54171, 0000-0002-6018-62522
With the rise of emerging market countries and developing countries in recent years, the pattern of diversification of economic growth centres has been initially formed worldwide, new dynamics have been added to the world multi-polarization process. A group of emerging market countries and developing countries with rapid economic growth and high development potential have been drawing attention increasingly and globally. The strength of the developing countries as a whole is growing, which makes global development more comprehensive and balanced, and the foundation of world peace more solid and stable. As the comprehensive power of developing countries represented by China has increased significantly, these latecomer developing countries have been increasingly playing vital roles in international society. However, the participation of these latecomer countries in international organisations has been still very insufficient compared to Western countries such as the United Kingdom and the United States, which has severely constrained their international discourse. Universities are important platforms for the cultivation of talents for international organisations. A number of Chinese universities have enhanced their efforts to cultivate talents for international organisations recently, but these existing cultivation models still have limitations. Therefore, this article will discuss how Chinese universities should optimise the training path of international organisation talents and cultivate more outstanding international organisation talents. Through a series of comparative analyses, the following conclusions will be drawn: In order to achieve their goals, Chinese universities should emphasise the cultivation of high-level inter-disciplinary talents and provide students with more practical opportunities in international organisations, combine the advanced experiences of international organisation talents cultivation from developed countries with localisation, integrate educational resources, take knowledge of international organisations into public optional courses and specialized courses. Meanwhile, they are also supposed to highly concern the improvement of students' comprehensive foreign language ability, and increase the opportunities for students to go to international organisations for exchanges, internships or work.
Keywords: Talent Cultivation for International Organizations, Universities, Inter-disciplinary Talents, Global Governance.
INTRODUCTION
With the rapid growth of the emerging economies represented by China, China's voice in global governance has increased year by year. However, this is not matched by the reality that China's participation in international organisations has remained very insufficient and only a small number of Chinese employees are serving in international organisations compared to Western countries. These circumstances would undoubtedly limit China's international participation. Therefore, increasing the voice and
125
representation of emerging economies represented by China in international organisations and sending more talents to international organisations has become an urgent issue in the new era. In order to implement the spirit of General Secretary Xi Jinping's important instructions on the work of international organisations and follow the spirit of the conference of the Ministry of Organization and the Ministry of Education on sending graduates from higher education institutions to work in international organisations [1], in recent years, many Chinese universities have explored the development mode of training and sending talents to international organisations in different directions, taking into account their own disciplinary advantages and the real situation of teaching, research and talent cultivation. At present, Chinese domestic academics have been paying more and more attention to the cultivation of talents for international organizations, some scholars have explored the existing modes of cultivating talents for international organizations in Chinese universities by comparing and analysing methods. As Liu, Lu and Wang have indicated three main modes of cultivating talents for international organizations in Chinese universities: cooperation education with overseas universities, special cultivation of reserve talents for international organizations, and cooperation education with international organizations. Although these existing measures could be beneficial for China to cultivate more talents for international organisations, the results are still not as good as expected and the path of cultivating talents for international organisations in our universities still requires to be optimized [2]. Other scholars have focused their attention on the experience of developed countries in cultivating talents for international organisations. As Li has suggested, learning from the experiences of developed countries would help to create new ideas for strengthening the Chinese cultivation model of international organisations' talents and benefit to cultivate more quality reserve talents for international organisations [3].
Based on the above research, therefore, this article would explore the whole process of cultivating international organization talents in Chinese universities, from student recruitment, on-campus training to internship practice and future employment by combining the existing experiences of international organisation talents cultivation in domestic and foreign universities, and would like to discuss (1) how to cultivate international talents with a comprehensive global horizon, a good understanding of international rules, solid professional skills, excellent cross-cultural communication ability and outstanding language skills; (2) how to achieve a systematic, multi-level, hybrid (online and on-campus) training model that combines undergraduate and postgraduate cultivation, and to realize the goal of gathering university resources to cultivate high quality international organization talents who are both morally and politically qualified and have an international perspective.
This is a critical time for the transformation of the international order and for China and Russia to strengthen their global governance and international discourse. Therefore, in addition to enhancing the construction of national capacities, more attention should be paid to the talents of international organizations that play an important role in these two fields, and to the universities that have a special role in international talent cultivation. The research on this field can, on the one hand, provide constructive suggestions for China and Russia to build a new global order and improve their international status. At the same
126
time, it can also benefit the universities of both countries to contribute to the cultivation and transportation of more high-quality international organization talents by studying the advanced experience of international organization talents cultivation.
