Wednesday, 31 December 2014

Story of a Kiwi student - China Trip Opens Up Mind and Career Path

OPENING HIS MIND: Originally from Timaru, Sam Brosnahan is studying in Shanghai, on a Prime Minister’s scholarship.

China is far more relevant to New Zealand than he imagined, former Timaru resident Sam Brosnahan is learning.

Brosnahan, the head boy of Mountainview High School in 2012, is on an exchange for one semester (August to next month) at the Shanghai University of Finance and Economics, through a Prime Minister's Scholarship for Asia.

"China is a country where I never would've considered studying just a couple of years ago. I knew it was pretty important for us Kiwis, being dairy mad but I guess I never fully appreciated China's culture and its significance for us as a nation. All that's changed now."

Since arriving in Shanghai, Brosnahan has had a chance to learn a thing or two.

"The world doesn't revolve around English the way it does back home. The differences in culture are also striking: the food, language, people, air quality and the driving habits. If you've never been to Shanghai before, in summary, you should.

"This time last year, I truly thought this whole experience was simply going to be for me to improve my Mandarin. And, although my conversational Chinese has definitely been on the up, first and foremost this exchange has given me a glimpse into the way China lives, works and breathes.

"I've learned that the opportunities China presents to us are endless."

Brosnahan is pursuing a bachelor of commerce majoring in international business at the University of Canterbury.

"Funnily enough, it wasn't my first-choice major at university but, as I got more into my study of different subject areas, I knew this was the path for me. I found an area I could be excited about and motivated for.

"Knowing that the world is becoming more international and that this subject could be very relevant going into the future, was the reason I decided to take IB."

His tip for success for young people is to find opportunities, then take them.

"Don't just sit back waiting for things to happen. My dream job would be working for a multinational organisation of some kind, based in either Shanghai or Singapore, where I'd have the opportunity to use either my Chinese or Spanish on a daily basis. After that I'd love to return to New Zealand and be the mayor of Timaru!"

- The Timaru Herald

China, NZ Sign Qualification and VET Agreements

The governments of New Zealand and China aim to broaden qualification recognition and VET collaborations after signing two agreements that they say will also enhance student mobility between the two countries.

During Chinese President Xi Jinping’s visit to New Zealand, the Arrangement on Mutual Recognition of Academic Qualifications in Higher Education was updated and re-signed to take into account changes to the New Zealand Qualifications Framework over the last 12 years.

It adds new qualifications to the list of those recognised by each country, including two and three year diplomas from New Zealand.

Tertiary Education, Skills and Employment Minister Steven Joyce said the deal will make it easier for New Zealand students to continue their studies in China, and vice versa.

The two countries also pledged to work together to increase further education cooperation including encouraging teacher and student exchange programmes, and increasing Chinese language learning in New Zealand.

Meanwhile, vocational education ties were deepened with the Arrangement to Operationalise the Vocational Education and Training Model Programme which agrees to more collaborative research projects, joint programmes (including the delivery of New Zealand qualifications in China), knowledge-sharing symposia, and education development opportunities.

The programme “will facilitate exchanges between educational institutions in New Zealand and China to develop initiatives that are beneficial for both countries,” Joyce said.

“We each recognise the significant contribution that education makes to the economic health of our nations, and the longer-term benefits that flow through the increased social and cultural understanding that follow,” he added.

Chinese international students contributed NZ$800m (US$618m) to New Zealand’s economy in 2012, up from $600m (US$463) in 2008.

Both agreements were signed during the eighth New Zealand-China Joint Working Group on Education and Training meeting, which coincided with Xi Jinping’s visit.

New Zealand's Secretary for Education Peter Hughes and China's Vice Minister of
Education Hao Ping shake hands on the signing of the agreement.

“This will increase New Zealand’s attractiveness as a study destination and expand opportunities for Kiwis looking to study in China”

During the meeting Universities New Zealand, representing the country’s eight universities, and the China Education Association for International Exchange (CEAIE) also renewed their Agreement on Cooperation, which will facilitate new bilateral collaboration opportunities including research partnerships, leadership development programmes and staff and student exchanges.

Source - The Pie News

Tuesday, 30 December 2014

Engineering in China - Another Milestone Achievement in Mega Engineering

Visitors stand on top of the Danjiangkou Dam in China's Hubei province on Nov. 2. The height of the dam was raised to increase the size of the Danjiangkou reservoir, which will provide water from central regions of China to Beijing. | AFP

Doubts as giant China project’s water reaches capital

by Tom Hancock 
BEIJING – A towering dam in central China holds back a vast expanse of water destined to travel over 1,000 km north to Beijing, but critics say it will only temporarily quench the city’s thirst.

China’s capital on Saturday received its first supplies from the South-North Water Diversion Project, one of the most ambitious engineering projects in Chinese history.

