Institutional responses to influx of international students in Yunnan’s higher education sector: An organizational learning perspective

• In Event: Navigating Cross-Border Higher Education: Student Perspectives

Proposal

Introduction

Over the past decade, China has shifted from being primarily a sender of international students to a significant destination, largely due to national initiatives like the Belt and Road Initiative (BRI) launched in 2013 (Fang, 2016; Wen, 2018; Yue et al., 2024). Yunnan Province, bordering Vietnam, Laos, and Myanmar, has become a critical gateway for students from ASEAN and South Asia—regions that together account for half of BRI international students in China (Yuan & Gao, 2020). Yunnan’s multicultural environment, with 26 ethnic groups, and its strategic location have positioned it as an educational hub in the Lancang-Mekong region, promoting cross-border higher education cooperation (Zhang, 2016). From 2010 to 2018, the number of incoming international students in Yunnan tripled, making it one of China’s top host provinces (Yun & Zhu, 2017; Yun et al., 2021). Additionally, local initiatives, such as the “borderland university” concept, emphasize HEIs’ crucial role in connecting with neighboring countries and support their efforts to attract and accommodate international students (Diao et al., 2021; Welch, 2018). This aligns with broader provincial and national strategies to foster educational and cultural ties across borders. This study aims to explore how Yunnan HEIs are dealing with the influx of international students. Specifically, this study addresses the following two research questions:

• How do relevant administrators and faculty members at selected universities in Yunnan perceive the challenges posed by the increasing number of international students?
• How do selected universities in Yunnan respond to the influx of international students, given the policy context?

In terms of the significance of this study, the findings can demonstrate the insider perspectives on the contextualized challenges to Yunnan HEIs brought by the influx of international students and how these institutions’ responses shape their framework and influence the overall quality of higher education in Yunnan. Furthermore, this research aims to provide insights into Chinese HEIs in their interactions with the global trends of student mobility and centralized policy contexts like the BRI.

Research Design

In this study, eight universities eligible for the Chinese Government Scholarship and Honghe University, which proposed the concept of a “borderland university,” were selected based on their abilities and commitments to receive international students in accordance with grand strategies at the national and provincial level. In this qualitative study, document analysis and in-depth semi-structured interviews were used to collect data to address two research questions. Specifically, seven participants (five administrators responsible for international student affairs and two faculty members) from six selected universities took part in the interivews.

In data analysis, following the analytical framework, the coding process focused on understanding interview participants’ perceptions of the challenges involved in managing international students and how their institutions responded. More specifically, the organization learning process was given particular attention during data analysis. To better address the second research question about institutional responses to these perceived challenges, official documents and materials were analyzed to highlight institutional policies and practices related to international student affairs.

Research Findings

Yunnan universities face notable challenges in managing the rising number of international students due to national policy directives. Key issues include a mismatch between policy objectives and institutional capacity, compounded by the historically low level of internationalization in Yunnan HEIs (Yun et al., 2021). Senior management often lacks international perspectives, and faculty may be reluctant to engage with international students (Meng, 2020; Yun et al., 2021). Limited funding, particularly outside Kunming, the provincial capital, exacerbates these difficulties. Furthermore, attempts at convergent management are hindered by a paternalistic approach rooted in Chinese higher education culture (Wu et al., 2013), creating tensions between service and management orientations (Liu & Liu, 2020). If such paternalistic practices persist, Yunnan institutions must reconsider the suitability of convergent management models for international students, as these barriers continue to impede effective integration and support within higher education.

Consequently, these institutions have made substantial efforts to capitalize on opportunities and tackle challenges (Yun et al., 2021). The specific practices of selected universities and the number of international students they accommodate vary based on the university’s conditions. In essence, significant changes have been observed in the practices of Yunnan universities. These changes include a shift from offering only non-degree programs to a combination of non-degree and degree programs, from simply increasing the number of international students to maintaining a moderate size to improve quality and efficiency, and from a centralized one-unit management model to a decentralized model (Wang et al., 2023). Additionally, Yunnan universities are still experimenting with ways to manage international students in a convergent manner that treats them similarly to Chinese students.

In terms of organizational learning, Yunnan universities are currently undergoing a learning process to address the challenges posed by the growing number of international students. Following Argyris and Schön’s (1978) single- and double-loop theory in organizational learning, most universities are employing the single-loop approach to directly deal with the issues arising from the increased administrative workload. For example, they are adjusting their organizational structures to manage international students, with some universities adopting a decentralized approach and others choosing a centralized approach. However, some interviewees have raised concerns about the authoritarian management style in Chinese HEIs and academic programs, which they see as a significant barrier to achieving the objectives of attracting and retaining international students (Liu & Liu, 2020). This has prompted a double-loop learning process, which involves questioning the relationship between national strategic objectives and the specific context of higher education. Additionally, universities and staff members responsible for international student affairs can learn from each other’s practices through formal events such as conferences and professional development programs, as well as informal channels like personal networks. In this way, Yunnan universities can enhance their knowledge of managing international students by learning from other institutions (Huber, 1991). Moreover, the social networks of responsible staff members also play a crucial role during this learning process (Zhao & Anand, 2013).

Author

• Weiyan Xiong, Education University of Hong Kong