THE EXPERIENCES OF TALENT CULTIVATION OF INTERNATIONAL
ORGANISATIONS IN OVERSEAS UNIVERSITIES
Focusing on national and cultural identity education. National and cultural identity are also commonly known as patriotism. Although international organisations generally require staff to remain neutral in their work, remaining neutral does not mean abandoning one's view of life and values, even less does it mean turning one's back on one's homeland. In fact, all major international organisations in the world require their staff with a high moral consciousness and national cultural identity, because it is difficult for those who lack national cultural identity to face the complex working environment, different educational backgrounds, customs, religious beliefs and political ideas in international organisations, and it is difficult for those who lack patriotic enthusiasm and a family and national sentiment to cope with such a complex working environment. The Russian Federation, in its patriotic education programme published in 2016, has specifically mentioned: strengthening patriotic education in higher education institutions, especially for the cultivation of top level talents, talents of transnational organisations (international organisations and cross-national corporations), raising their sense of responsibility for the destiny of the motherland, developing a sense of responsibility to bravely defend the honour of the motherland and strengthening their sense of historical and cultural belonging [4].
Breaking down barriers to generalise relevant courses. In Europe and the United States, the role and development of international organisations, their work and rules are taught systematically to students from all disciplines, both inside and outside the university, through public optional courses on international organisations in the general education system, so that more students could have a fuller understanding of world history and international society and gain professional knowledge of international organisations in a more direct way. In the United States, a large number of university graduates enter international organisations each year. Two important measures of this are the emphasis on diversity in the curriculum and the development of students' inter-disciplinary analytical and research skills. The curriculum is arranged in such a way that the course topics closely relate to current hot international issues, and each course matches the corresponding international organisation, so that students can choose the courses that suit their interests and future career prospects. The well-designed curriculum allows students to intimately follow the developments of international organisations in the field and increases the likelihood of outstanding graduates successfully entering international organisations [5].
British universities also have a strong focus on the cultivation of talent for international organisations. Many senior officials at the United Nations, the World Bank and the International Olympic Committee have come from British universities. Take University College London (UCL) for an example. As one of the top universities in the world with a global perspective, UCL not only organises lectures on topics related to international organisations often, but also offers a few courses related to international
127
organisations for all students. The courses "International Organisations" and "International Organisations: Theory and Practice" offered by the Faculty of Social and Historical Sciences, in addition to providing a basic overview of the development of international organisations, specially focuses on the more in-depth studies of international organisations --Liberal Institutionalism and its critical theories, cooperation of states in the framework of International Organisations, global governance, international cooperation influenced by domestic political institutions, assessment of the effectiveness of international law, the impact of International Organisations on globalisation, etc., are all included in the courses [6, 7]. Such modules will expand students' knowledge of international organisations in addition to their specialized knowledge, meanwhile, it will also play a significant role in cultivating research-oriented talents for international organisations in global governance and global public policy and other fields.
Communication with international organisations on a routine basis. Most universities in this field in Europe and the United States have established long-term exchange mechanisms with international organisations through their headquarters or offices in the countries where they are based, and through close working relationships on a daily basis, they follow the needs of international organisations to establish industry-academia-research collaboration and assist international organisations in analysing and solving issues they face. By participating in international organization affairs, students are able to apply their knowledge to better understand the relevant textbooks and develop their ability to solve practical problems. Some universities, in accordance with the development needs of international organisations, have set up theoretical courses closely in line with the actual demands of international organisations to train specialists, and some students are able to enter the corresponding internship positions in the corresponding international organisations before they graduate. Whereas some universities have established direct links with local international organisations to collaborate on higher education degree programmes.
The University of Turin in Italy, for example, has established the Turin School of Development in partnership with the local International Labour Organisation training centre and the Italian Ministry of Foreign Affairs. After more than ten years' development, international organisations including UNESCO, the World Intellectual Property Organisation, the WTO and the World Bank are now cooperating with the school. Until this year, the school has nine master programmes in the fields of sustainable development, trade law, labour relations, etc. All of them offer a curriculum that strongly integrates professional studies with the development projects of the United Nations [8]. These programmes provide students with a comprehensive range of opportunities to engage in international organisations as part of their research and other academic activities, offer them practical experience in the work of international organisations during their studies and put them at an advantaged position when applying for internships in international organisations or being considered for employment in international organisations after graduation. Currently, lack of work experience among students is a challenge for the cultivation of international organisations in Chinese universities. In the future, through establishing long-term contacts with international organisations, supporting and recommending outstanding students (especially postgraduates) to embark
128
on various training and internship programmes in international organisations during their studies, and guiding students to closely integrate their research directions with their respective career directions are the necessary ways to solve this problem.
