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By The Committee on Scholarly Communication with the People's Republic of China

In what The Wall highway magazine calls "the first finished research of Sino-American academic exchanges", this quantity offers details at the numbers and attributes of yank and chinese language scholars and students who've moved among China and the U.S. due to the fact that 1978. This e-book not just provides quantitative facts on their fields of analysis, size of remain, and monetary assets, but additionally discusses such qualitative matters because the difficulties scholars and students have encountered in conducting their paintings, the adequacy in their instruction, the "reabsorption" strategy that scholars and students from China face upon their go back domestic, and the effect of the trade approach on fields of research in either nations.

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Extra resources for A Relationship Restored: Trends in U.S.-China Educational Exchanges, 1978-1984

Sample text

As with Chinese study in the USSR, considerable uncertainty surrounds the number of Soviet students and scholars who went to China during the 1950s. 23 Evidence points to relatively modest numbers of students. 27 The presence of Soviet and Eastern European students in China did cause some friction. Some of the problems arose in the late 1950s as China tried to carve out an independent domestic development and foreign policy line during the Great Leap Forward. Other frictions reflected China's longstanding system for dealing with foreigners, which isolated them from the Chinese.

This study now turns to the quantitative and qualitative manifestations of these changes in the realm of academic exchange. NOTES 1. “IIE Survey Reports 338,894 Foreign Students in 1984 Academic Year,” Institute of International Education (IIE) News Release, Sept. 5, 1984. 2. Revell, 1907), pp. , March 20, 1984), p. 7. 3. : Council on East Asian Studies, Harvard University, 1977), p. 18. -China Educational Exchanges, 1978–1984 THE CONTEXT FOR ACADEMIC EXCHANGE 28 4. Wang, Chinese Intellectuals and the West, 1872–1949 (Chapel Hill: University of North Carolina Press, 1966), pp.

China Educational Exchanges, 1978–1984 THE SINO-AMERICAN ACADEMIC RELATIONSHIP: IMAGES AND INTERESTS 13 ing, sociological attributes, and length of stay. But it then probes deeper by addressing the following questions: (1) What impact has the exchange process had on selected fields of study in both countries? (2) What problems have students and scholars from each society encountered in carrying out their work? (3) How easily have students and scholars from China been “reabsorbed” on returning to their homeland?

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