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ISSN 2687-0770 ИЗВЕСТИЯ ВУЗОВ. СЕВЕРО-КАВКАЗСКИЙ РЕГИОН. ОБЩЕСТВЕННЫЕ НАУКИ._2020. № 1
ISSN 2687-0770 BULLETIN OF HIGHER EDUCATIONAL INSTITUTIONS. NORTH CAUCASUS REGION. SOCIAL SCIENCE. 2020. No. 1
УДК 339.13.017: 338.46:37 DOI 10.18522/2687-0770-2020-1-89-94
FACTORS INFLUENCING CHINESE STUDENT PREFERENCE BIAS TOWARDS RUSSIAN REGIONAL UNIVERSITIES
© 2020 Zhidong Huang а
а Southern Federal University, Rostov-on-Don, Russia
ФАКТОРЫ, ВЛИЯЮЩИЕ НА СМЕЩЕНИЕ ПРЕДПОЧТЕНИЙ КИТАЙСКИХ СТУДЕНТОВ В НАПРАВЛЕНИИ РОССИЙСКИХ РЕГИОНАЛЬНЫХ УНИВЕРСИТЕТОВ
Чжидун Хуан a
аЮжный федеральный университет, Ростов-на-Дону, Россия
Zhidong Huang -Postgraduate,
Department of World Economy and International Relations, Southern Federal University, Gorkogo St., 88, Rostov-on-Don, 344002, Russia. E-mail: chuan@sfedu.ru
Хуан Чжидун -аспирант,
кафедра мировой экономики и международных отношений, Южный федеральный университет, ул. Горького, 88, г. Ростов-на-Дону, 344002, Россия. E-mail: chuan@sfedu.ru
Chinese-Russian higher education cooperation has increased rapidly, the governments of China and Russia have got the consensus that the total quantity of international students will be increased to one hundred thousand by 2020. The purpose of this article is to present the results of a study of the views of Chinese students studying at Southern Federal University who evaluate the factors at regional university study. Based on the obtained data, the significance of the selected research factors was evaluated in determining their ability to study at foreign regional universities.
Keywords: Chinese-Russian higher education cooperation, priority to diversity, regional universities.
Китайско-российское сотрудничество в сфере высшего образования стремительно расширяется. Правительства Китая и России решили, что общее число обменов иностранными студентами к 2020 г. увеличится до ста тысяч человек. Цель данной статьи - представление результатов исследования мнения китайских студентов, обучающихся в Южном федеральном университете, которые оценивают факторы обучения в региональном университете. На основании полученных данных оценена значимость выбранных факторов исследования при определении их способности учиться в зарубежных региональных университетах.
Ключевые слова: китайско-российское сотрудничество в сфере высшего образования, приоритет разнообразия, региональные университеты.
Introduction
Globalization provides more opportunities to young students to get education abroad. Global international education market expanded double in the past two decades. In 2017 international students totaled roughly five million, and 296,178 thousand international students studied in Russia accounting for 6 % globally.
International student mobility is changing the global higher education landscape. Considering rapidly increased international student market, in order to attract more international students, Russian
government has initiated ambitious strategies to revitalize higher education.
In conformity with international standards, Russian higher education has undergone a significant transition. In 2003, the Russian government decided to align Russia with the European "Bologna process" [1]. In 2009, the Russian Ministry of Education and Science has released the policy of federal education service export [2]. It pointed out that one of the purposes of Russian education globalization was to improve the position of federal education service export. The goal was to take 7 % of international student market share globally by 2020.
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In 2013, the Russian Ministry of Education and Science announced a revolutionary project, entitled "5-100" contest that implies the state support to the leading Russian universities. The purpose of this project is that no less than 5 Russian universities are to enter the top-100 of the world university rankings by 2020 [3]. As a host country, Russia anticipates the quantity of international students studying in Russia will reach 425,000 by 2024.
With the rapidly development, more and more Russian regional universities have taken part in international education. Consequently, international student market has been subdivided which is a trend from priority to diversity. Two decades ago, Chinese students took priority to study at universities located in Moscow or St. Petersburg, nowadays more than three hundred thousand Chinese students study in five hundred institutions located in eighty-five cities of Russia [4].