FEATURES OF INTERNATIONAL ORGANIZATION TALENT CULTIVATION IN
CHINESE UNIVERSITIES
Beijing Foreign Studies University (BFSU) is an important university in China for the cultivation of high-level and comprehensive talents for international organisations. In 1979, BFSU set up a special training course (department) for United Nations translators, and in 1994, BFSU set up the Graduate School of Translation and Interpretation (GSTI) on the basis of this training course (department). This training system has cultivated over 1,800 professional translators for the United Nations and other international organisations as well as national institutions over 40 years of operation [9]. In 2010, BFSU has begun to undertake the national education system reform pilot project "Exploring the model of cultivating comprehensive talents for the demands of international organizations", which has been the first university in China to propose the cultivation of talents for international organizations as the goal of postgraduate training [3]. Subsequently in April 2017, BFSU has established the first School of International Organisations in Chinese universities. The main objective of BFSU in the International Organisations Talent Training Programme is to train high level comprehensive foreign language talents urgently required by international organisations: with strong patriotic sentiments and broad international perspectives, proficiency in multi-language skills, knowledge of international law and international rules in related fields, outstanding cross-cultural communication skills. Simultaneously, these talents have been also expected to have specialized knowledge and professional skills related to international organizations and be capable of working in different positions in international organizations. BFSU has also offered a special scholarship for students to take up internships in international organizations and their branches through various channels [10].
Shanghai International Studies University (SISU) is a pioneer in talent cultivation for international organisations among Chinese domestic universities. In 2007, SISU has established an experimental class for the training of international civil servants in its School of English, which has been the first university in China to actively explore the path of training talent for international organisations at the undergraduate level. Through small class sizes and cross-faculty pooling of educational resources, the programme has been developed with an emphasis on strengthening students' intercultural communication skills through intensive language teaching and enhancing their international practice through a variety of channels in the training process. In response to the country's strategy to strengthen the talent training for international organizations, the School of International Relations and Public Affairs has been founded in 2014, continuing the tradition of its Experimental Program for International Civil Servants, which emphasizes the cultivation of professional knowledge of international organizations and multilingual intercultural communication skills. SISU has also built up a second-level master's degree in international public administration, making it the first institution of higher education in
129
China to establish a "bachelor's-master's-doctoral" training system for international organisations [11].
The University of International Business and Economics (UIBE) has started to positively investigate a new model for the talent cultivation for international organisations in 2013. In September 2013, forty new students were selected through the entire university's freshman class to enter the Experimental International Organisations Talent Base Programme (majoring in international economics and trade). As the programme has been based on the major of economics, the emphasis in the major has been on mastering solid basic theories and research methods related to economics and being able to proficiently master the two working languages commonly used by international organisations, namely English and French. The programme has also emphasised the cultivation of students' moral and ethical qualities, a strong sense of humanism, nationalism and social responsibility, a sound personality, and a strong sense of teamwork. At the same time, this programme has been also stressed innovative thinking and awareness, required students to have professional qualities and to be able to apply their knowledge flexibly to analyse and solve international issues [12].
In order to implement the important instructions of General Secretary Xi Jinping on the work of international organizations' talents, in 2019, Jilin University has drawn up the "Implementation Plan of Jilin University on Strengthening the Training and Promotion of Talents for International Organizations", which has involved in recruiting outstanding undergraduate students from across the university, taking the four years of undergraduate study as a training cycle, with recruitment, training on campus, ideological education, internship and practice, and future employment as the main lines for spiraling upwards [13]. The project will adopt a "proportional elimination" competition mechanism [14], aiming to train young elite students suitable for work in international organisations. Two years later, the programme was achieved.