After decades of planning and at least $33 billion of investment, over 1 billion cu. meters of water are projected to flow to Beijing every year through more than 1,200 km of channels and pipes, equivalent to the distance from London to Madrid.

“Beijing is now formally receiving water” from the project, the city’s government said in a text message.

Another 8.5 billion cu. meters, equivalent to 3.4 million Olympic-size swimming pools, will reach provinces along the way, planners say.

The Chinese government says the project, which will ultimately have three routes and an estimated total cost of $81 billion, will solve a chronic shortage in northern cities.

Water availability per person in Beijing is on a par with Middle Eastern countries such as Israel, threatening China’s economic growth, the key source of support for the ruling Communist Party.

“This water needs to go to the north,” said a tour guide surnamed Chen, standing atop the 110-meter-high dam at the Danjiangkou reservoir in the central province of Hubei, at an altitude 120 meters higher than Beijing to allow water flow by pure gravity.

Among the engineering feats involved are a 7.2-km-long tunnel beneath the Yellow River, China’s second-biggest waterway, described in official reports as “the most enormous river crossing project in human history.”

To carry the flow over one river in Henan province, engineers built a 12 km aqueduct, the longest in the world.

But critics say that the project’s success is jeopardized by declining rainfall in southern China, and that it will only act as a temporary stopgap for the north’s insatiable demand.

Northern China supports nearly half the country’s population and economy alongside two-thirds of its arable land, but has just a fifth of the total national water supply, according to the World Bank.

Looking over the Yellow River in 1952, communist China’s founding father, Mao Zedong, is reported to have said: “The north of China needs water and the south has plenty. It would be fine to borrow some if possible.”

At a time when a single word from Mao could launch a project, studies were swiftly begun but technical concerns and lack of capital meant the idea was shelved until a revival by former President Jiang Zemin, whose government approved it in 2002.

Its construction has since taken on added urgency with water levels per person in Beijing falling to just 120 cu. meters, less than Algeria and roughly on par with Yemen, both desert countries.

The project’s eastern route, built along the 1,400-year-old Grand Canal, began transporting water from the Yangtze to Shandong province last year but has been dogged by pollution concerns, and some fear the same fate could befall the pricier central section.

State broadcaster CCTV reported last year that the Danjiangkou reservoir had become a “cesspool” due to rampant discharge of sewage into its tributaries, with human waste and animal corpses a common sight in one of them. Officials have reportedly closed thousands of factories upstream from Danjiangkou, and this year announced that the water was good enough to drink.

But years of declining rainfall in southern China means it now regularly sees droughts of its own, and analysts say the project will exacerbate those strains.

“The basic trend in the South is that rainfall decreases each year,” said Wu Xinmu of the Water Research Institute at Wuhan University.

Flow on lower sections of the rivers that feed the Danjiangkou reservoir will decline dramatically and the project will “threaten the local supply of drinking water and influence farming irrigation and industrial production” in parts of central China, researchers at the university wrote in a report.

The central route has forced the relocation of more than 330,000 people, according to state-run media.

But the 1.05 billion cu. meters it is intended to deliver to Beijing every year will be not be enough to end the city’s thirst.

As China’s cities become richer, water consumption by citizens has rocketed, and is set to grow further. The capital’s annual water use has reached 3.6 billion cu. meters, and with supplies at only about 2.1 billion cu. meters it already faces a 1.5 billion shortfall every year.

Environmentalists say water conservation is an urgent priority, and prices, currently well below global averages at around 4 yuan ($0.65) per cu. meter, need to rise.

A “supply-side approach” exemplified by the project “does not address the underlying causes of the region’s water stress,” said Britt Crow-Miller, assistant professor of geography at Portland State University, who has studied the project.

“China’s current development model is very short-sighted,” she added. “It’s about keeping things growing at all costs . . . and deferring the consequences as far into the future as possible.”

Source - The Japan Times

Related Engineering Articles:

1. China's Mega Projects - The Envy of The World
2. Super Engineering - Future Landscapes in China Set to Take Center Stage
3. Engineering in China - China's State of The Art Engineering Goes Global
4. China Engineering - You may fly on a Made-in-China aircraft sooner than you think
5. Engineering in China - China Competes with World's Renowned Leaders in High Speed Rail
6. China Water Diversion Starts to Flow
7. World's Largest River Diversion Project Now Pipes Water to Beijing 

Thursday, 11 December 2014

Luojia Autumn International Cultural Festival held at Wuhan University

Author:Yinglun Liu  Date:2014-11-28  Clicks:104

From Nov. 22nd to Nov. 23rd,the 10th Luojia Autumn International Cultural Festival was held in Meiyuan, Wuhan University. This year’s theme was “Diversity and Harmony, Interaction and Integration”. International students from 44 countries and regions put up booths to exhibit and sell traditional food and crafts endemic to their own cultures.

