Colleges and universities in the United States are still a popular study destination for Chinese students, with around 277 thousand choosing to take courses there in the 2023/24 academic year. Although numbers were heavily affected by the coronavirus pandemic, China is still the leading source of international students in the U.S. education market, accounting for 24.6 percent of all incoming students. The education exodus Mathematics and computer science courses led the field in terms of what Chinese students were studying in the United States, followed by engineering and business & management programs. The vast majority of Chinese students were self-funded, wth the remainder receiving state-funding to complete their overseas studies. Tuition fees can run into the tens of thousands of U.S. dollars, as foreign students usually pay out-of-state tuition fees. What about the local situation? Although studying abroad attracts many Chinese students, the country itself boasts the largest state-run education system in the world. With modernization of the national tertiary education system being a top priority for the Chinese government, the country has seen a significant increase in the number of local universities over the last decade. Enrolments in these universities exceeded 37 million in 2023, and a record of more than ten million students graduated in the same year, indicating that China's education market is still expanding.

In the academic year of 2023/2024, about **** percent of Chinese students studying in the United States were enrolled in business and management programs. A further **** percent of Chinese students were enrolled in math/computer science programs, making it the most popular field of study for those studying in the United States.

The statistic shows the annual change in the number of Chinese students in the United States between academic year 2013/14 and 2023/24. In the school year of 2023/24, the number of Chinese students in the United States decreased by approximately *** percent compared to the previous academic year.

The statistic shows the number of students from the United States studying in China between academic year 2012/13 and 2022/23. In the 2022/23 academic term, *** students from the United States were studying abroad in China. Figures dropped significantly in 2019/20 due to the coronavirus pandemic and related travel restrictions in China and have not recovered since.

In the academic year 2023/24, there were 331,602 international students from India studying in the United States. International students The majority of international students studying in the United States are originally from India and China, totaling 331,602 students and 277,398 students respectively in the 2023/24 school year. In 2022/23, there were 467,027 international graduate students , which accounted for over one third of the international students in the country. Typically, engineering and math & computer science programs were among the most common fields of study for these students. The United States is home to many world-renowned schools, most notably, the Ivy League Colleges which provide education that is sought after by both foreign and local students. International students and college Foreign students in the United States pay some of the highest fees in the United States, with an average of 24,914 U.S. dollars. American students attending a college in New England paid an average of 14,900 U.S. dollars for tuition alone and there were about 79,751 international students in Massachusetts . Among high-income families, U.S. students paid an average of 34,700 U.S. dollars for college, whereas the average for all U.S. families reached only 28,026 U.S. dollars. Typically, 40 percent of families paid for college tuition through parent income and savings, while 29 percent relied on grants and scholarships.

Investigate historical ownership changes and registration details by initiating a reverse Whois lookup for the name Independent Federation of Chinese Students and Scholars in the US.

Context

More international students are flocking to China than ever before. According to a report, over 540,000 foreigners studied in China in 2018 – marking a 40 percent increase from 2012. China attracts more international students than any other Asian power and ranks third globally, behind the United States and the United Kingdom.

Content

In 2018 there were a total of 492,185 international students from 196 countries/areas pursuing their studies in 1,004 higher education institutions in China’s 31 provinces/autonomous regions/provincial-level municipalities, marking an increase of 3,013 students or 0.62% compared to 2017. International students in Hong Kong, Macau and Taiwan are not included in the datasets. The datasets contain three CSV files (Continent, Country, Province) with different data about international students in China.

Columns Description

@Continent (Number/percent of international students by continent) Continent- The name of continent Number - The number of total international students Deaths- The percentage of total international students

@Country (Number of international students by country of origin) Rank- The rank of the country based on total students in China Country- The name of the country Number- The number of total international students

@Province (The top provinces/cities with the largest number of international students) Province- The name of the city/province Number- The number of total international students

Acknowledgements

This data collected from moe.gov.cn.

Inspiration

Currently, I'm studying at a Chinese university. Every year many international students come to China for their higher study, and the ratio of international students is growing steadily. This data will help us to understand the ratio of international students in China.