In April 2021, Jilin University launched a training programme on international organisations and global governance. The programme has been based at Jilin University's School of International and Public Affairs. Participants were selected from a wide range of disciplines, including humanities, social sciences, engineering, agriculture and medicine. The programme has adopted the format of "in-class teaching + online catechism + lectures by experts" to provide students with professional knowledge and language skills (English + French) training. A number of Chinese and foreign experts and scholars in the field of international relations, senior diplomats and professionals from international organisations have been invited to share their knowledge or give lectures to students. The programme covers international relations, diplomatic studies and other professional knowledge, as well as Chinese national conditions, traditional Chinese culture, ethics education and cross-cultural communication. The programme seeks to cultivate inter-disciplinary talents in both professional knowledge and language skills for international organisations, as well as explore diversified internship opportunities for students to work in international organisations and to recommend more students to work in international organisations during the career guidance stage. At the end of each programme, students are still required to take a strict assessment, only those who succeed in the assessment will have the opportunity to proceed to the next stage of training [15].
130
PERSPECTIVES ON FUTURE TALENT CULTIVATION IN INTERNATIONAL
ORGANISATIONS IN UNIVERSITIES
Emphasizing on the cultivation of students' abilities. In the stage of knowledge reserve and ability cultivation, comprehensive universities should give full play to the advantages of comprehensive disciplines, try to integrate the educational resources of the whole university, and build a talent cultivation mode of "major + English + second foreign language" by breaking through the barriers of faculties and departments, try to construct a multi-lingual inter-disciplinary cultivation system of outstanding and innovative talents. At the stage of internship and practice, universities should explore diversified internship channels through the faculty-university Subscription platform, attach importance to the accumulation of students' practical experience, and create more internship and practice opportunities for students [5]. At the future employment stage, universities would try to make the breakthrough of a volume of graduated students working in international organisations, while providing students with the opportunity to pursue further studies on campus, in other universities in China or in renowned overseas universities to continue to upgrade their academic level.
Focusing on faculty development. Excellent teachers and administrators are the most powerful guarantee for the cultivation of talents in international organisations. Combining the relevant experiences of universities in China and abroad, expanding the size of the relevant professional teaching staffs and managers pointedly are also important measures. In the ideological and political aspects, university counsellors should play a role in educating students on patriotic ideas, inspiring them to be patriotic and encouraging them to establish a strong belief in building a more powerful discourse system. The goal of sending more talented people to international organisations is urgent, but it will not happen overnight. In the training of students, a clear long-term plan for talent cultivation for international organisations should be drawn up as early as possible, so that students can build up an interest in participating in international affairs and a determination to become international professionals at an early stage.
At the same time, universities should also attach great importance to the construction of their own professional teaching staffs and form a teaching team with politically strong specialized teachers, foreign language teachers and administrators as an organic whole. In addition to employing staffs of international organisations and experts on international organisation affairs to give lectures and short-term teaching, universities should also make efforts to recruit specialised teachers with backgrounds in diplomatic studies, international relations, international law and international organisations, world history, intercultural communication, etc.; actively absorb international students with excellent academic performance as foreign teachers. Meanwhile, teachers who are able to teach in foreign languages would be given certain preferential policies in the calculation of the amount of class hours, professional assessment, job evaluation, and overseas further studies.
The training objectives of international organisations require students to be proficient in at least one working language in addition to their mother tongue (many international organisations even require proficiency in two foreign languages), which imposes even stricter requirements on the teaching of foreign languages in universities. In English language teaching, it is important to strengthen oral language skills and practical
131
application skills, such as diplomatic negotiation, official writing and professional English. The expansion of teaching staffs of other UN working languages (except for Chinese and English) and the improvement of the quality of teaching in those languages will also be a major focus in the future. Depending on the actual needs of the programme, universities could recruit teachers majoring in these languages, as well as specialized teachers who have a background of studying in the countries in which the languages are officially used in diplomatic studies, political science, international relations, intercultural communication, international law and international organizations, and world history.
Offering double-degree programmes and on-campus public optional courses on international organisation-related content. By expanding the student audience, popularising and publicising knowledge about international organisations across the university, and by offering additional dual degree programmes and public optional courses, more students will be able to access professional knowledge of international organisations in a simpler and more direct way. In the future implementation of the programme, the curriculum would be designed to break down the barriers of the original faculties and departments, stress the organic combination of political awareness, professional knowledge, foreign language skills and practical skills. Multi-disciplinary integration would be reflected, the advantages of the disciplinary resources of universities would be fully utilised, a cross-departmental and inter-disciplinary curriculum construction platform would be built, and a global online course platform would be created in conjunction with the global cooperation of partner institutions.