For the first time in the event’s history, this year it took place in Meiyuan instead of the Guiyuan Playground. Despite the narrow space, all participants, both international students and visitors, enjoyed themselves in a festive atmosphere. Beside the traditional food, crafts and dances had been on display. The international students themselves were another point of attention, especially for the visitors keen on taking selfies with them (the international students were usually dressed in traditional costumes). Jim Hyun Hee, a Chinese major freshman, told our journalists that the traditional costume she was wearing was made for special or grand occasions like this cultural festival. The ladies in the Thailand booth were equally eye-catching. “This is the second time I participated in this event,” said Lin Zhihui, a junior at the School of Medicine, “all the accessories and domestic products in our booth were mailed from Thailand by my friends, and they are a huge hit!”

The event was highly welcomed by students of Wuhan University. Hu Ziru, a student of the School of Law came to this grand feast, and he told us: “The most interesting and meaningful part of the International Cutural Festivel is that it provides us WHUers with an opportunity to experience different cultures in different countries, as well as to enjoy their particular charm. Meanwhile, we are able to talk with people coming from various nations and ethnic groups and learn about their local customs, which is a good way to expand our awareness of cultures word-wide." Hu also mentioned: “It’s a pity it rained in the course of the activity, and another disadvantage was the site: too small to welcome so many visitors.”

This year celebrates the 10th anniversary of Wuhan University’s Autumn Cultural Festival. Founded in 2004, the event aimed at enhancing the mutual understanding between students coming from different cultural backgrounds, with the international students as the major body and international cultural exchange as the main theme. It has long become a distinctive brand in terms of campus activity in Wuhan University and an important event for international students. In 2009, it was appointed a major provincial level exchange program by the municipal government of Hubei.

Ladies in traditional costumes
An international student from Kazakhstan won the title of “best-looking male student”
The “Passport of the Autumn International Cultural Festival” was available for 10 RMB at the reception desk. The passport could be used to get stamps, or in some cases, nice words like “love you” or “thank you”, from each of the booths visited
Chocolate, candies, Vodka and Russian-style wine jar were available at the Russian booth
In the Chinese booth, one could have the Chinese characters “中国”written on their passport in Chinese calligraphy

nternational students from Cote d'Ivoire danced to the music played from Senegal’s traditional instrument, attracting a great number of visitors

One could have his or her hands tattooed using henna at the Malaysian booth
Source - Wuhan University

For more pictures of 2014 International Cultural Festival at Wuhan University, please click "here".

Friday, 5 December 2014

What's The Fuss About Studying Abroad?

By Wu YixueChina Daily/Asia News NetworkThursday, Nov 27, 2014

Some 80 per cent of China's rich have plans to send their children abroad for studies, the highest percentage in the world, says a recent Hurun report.

In contrast, less than 1 per cent of rich Japanese have such a plan, and the ratios in France and Germany are less than 5 per cent and about 10 per cent, says the report titled "China Overseas Study 2014".

The Hurun report says Chinese children sent overseas for studies tend to be younger than their counterparts from other countries.

The average age of children of multimillionaires sent abroad for studies is 18 years, and that of billionaires is 16.

The most preferred destinations of such students are the United States and the United Kingdom, which together attract more than 50 per cent of Chinese students.

They are followed by Australia, Canada, Switzerland, New Zealand, Singapore, France, Japan and Germany.

Since the samples on which the report is based are not clear, it cannot be said with certainty that it reflects reality.

Because of the many problems that have emerged in the process of China's economic development, from the damage to the environment to frequent food safety scandals, many apparently eye-catching, and even sensationalizing reports has been concocted seemingly to consolidate some people's belief that "the foreign moon is always more round than the Chinese one".

For example, from time to time surveys and studies have been highlighting how many rich Chinese people migrate to other countries every year or plan to do so.

With figures that fail to portray the full picture, some of them have created an impression that a majority of Chinese would choose to live abroad if they became rich.

Looking at the latest Hurun report, however, we should neither make a fuss over its so-called findings nor feel excessively concerned even if it reflects the real trend.

In this era of globalisation, it is only natural that an increasing number of Chinese would prefer to go abroad for higher studies, because apart from acquiring knowledge they can also widen their horizon of thinking.

The "go global" strategy of Chinese enterprises on the back of the country's fast economic growth has created opportunities for an increasing number of Chinese to work overseas, some of whose children have accompanied them.

This development too has contributed to an increase in the number of Chinese students studying overseas.

According to Ministry of Education data, the number of Chinese students who went abroad for studies last year was 413,900, a year-on-year increase of 3.58 per cent.

But the increase was less than the two-digit growth registered in the five previous years.

On the other hand, the number of foreign students coming to China for studies has been increasing over the years. In 2012, an increase of 35,719 foreign students came to China for studies, an increase of 12.21 per cent year-on-year. The total number of foreign students from about 200 countries and regions studying in China has reached 328,330 in 2012.

As economic and cultural exchanges become increasingly frequent throughout the world, the cross-border flow of students is expected to increase further.