The United Kingdom and United States are the most preferred international destinations for Chinese students studying abroad, together accounting for ** percent of overseas Chinese students. While the share of Chinese students preferring the United States decreased due to stricter visa requirements and the tense relationship between the two countries, the share of Chinese students studying or planning to study in the United Kingdom grew up to ** percent as of 2022.

List of Chinese Students Receiving a Ph.D. in Chemistry between 1905 and 1964. Based on two books compiling doctoral dissertations by Chinese students in the United States. Includes disciplines; university; advisor; year degree awarded, birth and/or death date, dissertation title. Accompanies Chapter 5 : History of the Modern Chemistry Doctoral Program in Mainland China by Vera V. Mainz published in "Igniting the Chemical Ring of Fire : Historical Evolution of the Chemical Communities in the Countries of the Pacific Rim", Seth Rasmussen, Editor. Published by World Scientific. Expected publication 2017.

In the academic year of 2022/32, more than ******* Chinese students were studying in the United Kingdom. The number of Chinese students studying in British higher education institutions increased by more than ** percent in the last decade. An attractive destination for Chinese students In recent years, the United Kingdom has overtaken the United States as the top choice among the destination countries for Chinese prospective students. The more affordable tuition fees in the country compared to destinations such as the United States and Australia, the shorter duration of the postgraduate programs, and the reputation of British universities as seen in international rankings have all contributed to the high popularity of the United Kingdom among Chinese students and employers. The diversification of international study destinations At the same time, destinations for Chinese students have become more diverse. The high academic and research performance of the United States in many sectors continues to make it a desirable destination for affluent Chinese students. For students from middle-class or less well-off backgrounds, studying in places such as Japan, Germany, and France are more practical options as these countries offer more affordable programs.

This series of 11 datasets is drawn from Rhoads, Edward J. M. Stepping Forth into the World: The Chinese Educational Mission to the United States, 1872-81. Hong Kong University Press, 2011.

They document the 120 young Chinese who participated in the pioneering Chinese Educational Mission (CEM) in the United States (1872-1881). The first 8 files are drawn directly from the tables in Rhoads:

Table 2.1 CEM students, by detachment (p.14-17)

Table 5.1. Initial host family assignments (p.51-54)

Table 7.1. CEM students in middle schools (by state and locality) (p. 90-94)

Table 7.2 CEM students in public high schools (by state and locality) (p.96-99)

Table 7.3 CEM students in private academies (by state and locality) (p.99-100)

Table 8.1 CEM students in colleges (by academic year of enrollment) (p.116-118)

Table 9.1 Deaths, dismissals, and withdrawals from the CEM (by date) (p.136)

Table 9.2 CEM students in the June 1880 census (p.138-142)

Based on these tables, I created three synthetic datasets which can be used for statistical and network analyses:

cem_attributes: students' vital attributes, including their multiple names and transliteration, date and place of birth, and other attribute data (one row for each individual).

cem_host: students' host families in the United States

cem_education: students' educational curricula

Each file contains two tabs, one for the data (data), one for the description of variables (key). Grey columns refer to the unstructured information given in the original source.

Overview: This dataset provides a comprehensive list of U.S. universities, as identified in current directories, alongside their corresponding names in Chinese. The Chinese names are sourced from 中国留学生大辞典, the CUSDOS dataset, and the MGZF_1944 dataset. However, there is no systematic one-to-one correspondence between the Chinese list and the full directory. Additionally, approximately 25 university names in Chinese remain unidentified. Each university entry includes its city and state, as well as precise geocoordinates (latitude and longitude).

Structure: The dataset consists of the following key columns:

• School_Name_ZhT: The Chinese name of the university (when available).

• School_Name: The English name of the university.

• City: The city where the university is located.

• State: The U.S. state where the university is located.

• Latitude (lat): The geographic latitude coordinate of the university.

• Longitude (lng): The geographic longitude coordinate of the university.

• Univ_Py: The pinyin transliteration of the Chinese university name.

• Country: The country where the university is located (all entries are in the United States).