The trend from priority to diversity will make a great influence on the globalization of higher education. Meanwhile, competition in international student market has become increasingly fierce. For Russian "5-100" project, only 6 of 21 leading universities are located in Moscow. For regional institutions, attracting foreign students will enhance the academic influence in the world [5].
The issue how to get more international student market share from the trend of diversity, especially for those regional universities, is a vital factor to expand the scope of academic influence globally. A large number of regionally competing institutions has offered extensive courses in unique learning experiences as a means to capture the biggest market share [6].
In regard to regional universities, what determine the preference bias of international students from China when they choose a regional university as their destination?
Methodology and Sample
Sociological research on this issue is implemented by questionnaires among eighty-five Chinese students studying at the Southern Federal University of Russia. The aim of this survey is to identify the key information about preference bias of international students when they choose a regional university as study destination abroad, and to present constructive advice to the Russian regional institutions for the policy-making of higher educational globalization.
The sample is comprised of twenty-three questionnaires about their personal information and consideration when they choose a regional university as their destination, which makes it possible to trace certain preference bias of international students for studying abroad at a regional university in Russia.
Topics of the survey
Questionnaires are divided into several topics, such as personal information, courses and infrastructure satisfaction, preference bias for choosing a regional university of Russia.
The research is based on these topics, giving emphasize to personal alternative which indicates personal preference bias. Some questionnaires represent subjective indicators about the relation between the personal information and their preference bias when Chinese students determine to choose a regional university of Russia.
Participants
In order to compare the results of the survey, different participants have been chosen as far as possible: undergraduate, graduate, postgraduate. There are eighty-five international students from China participating the survey, all of them are studying at Southern Federal University, Rostov-on-Don, Russia.
Response and representativeness
Considering the background of participants and dimensions of the questionnaires, we insist that the participation in the survey is anonymous and voluntary. The questions should be completed, and eighty-five completed responses have been taken back.
Analysis and discussion
According to the statistic, table 1 shows that forty-two male and forty-three female students have taken part in the survey which making up 49.4 % and 50.6 % respectively.
Table 2 reveals that 70.5 % international students are aged from 18 to 25 years old, 11.8 % from 25 to 30, and 16.5 % are above 30 years old.
Table 3 shows that 54.0 % of them are new comers, 7 % of respondents have been studying since last year.
ISSN 2687-0770 BULLETIN OF HIGHER EDUCATIONAL INSTITUTIONS. NORTH CAUCASUS REGION. SOCIAL SCIENCE. 2020. No. 1
Moreover, table 4 presents that 66 % have no working experience, and 34 % have it more or less.
Table 1
The gender of Chinese international students - research participants, % / Пол китайских иностранных студентов - участников _исследования, %_
Gender groups Percentage
Male 49.4
Female 50.6
Table 2
The age of Chinese international students -research participants, % / Возраст китайских
иностранных студентов - участников _исследования, %_
Age groups Percentage
Under 18 1.2
18-25 70.5
25-30 11.8
Above 30 16.5
Table 3
The year of study Chinese international students - research participants, % / Год обучения китайских студентов - участников _исследования, %_
Year of study groups Percentage
The first year 54.0
Middle period 39.0
The last year 7.0
Table 4
Working experience before study in Russia, % / Опыт работы до учебы _в России, %_
Working experience groups Percentage
No experience 66.0
1-2 years 12.9
3-5 years 8.2
More than 5 years 12.9
It can be seen from table 5, for Chinese international students 49.3 % are studying for their Bachelor degree, 28.3 % for Master degree and 20,0 % for Doctorate degree.
Table 6 indicates that 18.9 % of Chinese international students chose humanities such as Language, Philosophy, History, Education; 28.2 % are in Economics, Management and Law; and 18.9 %
are in the field of art and design. The result is in conformity with the survey from Lomonosov Moscow State University which indicated that most of students from foreign countries chose economics and management and humanities [5].
Table 7 presents that Henan province and Shandong province are the major origin of international students from China, accounting for 56.5 % and 21.2 % respectively.
