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

In what The Wall road magazine calls "the first accomplished 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. seeing that 1978. This e-book not just offers quantitative facts on their fields of analysis, size of remain, and monetary assets, but in addition discusses such qualitative concerns because the difficulties scholars and students have encountered in undertaking their paintings, the adequacy in their education, the "reabsorption" procedure that scholars and students from China face upon their go back domestic, and the effect of the alternate approach on fields of analysis in either nations.

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

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Rene Goldman, “The Experience of Foreign Students in China,” in Fraser, Governmental Policy and International Education, p. 135. 25. Chen, “Governmental Control of International Education,” pp. 115–116. 26. Ibid. 27. Goldman, “Foreign Students in China,” p. 136. 28. , pp. 138–139; and Chen, “Governmental Control of International Education,” pp. 117–118. 29. Daniel Southerland, “Exchange Program Ends: First Soviet Students in Peking Since '60s Trash Dorms, Abandon Studies,” The Washington Post, Aug.

In late 1978, with only the slightest preparation for their experience in America. They had a difficult time. By the 1984–1985 academic year, the number of Chinese students and scholars in the United States had grown to about 14,000,1 and, for the most part, they were doing very well. This rapid growth in the number of Chinese students and scholars in the United States is likely to continue in the immediate future; if it does, China may have more students and scholars in America by the early 1990s than any other country has.

America's continued pursuit of its own short-term interests, as well as Chinese responsiveness, is a precondition for achieving the long-term objectives that are the principal raison d'être of the relationship for both countries. Likewise, Americans must be responsive to Chinese needs and desires. Any assessment of American or Chinese interests in academic exchange must rest on a thorough analysis of both the scope of the relationship and its impacts to date. -China Educational Exchanges, 1978–1984 THE SINO-AMERICAN ACADEMIC RELATIONSHIP: IMAGES AND INTERESTS 13 ing, sociological attributes, and length of stay.

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