Carrying out academic research on international organisations. The universities would give the academic research a forward-looking and guiding role, select outstanding talents among the teachers and researchers of the relevant disciplines, encourage and support them to carry out academic research on issues related to international organisations. Through a variety of selection methods, universities would establish first-class teaching teams with a combination of "specialized knowledge + foreign language ", break down the barriers of academic departments within the universities, choose experts with practical work experience in international organizations and first-class Chinese and overseas scholars, create an internationalised, diversified and inter-disciplinary education team.
Strengthening cooperation with overseas universities and jointly setting up high-quality talent cultivation courses for international organisations. The COVID
pandemic has severely restricted international population flows and has largely affected the international communication for scholars. Yet as distance learning technology has continued to grow and innovate, online learning has become one of the most important ways for students to acquire knowledge and engage in academic activities. The "internationalised" character of talent training of international organisations requires universities and teachers to contact the excellent overseas teachers (scientists, diplomats, experts) in the relevant fields for co-teaching according to the actual teaching demands. In the current period, this is embodied by combining overseas teachers from first-class universities to offer students online specialised courses in both Chinese and foreign languages or in foreign languages completely, in order to improve the comprehensive quality of students and expand their international perspective.
132
For example, Chinese universities may establish partnerships with world-renowned universities to jointly offer high-quality international practical courses in diplomatic studies. By employing or inviting experienced diplomats and employees of international organisations as well as co-teaching with overseas teachers in the field, inviting relevant experts in international organisations responsible for human resource management to undertake online guidance in the career counselling session for graduates and other measures, a platform for students to enhance their academic abilities and broaden their international horizons would be constructed, students could have wider perspective and academic research ideas in their studies, the educational level of talent cultivation for international organisations in all countries would also be significantly developed.
CONCLUSION
Universities are important institutions of talent cultivation for international organisations. Although there has been some development in the path of talent cultivation in Chinese universities, there is still a lot of progress to be made. The optimisation of talent cultivation models for international organisations will be one of the priorities of high-level education in the coming period. Accordingly, Chinese universities should not only strengthen the awareness of cultivating talents for international organisations, but also design more optimised talent cultivation programmes in line with the selection requirements of international organisations, so as to make contributions to improving the scale of Chinese international organisations' employees as well as China's discourse and influence in international participation and global governance."
The project is funded All Education Department of Jilin Province the "13th Five-year Plan" social science project in 2020 (No. JJKH20201131SK), 2019 General Research Project on Teaching Reform of Vocational Education and Adult Education in Jilin Province (2019ZCY323), Jilin Association for Higher Education research project (No. JGJX2019D4).
References
1. People's Republic of China. Ministry of Education. Notification on the Promotion of Internships for Graduates of General Universities to International Organizations: Teaching [2017], No. 6. - Access mode: http://hnbys.haedu.gov.cn/documents/20182/552f30ef-74ed-419e-8669-38929ad1ac41, free.
2. Liu M., Lu Y. and Wang C., A Comparative Study on the Path of Training Talents for International Organizations in Colleges and Universities, Education and teaching forum, 19, 5-8 (2021).
3. Li L., International Organizations and China's Experimental Mechanism, International and Comparative Education, 4, 43 (2018).
4. Russian Federation. The Government of the Russian Federation. The state program "Patriotic education of citizens of the Russian Federation for 2016-2020". - Access mode: http://static.government.ru/media/files/8qqYUwwzHUxzVkH1jsKAErrx2dE4q0ws.pdf, free.
5. Yan W., Zhang M., 'Experience and Enlightenment from American Universities in Training Talents for International Organizations-Based on the Analysis of the Master Courses in International Relations of 10 American Universities', International and Comparative Education, 10, 48-50 (2016).
6. University College London: POLS0026: International Organisation. - Access mode: https://rl.talis.com/3/ucl/lists/7764EDE7-55A3-301B-20D4-C261562C562D.html?lang=zh-CN&login=1, free.
133
7. University College London: PUBL0042: International Organisation: Theory and Practice. - Access mode: https://rl.talis.com/3/ucl/lists/FDE5AAB4-6825-76E5-AACD-907A7313293E.html?lang=zh-CN, free.
8. Turin School of Development. - Access mode: https://www.itcilo.org/turin-school-of-development , free.
9. Beijing Foreign Studies University. The 40th Anniversary Celebration of the United Nations Translator Training Programme (Department), Graduate School of Translation and Interpretation of Beijing Foreign Studies University was held (2019). - Access mode: https://www.sohu.com/a7348587751_507486 , free.