It is the inevitable result of an open global economy and should be encouraged.

Nowadays, many employers regard overseas educational diplomas and wider knowledge of the world among job seekers as additional qualifications.

Given its rigorous examination-oriented model, China's education system has long been criticised by many experts. But that does not mean the education acquired in China is good for nothing.

In fact, the strict basic education Chinese students receive in the early years, such as basic math, is believed, even by foreigners, to lay a solid foundation for later education.

With the continuous rise in China's comprehensive national strength, we should view the increase in the number of Chinese students going abroad for studies with an open mind.

And we should have confidence in the foundations of our nation and appreciate the fact that it has been continually making efforts to improve the different facets of society.


China's Lesson: Why The West Was Wrong to Abandon 'Chalk and Talk' Teaching Methods

'Chalk and talk' teaching has been phased out in Western countries over the past 40 years. The success of Chinese pupils is forcing a rethink

Kevin Donnelly, The Washington Post
PUBLISHED : Saturday, 29 November, 2014

Schools in China favour a 'chalk and talk' approach. Photo: Xinhua
Seventy teachers from the United Kingdom were sent to Shanghai to study classroom methods to investigate why Chinese students perform so well. Upon their return, the teachers reported that much of China's success came from teaching methods that the West has been moving away from for the past 40 years.

China favours a "chalk and talk" approach, whereas countries such as the United Kingdom, United States, Australia and New Zealand have been moving away from this direct form of teaching to a more collaborative form of learning where students take greater control.

Given China's success in international tests, it seems the West has been misguided in abandoning the traditional, teacher-directed method, where the teacher spends more time standing at the front of the class, directing learning and controlling classroom activities.

Debates about direct instruction versus inquiry learning have been going on for many years. Traditionally, classrooms have been organised with children sitting in rows, with the teacher at the front of the room, directing, teaching and ensuring a disciplined classroom environment. This is known as direct instruction.

Beginning in the late 1960s and early 1970s, teachers began to experiment with more innovative and experimental styles of teaching. These included basing learning on children's interests, giving them more control over what happens in the classroom and getting rid of memorising times tables and doing mental arithmetic. This approach is known as inquiry or discovery learning.

Based on this recent study of classrooms in the UK and China and a recent UK report titled What makes great teaching?, there is evidence that these new-age education techniques, where teachers facilitate instead of teach and praise students on the basis that all must be winners, led to under-performance.

The UK report concludes that many of the approaches adopted in Australian education are counterproductive. "Enthusiasm for discovery learning is not supported by research evidence, which broadly favours direct instruction. Especially during the early primary school years in areas such as English and mathematics, teachers need to be explicit about what they teach and make better use of whole-class teaching," it says.

Many in Australian education believe children are only really learning when they are active. As a result, teachers are told it is wrong to sit children at their desks and ask them to listen to what is being taught.

Again, the evidence proves otherwise. The UK report suggests that even when sitting and listening, children are internalising what is being taught. Learning can occur whether they are "active" or "passive". Often derided as "drill and kill" or making children "parrot" what is being taught, memorisation and rote learning are in fact important classroom strategies, which all teachers should be familiar with, the UK report suggests.

The report says teachers need to "encourage re-reading and highlighting to memorise key ideas", while research in how children best learn concludes that some things, such as times tables and reciting rhymes, ballads and poems, must be memorised until they can be recalled automatically.

Trying to cater to everyone has no effect.

One of the education fads prevalent across classrooms in most of the English-speaking world, involves the concept that all children have different levels of intelligence and their own unique learning styles. For example, some children learn best by looking at pictures, by being physically active, by hands-on, tactile learning or by simply reading the printed page.

The UK report concludes such a teaching strategy is misplaced. "The psychological evidence is clear that there are no benefits for learning from trying to present information to learners in their preferred learning style," it says.

Instead of taking the time, energy and resources to customise what is being taught to the supposed individual learning styles of every child in the classroom, it is more effective to employ more explicit teaching strategies and to spend additional time monitoring and intervening. Lavish praise does no one any good.

One of the prevailing education orthodoxies for many years is that students must be continually praised and that there is no room for failure. The times when "4 out of 10" or an "E" meant fail are long gone. Supposedly, telling children they are not good enough hurts their self-esteem. The UK report says that, while praising students might appear affirming and positive, the wrong kinds of praise can be very harmful to learning.

Overly praising students, especially those who under-perform, is especially counter-productive. It conveys the message that teachers have low expectations and reinforces the belief that near enough is good enough, instead of aiming high and expecting strong results.

To argue that some teaching and learning strategies are ineffective does not mean that there is only one correct way to teach.

While research suggests that some practices are more effective than others, it also needs to be realised that teaching is a complex business. Teachers need various strategies. In the early years of primary school, children need to memorise things such as times tables and poems and ballads so that they can be recalled automatically.

Education is also about curiosity and innovation, and there will be other times when rote learning will be unsuitable.