Table 5
The degree, diploma, or certificate of studying in Russia / Степень, диплом или сертификат об обучении в России
Degree Percentage
Bachelor 49.3
Master 28.3
Doctorate 20.0
Others 2.4
Table 6
Direction (Major) of studying in Russia / Направление (специальность) обучения в России
Table 7
Chinese students regions (Province) come from / Китайские регионы (провинции), из которых приезжают студенты
Province Percentage
Hebei 5.9
Shandong 21.2
Heilongjiang 5.9
Henan 56.5
Sichuan 7.0
Shanxi 3.5
Other provinces 0
Major Percentage
Language/ Philosophy/ History/ 18.9
Education
Biology/Physics/Chemistry 3.5
Arts/Music/Dance/Design 18.9
Political science/ Sociology/ Psy- 2.4
chology/ Anthropology
Mathematics/Actuarial Science/ 3.5
Statistics
Communication/Journalism/Media 5.8
Studies
Engineering/Architecture/Agriculture 7.0
Computer Science/Information 2.4
Technology
Economics/Management/Law 28.2
Business 3.5
Others 3.5
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Table 8 shows that 96.5 % of students graduated from Chinese regional schools or universities and only 3.5 % of students are from capital schools or universities before they entered the Southern Federal University. The most significant indicator is that Russian regional universities are most likely to be applied for those international students graduated from regional schools or universities.
Table 9 reveals that 82.0 % international students from China made a decision to study in Russia by themselves, and 15.5 % by their parents or relatives.
Table 8
A regional or capital school that international students come from / Региональная или столичная школа, из которой приезжают
School location Percentage
Capital school 3.5
Regional school 96.5
Table 9
Decision makers for international students came to Russia / Лица, ответственные
Decision makers Percentage
Myself 82.0
My parents 13.0
My relatives 2.5
Others 2.5
Table 10 is a multiple-choice question; Chinese international students are required to choose three most important reasons to study in Russia. It can be seen from the survey, the cost of studying in Russia, ease of getting a Russian study permission and opportunities for a better job after graduation are the most important reasons for Chinese students to choose Russia as the host country to study abroad.
Table 11 is another multiple-choice question about the factors that Chinese international students take into consideration when they choose a Russian regional university, 55.3 % of international students refer to the world university rankings of the regional university for their decision, 27.1 % to the quality of teachers or tutors. For international students, to get better education is the most important factor to make the decision to study abroad in Russian regional institutions.
Table 12 shows the motivation for study in Russia. 30.6 % of Chinese international students are motivated by getting better education, 20 % want to get a better job after graduation, 31.8 % hope to
widen their horizon and only 7.1 % expect to experience different culture.
Table 10
The important reasons for you to study in
Reasons Percentage
Russia's reputation as a safe country 10.5
The reputation of the education system in Russia 35.2
Availability of financial support in Russia 10.5
Ease of getting a Russian study permission 57.6
Opportunities for a better job after graduation 47.0
The cost of studying in Russia 58.8
Opportunities for permanent residence in Russia 0.0
A relative or friend is in Russia 7.0
Table 11 Factors (criterion) for selection a Russian regional university / Факторы (критерии) отбора российского регионального университета
Criterion Percentage
World university rankings of the regional university 55.3
Quality of teachers/tutors 27.1
Friends' opinion 22.3
Parents or relatives' opinion 27.1
Personal selection 11.7
Others 27.1
Table 12 The motivation for study in Russia / Мотивация к обучению в России
Criterion positions Percentage
To get better education 30.6
To get a better job after graduation 20.0
To widen horizon 31.8
To experience different culture 7.1
Others 10.5
Conclusion
With the expansion of higher education internationalization, more and more Russian regional insti-
ISSN 2687-0770 BULLETIN OF HIGHER EDUCATIONAL INSTITUTIONS. NORTH CAUCASUS REGION. SOCIAL SCIENCE. 2020. No. 1
tutions have taken part in international education. Simultaneously, as quantity of international students booming, demand for qualified international education has increased sharply. As a result, Russian international student market has been subdivided. The alternative from international students tends to diversity instead of priority.
From the survey analysis, the following preference bias are concluded from Chinese international students studying in Russia.
Firstly, the survey reveals that international students studying for their bachelor degree would prefer a regional university as a destination. Therefore, for Russian regional institutions, international students studying for bachelor degree are the vital component to enlarge the international student market share.
Secondly, those who had studied at a regional institution before they came to Russia are much more likely to accept a regional university as a studying destination. Obviously, for Russian regional institutions, it is a wise alternative to cooperate with Chinese regional institutions instead of capital institutions.