10. Beijing Foreign Studies University. Beijing Foreign Studies University Actively Promotes the Training of Talents for International Organizations. - Access mode:
https://www.moe.gov.cn/jyb_xwfb/s6192/s133/s141/201804t20180412_332964.html , free.
11. Shanghai International Studies University. Characteristics and Effectiveness of Multilingual Talent Cultivation for International Organizations. Access mode: https://www.sohu.com/a/329839178_764630 , free.
12. University of International Business and Economics. Talent Cultivation and Promotion in International Organizations - Practical Explorations at the University of International Business and Economics. -Access mode: http://www.mohrss.gov.cn/SYrlzyhshbzb/rdzt/gjzzrcfw/rz/student_f/201705/ t20170516_270898.html , free.
13. Jilin University. Jilin University International Organization Talent Cultivation Work Program, No. 483 (2019).
14. Lin L., Research on the Cultivation Path of Chinese and Foreign Cooperative Universities under The Perspective of "Three-Wide Education", Think Tank Era, 23, 120 (2019).
15. School of International and Public Affairs, Jilin University., J International Organizations and Global Governance Training Programme of Jilin University was Successfully Launched (2021). - Access mode: http://sipa.jlu.edu.cn/info/1045/5033.htm, free.
16. Guo J., Study on Training and Sending Employees to International Organizations in UK Universities, International and Comparative Education, 2, 12-19 (2019).
17. Wang Y., The Characteristics of "Three-Wide Education" in High-Level Education and its Implementation Path, Ideological & Theoretical Education, 9, 106 (2019).
ИССЛЕДОВАНИЕ МОДЕЛИ ПОДГОТОВКИ КАДРОВ МЕЖДУНАРОДНЫХ ОРГАНИЗАЦИЙ В УНИВЕРСИТЕТАХ
Ли Мэнлун1, Юань Мэн2
1Институт публичной дипломатии, Цзилиньский университет, Чанчунь, Китай 2Школа славянских и восточноевропейских исследований, Университетский колледж Лондона, Лондон, Великобритания E-mail: limenglong@jlu.edu.cn1, zczlmy2@ucl.ac.uk2
С появлением в последние годы стран с формирующимся рынком и развивающихся стран во всем мире первоначально сформировалась модель диверсификации центров экономического роста, в мировой процесс многополярности была добавлена новая динамика. Группа стран с формирующимся рынком и развивающихся стран с быстрым экономическим ростом и высоким потенциалом развития привлекает все большее внимание во всем мире. Сила развивающихся стран в целом растет, что делает глобальное развитие более всеобъемлющим и сбалансированным, а фундамент мира во всем мире - более прочным и стабильным. По мере того как всеобъемлющая мощь развивающихся стран, представленных Китаем, значительно возросла, эти развивающиеся страны, пришедшие с опозданием, все чаще играют жизненно важную роль в международном обществе. Однако участие этих стран, присоединившихся с
134
опозданием, в международных организациях все еще было крайне недостаточным по сравнению с западными странами, такими как Соединенное Королевство и Соединенные Штаты, что серьезно ограничивало их международный дискурс. Университеты являются важными платформами для развития талантов для международных организаций. В последнее время ряд китайских университетов активизировали свои усилия по развитию талантов для международных организаций, но эти существующие модели развития все еще имеют ограничения. Поэтому в этой статье будет обсуждаться, как китайские университеты должны оптимизировать процесс подготовки талантов международных организаций и развивать более выдающиеся таланты международных организаций. В результате серии сравнительных анализов будут сделаны следующие выводы: Для достижения своих целей китайские университеты должны уделять особое внимание развитию междисциплинарных талантов высокого уровня и предоставлять студентам больше практических возможностей в международных организациях, сочетать передовой опыт развития талантов в международных организациях из развитых стран с локализацией, интегрировать образовательные ресурсы, использовать знания о международных организациях в государственных факультативных курсах и специализированных курсах. Между тем, предполагается, что они также должны в значительной степени способствовать улучшению всесторонних знаний иностранных языков студентов и расширению возможностей для студентов посещать международные организации для обмена, стажировки или работы.
Ключевые слова: развитие талантов для международных организаций, университетов; междисциплинарные таланты, глобальное управление.
135