For example, when students explore a topic that excites them and where they undertake their own research and analysis.

Depending on what is being taught, what has gone before and what is yet to come, whether students are well versed in a particular area of learning or are novices, and even the time of day, teachers must adapt their teaching to the situation and be flexible. The problem arises when teachers privilege one approach to the detriment of all others.

Kevin Donnelly is a senior research fellow at the School of Education at Australian Catholic University

This article appeared in the South China Morning Post print edition as China's lesson for the West

A day in the life of an SFU/CUC double MA graduate student in Beijing

By Diane Luckow     November 28, 2014

Graduate student Lyne Sitong Lin, who is studying at Beijing's Communication University of China in the second year of the SFU/CUC Double MA in Global Communication, spends an afternoon at Daguan Park in Kunming, China.
Born in China, Lyne Sitong Lin grew up in Poland and moved to Canada to attend university, graduating in 2013 with a bachelor of commerce (honours) from UBC.

For her graduate degree, however, she enrolled in the new Double MA in Global Communication offered jointly by Simon Fraser University and the Communication University of China in Beijing.

“I knew that having the SFU and CUC brand behind me would be beneficial,” says Lin, who foresees a career in public affairs. “Employers know graduates from these two schools have a different level of maturity.”

The program, which launched in fall 2013 with 10 students, is taught at both universities, with students spending the first year studying at SFU and the second at CUC.

Studying for one year in Beijing was another reason to enroll, admits Lin.

“I was thrilled at the idea of living in a vibrant metropolitan city known to fuse history and contemporary culture together,” she says.

The program combines core courses, electives, tailored colloquia series, research papers and field placements in both countries. Instruction is in English, but students must demonstrate a basic proficiency in Mandarin or complete a non-credit introductory course.

“In addition to core and elective courses, there are a series of professional development workshops,” says Lin. “For example, the former director of policy and strategic planning for UN Secretary-General Ban Ki-moon worked with the program cohort, teaching us how to write effective policy briefs.”

Students graduate with an MA from each university, and a minimum of 80 hours of communication-related work experience at a variety of government, industry or civil society organizations in both Canada and China.

Lin’s first field placement was with the Asia Pacific Foundation in Vancouver, where she developed a series of Asian media landscape briefs to enrich the staff’s knowledge about Asian media.

“I found out what it is like to work at a think tank, and I now have access to professional networks that will be crucial for my future career in the public affairs sector.”

Now in her second year in the program, Lin and her cohort are studying at CUC in Beijing.

Since Lin has always spoken Mandarin at home, she has no difficulty in communicating, and notes that other members of the cohort who had no previous skills in Mandarin are also doing well.

“Not only can they order foods and ask for directions with ease, they can also bargain fluently in Mandarin.”

Lyne Sitong Lin details a day at CUC in Beijing

6:50 a.m.
“I wake up, take a quick shower and then get on Skype to talk to my family back home in Vancouver, where it is 3:00 p.m. in the afternoon.

7:30 a.m.
I leave for class, stopping enroute at the school cafeteria to grab breakfast, which includes a fresh-made crepe and soy milk for only 10rmb, roughly $2 CAD.

8:00 a.m.
At CUC, morning classes start rather early. My first class is Asian Media Transition, which lasts for four hours, with breaks. The class is discussion-based. We exchange our ideas and opinions on the readings assigned for the day, and also give topical presentations, sharing our research findings.

11:50 a.m.
After class ends, I head with my classmates for lunch at the campus cafeteria. There is a wide selection of food, ranging from Korean bibimbap and Turkish kebab to Szechuan hotpot, Indian curry, or burgers and fries. The meals are all subsidized, thus very affordable.

2:00 p.m.
After a short nap, I head to the school library at the center of campus to work on my research paper. The library has a huge collection of Chinese publications.

4:00 p.m.
My classmates and I reconvene at the school gym to play badminton with international students from other programs. Here we have met students from all over the world (Kazakhstan, Serbia, Pakistan, Croatia, etc.)

5:30 p.m.
Cafeterias typically start serving dinner around 5:00 p.m. and most of the food is sold out by 7:00 p.m., so I have learned to have early dinners. During dinner, one of my classmates recounts his adventures of having a suit tailor-made, while another talks about her encounters with Chinese square dance. Then we discuss our plans for the weekend, entertaining the possibility of going to the Imperial Palace and trying out the Uighur cuisine.

6:45 p.m.
My friends and I head to the delivery room just outside of the school’s west gate to pick up parcels we have ordered from Taobao (the Chinese equivalent of Amazon). Online shopping is extremely popular in China and you can find almost everything you need for very reasonable pricing.

7:30 p.m.
After a quick run to the campus convenience store for water and fruit, I’m back in the dorm, settling in to do my readings for Wednesday’s class.  Sometimes my Korean neighbour will visit. On other nights my friend and I attend free cultural events such as theatrical performances, concerts or Peking opera night, which is hosted by the school.