Thirdly, based on the result of the research, international students from Chinese undeveloped provinces, such as Henan province and Shandong province, are more likely to choose a regional university of Russia. Consequently, for Russian regional institutions, Chinese undeveloped provinces are the main potential resource of international students. Russian regional institutions should consider the factor fully when making policies to globalize regional institutions.
Fourthly, for Chinese students the factors dominating their decision to choose a Russian regional institution not only lie in the low cost studying in Russia and the ease of getting a Russian study permission, but also depend on the world university rankings of the regional university as well as the quality of the higher education. For most international students from China, they seek better education abroad and expect to get a better job. As a requirement, for Russian regional institutions, to enhance the reputation of the regional institutions and to improve the quality of higher education are the best way to attract more international students from China.
Internationalization processes are of key importance among the factors that determine the modern development of higher education system in the world [7]. Both Chinese and Russian governments have reached a consensus that the total quantity of international students from China and Russia study-
ing respectively in Russia and China will increase to 100,000 by 2020 as planned.
The analysis reveals a clear path for Russian regional institutions to globalize higher education. As the international student market developing from the trend of priority to diversity, to realize the globalization of higher education, it is vital to bring its superiority into full play for Russian regional universities. Meanwhile, to get more international students from China, their preference bias should be taken into consideration when regional institutions formulate policies of international student market.
References
1. Butterfield J., Levintova E. (2011). Academic freedom and international standards in higher education: Contestation in journalism and political science at Moscow State University. Communist and Post-Communist Studies, no. 44, pp. 329-341.
2. Concept for the Export of Educational Services of the Russian Federation (2009). Moscow, Ministry of Education and Science of the Russian Federation. (In Russian).
3. Sidorenko T., Gorbatova T. (2015). Efficiency of Russian education through the scale of World University Rankings. Procedía - Social and Behavioral Sciences, vol. 166, pp. 464-467.
4. China Daily (2019). June 3. Available at: http:// ru.people.com.cn/n1/2019/0604/c408039-31117973.html (accessed August 22, 2019).
5. Vershinina I., Kurbanov A., Panich N. (2016). Foreign students in the Soviet Union and Modern Russia: problems of adaptation and communication. Procedia -Social and Behavioral Sciences, vol. 236, pp. 295-300.
6. Curtis T., Abratt R., Minor W. (2009). Corporate brand management in higher education: the case of ERAU. J. Prod. Brand Manage, vol. 18 (6), pp. 404-413.
7. Stukalova I., Shishkin A., Stukalova A. (2015). Internationalization of higher education: a case of Russian universities. Economics and Sociology, vol. 8, no. 1, pp. 275-286. DOI: 10.14254/2071- 789X.2015/8-1/21.
Литература
1. Butterfield J., Levintova E. Academic freedom and international standards in higher education: Contestation in journalism and political science at Moscow State University // Communist and Post-Communist Studies. 2011. № 44. P. 329-341.
2. Концепция экспорта образовательных услуг Российской Федерации. М.: Министерство образования и науки Российской Федерации, 2009.
ISSN 2687-0770 BULLETIN OF HIGHER EDUCATIONAL INSTITUTIONS. NORTH CAUCASUS REGION. SOCIAL SCIENCE. 2020. No. 1
3. Sidorenko T., Gorbatova T. Efficiency of Russian education through the scale of World University Rankings // Procedia - Social and Behavioral Sciences. 2015. Vol. 166. P. 464-467.
4. China Daily. 2019. June 3. Available at: http:// ru.people.com. cn/n1/2019/0604/c40803 9-31117973. html (accessed August 22, 2019).
5. Vershinina I., Kurbanov A., Panich N. Foreign students in the Soviet Union and Modern Russia: problems of adaptation and communication // Procedia -
Social and Behavioral Sciences. 2016. Vol. 236. P. 295300.
6. Curtis T., Abratt R., Minor W. Corporate brand management in higher education: the case of ERAU // J. Prod. Brand Manage. 2009. Vol. 18 (6). P. 404-413.
7. Stukalova I., Shishkin A., Stukalova A. Internationalization of higher education: a case of Russian universities // Economics and Sociology. 2015. Vol. 8, № 1. P. 275-286. DOI: 10.14254/2071- 789X.2015/8-1/21.
Поступила в редакцию / Received 27 декабря 2019 г. / December 27, 2019