10:00 p.m.
I head to bed early because tomorrow we have a class trip to the head office of China Radio International. Field trips are one of the best aspects of studying at CUC.”

China Becomes Hub For European MBA Students And Schools

Written by Seb Murray | MBA China | Tuesday 25th November 2014 22:51:00 GMT

A growing number of European business leaders are leaving the Continent to take advantage of the buoyant economic growth in Asia and flood of investment leaving China. 

Jane Kwok’s daily commute into eastern Shanghai frames a rich picture of Chinese culture. Her business school, nestled in one of Asia’s financial hubs, is a long way from Kaupthing, the Icelandic bank she worked for as head of its UK legal department.

“For any MBA student, the choice of school is a very important investment,” says Jane, a former vice president at Commerzbank AG. This summer she moved to China’s third-largest city to begin an MBA at CEIBS. “Being able to work with Chinese students allows me to be part of the training ground of the future business leaders of China,” she says.

Jane, who has UK and Swiss passports, is one of a growing number of European business leaders who are leaving the Continent to take advantage of the buoyant economic growth in Asia and flood of investment leaving China.

The US, Europe and the UK have long been a choice destination for Chinese students, but the tables have begun to slowly turn. The cities of Shanghai, Beijing, Guangzhou and the region of Hong Kong are increasingly appealing to European managers by offering unique opportunities to benefit from China’s economic position.

The trail of money from Chinese investors into Europe has left in its wake opportunities for ambitious graduates to lead the growth of products and services into Asian markets.

Chinese business schools, which profited from the economic crisis in the Eurozone, say they have revived growth in international applications. Their charge into the international education market has seen them gain much ground in league tables. Six Chinese business schools are now in the FT’s 2014 global MBA rankings.

According to the Institute of International Education, China now attracts 8% of the 4.3 million globally mobile students and is closing the gap on the US, which has 11% of the global total.

The stirring MBA sectors in Shanghai and Beijing play into China’s vision of becoming a lead investor in European businesses, many in countries which it scoops up students from – Spain, Germany and Switzerland are the biggest feeders. “It provides me with a differing perspective – one that challenges the known western ways of conducting business,” says Jane.

For Maxence Faignart, the choice of China came naturally. “For my company, China was one of the biggest markets. We had continuously increased our presence in the country and most competitors in the industry were Chinese,” says Maxence, a Belgian project manager.

He moved to Shanghai to start an MBA in 2014 after a lengthy career at Alcatel-Lucent, the listed French telecoms group. The transition allowed him to begin to learn Mandarin, one of the many perks of studying in China. He says he is not here to stay: he feels he can better leverage his experience in Europe.

Maxence is not the only one to draw up plans of a return to the European member states. Foreign students in China believe they can export their knowledge of Asian markets back home, and act as a bridge between the flood of capital leaving China and the western businesses with global ambitions.

Chinese investment stock in the EU has surged to nearly €27 billion in 2012, from just over €6 billion in 2010, according to figures from Deutsche Bank.

Several European brands are gearing up for rapid expansion into China, including Hermès, the French luxury retail dynasty, and Italian automaker Fiat Chrysler.

Juan Gonzalez, a Spaniard who worked at German engineering group Robert Bosch, says that after working in Europe and the US, pursuing a business education in the west would have been less beneficial. “Moving to China and spending 18 months in an environment where most of the people are either Chinese or Asiatic… It was really moving out of my comfort zone,” says Juan, an MBA student at CEIBS in Shanghai.

Data from GMAC, administrators of the GMAT business school entrance exam, show that in the years since 2008, German, Spanish and Swiss citizens have sent more GMAT scores to China than some regions of North American and Europe.
Inseec Business School is part of a French education group based in the cities of Paris, Bordeaux, Lyon and Chambéry. Like many of its rivals, it is expanding into Shanghai to capitalize on China’s growing roster of business education programs. A deal struck with the Ministry of Culture of the Republic of China has allowed Inseec to develop closer ties with two leading Chinese universities.

A string of similar deals are set to pump even more European students into China's cities. London Business School, BI Norwegian Business School, Audencia Nantes of France and Spain's ESADE Business School are also forming joint programs with Chinese universities. 

For this year’s prospective applicants, China is potentially an even bigger focus. A survey of 5,604 MBA applicants by QS, the education research group, shows that China has climbed up the list of preferred study destinations, and now takes 7% of total market share. Other Asian destinations, including Singapore and India, have fallen in popularity, according to QS.

European students in China are able to benefit by showing employers a willingness to look outside of domestic markets. It helps them to stand out from the crowd.

The Emerging Markets Institute at INSEAD, a business school with a campus in Singapore, forecasts increased interest in hiring bilingual MBA graduates who can communicate in Chinese and adapt comfortably to firms with offices in both Europe and in China.

“A future where China will play a leading role, and where I expect to be a bridge between cultures – a unique profile that only CEIBS could prepare me for,” adds Juan.

Source - BusinessBecause

Thursday, 4 December 2014

Putting Chinese Doctors to The US Medical Test







More medical students and graduates are studying in China for American licensing exams to expand their skills and improve patient care. 

Zhuang Pinghui  PUBLISHED : Monday, 24 November, 2014

Baige Medical's Li Yang (right) prepares candidates for US medical licensing tests. Photo: Simon Song

It's a public holiday but surgeon Li Yang is surrounded by students at a university lecture theatre in Beijing as they cram for the tests that would allow them to practise medicine in the United States.

Cutting back on his clinic hours at a hospital, Li founded Baige Medical a few years ago to create one of a growing number of companies on the mainland that prepare medical students and doctors for the two-part professional exam.

On this morning, Li was briefing students before giving a lecture - one of 39 in the Baige programme - later in the day on digestive tract disorders.

Only in recent years have young doctors and medical students started studying for the US Medical Licensing Examination (USMLE) while still in China. The more well-trodden path has been to first apply for a job in the US and then prepare for the test there.

"[The candidates] are much younger than in my time," said Li, aged 37, who passed the exam on home turf in 2009.

Back then he and several other young doctors met regularly at restaurants to compare notes and discuss cases in mock tests. That planted the seed for the business.

"Two years later we had one passing the first test, and we knew we could use this way to help others," Li said.

After two of the group members passed the second step, Li thought he could make it easier for those who wanted to follow the same path.

Today, he frequently travels to medical schools across the country to promote the idea of preparing for the exams while still in medical school at home.

Li said Baige Medical had 16 employees and no one was doing the work just for the money, adding that the firm had turned down some job applicants who only wanted to be full-time lecturers at the school.

"For me it's a business with social implications. We want to train more top doctors with an international standard and vision," he said.

"We want to train more doctors with better qualifications, and we [want to] have more such doctors to work with patients."

China has its own set of medical exams that a person must pass before becoming a doctor, but the US tests are far more complex and require a greater knowledge of the field, doctors and other medical professionals say.

"The [US] exam is far more difficult," Li said. "The mainland exams are still all about rote learning from books and getting a passing [score] while the USMLE is about selecting the best."

Yang Mianhua, deputy dean of Shantou University Medical College, agreed that the local board exams had a lot of shortcomings.

"The USMLE requires a comprehensive understanding of the material and focuses more on clinical skills," Yang said.

The university started using the US test materials in its own classes several years ago as part of a project to improve medical education. It offered students with a good command of English the chance to be taught by foreign lecturers using overseas textbooks.

At first the tests were simply study tools but then some of the students sat the first of the US exams. In the initial year, all 11 of the students who sat step one passed. In the second year, 22 of the 23 candidates passed.

"Some 90 per cent of students passed the exam, which is very high," said Yang, adding that the school encourages students to take the exam not solely to become doctors in the US but also to see how much they have learned.

Wang Qun, a fourth-year student from Shanxi Medical University, said most Chinese students wanted to go abroad to practise medicine.

"I want to practise in the States because it is a purer place to practise medicine," Wang said.

For Luo Yiming, a 23-year-old Peking University medical student, preparing for the exam gave him more motivation to practise medicine. After spending 1,500 hours studying for and then passing the exams, Luo is giving lectures at Baige Medical to help other candidates succeed.

"The exam has a lot of questions about the doctor-patient relationship and ethics. I came to understand that being a doctor is about taking the ultimate care of another person," Luo said.

He said the biggest difference between being a doctor in the US and in China was the culture of medicine.

"The US pays more attention to how the patient feels and overall care. The situation in China is discouraging, [and] there are many details on which doctors can improve," Luo said.

Ann Law, medical project manager of Hongjing International Education, which also prepares people for the USMLE, echoed those thoughts.

"You are not just a doctor but need to handle relationships with an administration, nurse or [another] family doctor. You need to put yourself in a scenario and think of the best interests of the patient," she said.

"It requires a change of mentality to adjust to the cultural differences between China and the US."

Law said there were 170 medical schools on the mainland whose graduates were eligible to take the exam and 52 of the schools taught classes in both Chinese and English.

"Some local students are weak in English and we can help them. We are very optimistic about the market," she said.

Law also said there were many students from India and Pakistan in China, and a growing number from the US and Canada. As many as 60,000 overseas students were studying in Chinese medical schools.

About 90 per cent of students at Southern Medical University in Guangzhou, for example, were from India. Some of them would return home to practise medicine but some would go on to the United States.

This article appeared in the South China Morning Post print edition as Putting doctors to the U.S. test

BRICS and Emerging Economies University Rankings 2015

China expanded its dominance in tertiary education over other BRICS economies as two of its institutions topped a university rankings table for the second consecutive year.

Peking University retained its first place in the Times Higher Education BRICS and Emerging Economies Rankings next year, released early on Thursday. It received an overall score of 67.7 out of 100.

Its neighbouring institution in Beijing, Tsinghua University scored 67.2 to defend its second place.

This year saw China strengthen its supremacy over other emerging economies, with 27 institutions in the top 100, up from 23 last year when the study was inaugurated.
Below is the full 100 list.

BRICS & Emerging Economies Rankings 2015


1 Peking University China

2 Tsinghua University China

3 Middle East Technical University Turkey

4 University of Cape Town South Africa

5 Lomonosov Moscow State University Russian Federation

6 National Taiwan University Taiwan

Boğaziçi University

8 Istanbul Technical University Turkey

9 Fudan University China

10 University of São Paulo Brazil

11 National Chiao Tung University Taiwan

11 University of Science and Technology of China China

13 National Research Nuclear University MEPhI Russian Federation

14 University of Witwatersrand South Africa

Sabanci University

16 Shanghai Jiao Tong University China

17 Stellenbosch University South Africa

18 National Tsing Hua University Taiwan

Bilkent University

20 National Cheng Kung University Taiwan

21 Zhejiang University China

22 Nanjing University China

National Taiwan University of Science and Technology

24 Sun Yat-sen University China

25 Indian Institute of Science India

26 Wuhan University China

27 State University of Campinas Brazil

28 University of the Andes Colombia

29 Renmin University of China China

Koç University

31 Charles University in Prague Czech Republic

32 Harbin Institute of Technology China

33 Federico Santa María Technical University Chile

34 Novosibirsk State University Russian Federation

35 National Central University Taiwan

35 Tianjin University China

37 Indian Institute of Technology, Bombay India

38 Indian Institute of Technology, Roorkee India

39 Panjab University India

40 National Taiwan Normal University Taiwan

41 National Sun Yat-Sen University Taiwan

42 Dalian University of Technology China

43 Indian Institute of Technology, Kharagpur India

44 China Medical University, Taiwan Taiwan

44 Indian Institute of Technology, Madras India

46 University of Warsaw Poland

University of KwaZulu-Natal
South Africa

48 National Autonomous University of Mexico Mexico

49 King Mongkut's University of Technology, Thonburi Thailand

50 University of Marrakech Cadi Ayyad Morocco

51 Istanbul University Turkey

52 Pontifical Catholic University of Chile Chile

53 Wuhan University of Technology China

54 Tongji University China

55 Semmelweis University Hungary

56 Indian Institute of Technology, Delhi India

56 Xi'an Jiaotong University China

58 Jagiellonian University Poland

59 Masaryk University Czech Republic
60 East China Normal University China

61 Federal University of Rio de Janeiro Brazil

62 Huazhong University of Science and Technology China

63 Mahidol University Thailand

64 Saint Petersburg State University Russian Federation

64 East China University of Science and Technology China

66 National Taipei University of Technology Taiwan

67 University of Debrecen Hungary

68 Hunan University China

69 Moscow Institute of Physics and Technology Russian Federation

70 Ufa State Aviation Technical University Russian Federation

71 Jawaharlal Nehru University India

71 United Arab Emirates University United Arab Emirates

71 Monterrey Institute of Technology and Higher Education Mexico

74 Indian Institute of Technology, Kanpur India

75 Taipei Medical University Taiwan

76 Beijing Institute of Technology China

77 University of Pretoria South Africa

78 Aligarh Muslim University India

79 Sichuan University China

80 China Agricultural University China

80 National Yang-Ming University Taiwan

82 Hacettepe University Turkey

83 Chung Yuan Christian University Taiwan

84 American University of Sharjah United Arab Emirates

84 National Taiwan Ocean University Taiwan

86 Asia University, Taiwan Taiwan

87 National Chung Hsing University Taiwan

88 Chang Gung University Taiwan

89 Yuan Ze University Taiwan

90 Bauman Moscow State Technical University Russian Federation

90 Chulalongkorn University Thailand

90 Northwestern Polytechnical University China

93 Universiti Teknologi Malaysia Malaysia

94 Shanghai University China

95 National University of Sciences and Technology Pakistan

95 Jilin University China

97 UNESP - Universidade Estadual Paulista Brazil

98 Indian Institute of Technology, Guwahati India

98 Xidian University China

100 National Chung Cheng University Taiwan

Source - Times Higher Education

Summary for Number of University by Country:

1. China - 27
2. Taiwan - 19
3. India - 11
4. Turkey - 8
5. Russia - 7
6. South Africa - 5
7. Brazil - 4
8. Thailand - 3
9. Chile - 2
10. Czech Republic - 2
11. Hungary - 2
12. Mexico - 2
13. Poland - 2
14. United Arab Emirates - 2
15. Colombia -1
16. Malaysia - 1
17. Morocco - 1
18. Pakistan - 1

Quick Access Link:

Study in China - All you need to know about further education in China