• Country_ZhT: The country name in Chinese (美國).

• Notes: Additional remarks about the university entry, when applicable.

Purpose & Applications:

• Geospatial Analysis: Enables spatial mapping of U.S. universities for research purposes.

• Historical Data Matching: Facilitates linking historical Chinese records to modern university names.

• Multilingual Standardization: Supports bilingual academic classification and terminology mapping.

• Database Integration: Useful for structuring educational institution datasets in academic and archival research.

Data Quality Considerations:

• Some universities have multiple English names due to variations in Chinese representations.

• Approximately 25 Chinese university names remain unidentified in the dataset.

• The latitude and longitude values are included but should be verified for accuracy in geospatial applications.

• Some entries contain formatting issues due to delimiter inconsistencies and should be processed accordingly.

This table presents the bilingual typology of academic disciplines used in the Modern China Biographical Database. It is based mainly on the typology created by Yuan T'ung-li in his three bibliographical volumes about the doctoral dissertations by Chinese students in the United States, the United Kingdom, and continental Europe. We adapted this typology to include other disciplines that were present in historical sources.

Dataset Description: Typology of Disciplines (Level 2)

Overview: This dataset provides a bilingual typology of academic disciplines, specifically focusing on Level 2 classifications. The terms are extracted from various Chinese sources, with English translations provided. It is structured hierarchically, connecting each Level 2 discipline to broader categories (Level 1 and Level 0), facilitating multilingual academic classification.

Structure: The dataset consists of the following key columns:

Level 2 Discipline (English & Chinese): The specific sub-discipline classification.

Level 1 Discipline (English & Chinese): A broader category that groups multiple Level 2 disciplines.

Level 0 Discipline (English & Chinese): The highest-level classification representing major academic domains.

Level 1 Code: A numerical or coded identifier for Level 1 disciplines, supporting structured data processing.

Purpose & Applications:

Hierarchical Classification: Enables structured categorization of academic fields across multiple levels.

Multilingual Standardization: Supports bilingual terminology consistency in academic and research contexts.

Main sources:

Yuan, T’ung-li. A Guide to Doctoral Dissertations by Chinese Students in America, 1905-1960. Washington, D.C.: Published under the auspices of the Sino-American Cultural Society, 1961.

———. A Guide to Doctoral Dissertations by Chinese Students in Continental Europe, 1907-1962. S.l., 1964.

———. Doctoral dissertations by Chinese students in Great Britain and Northern Ireland, 1916-1961. Uden sted og forlag, 1963.

According to an educational survey conducted between January and February 2022, the United Kingdom was the most attractive destination for Chinese students wishing to study abroad. Back in 2015, North America and Australia were generally more attractive to Chinese students than Europe and Asia, a situation that has changed today.

The rising demand for international education

In recent years, receiving an international education was no longer a niche reserved for the affluent class in China. Thanks to the country's strong economic growth in the last few decades, more families can afford the expense of studying abroad. Between 2000 and 2019, the number of Chinese students studying abroad increased 17-fold, to more than 700,000 in 2019.

The increasing number of international students from China's expanding middle-class has led to a diversification of study abroad destinations. More affordable programs such as a one-year master's in the United Kingdom, and programs in Japan, Germany and France emerged as the preferred choices for many Chinese students.

The United Kingdom as an attractive destination

Despite a significant drop in the overall number of Chinese students studying abroad due to the COVID-19 pandemic and the subsequent travel restrictions, more than 150,000 Chinese students studied in the UK in the 2021/22 academic year. This popularity can be attributed to a combination of strong rankings in university league tables, along with relatively inexpensive fees compared to those in the United States and Australia.

This dataset is derived from the Whoʻs Who of American Returned Students 遊美同學錄 [Youmei Tongxue Lu] published in Peking [Beijing] in 1917, compiled by the Returned Students’ Information Bureau (Liumei xuesheng tongxunchu 留美學生通訊處) established at Tsinghua School in 1915. This book is crucial for documenting the early liumei's experiences during the transitional period between the late Qing dynasty and the early years of the Republic (1911-).

The dataset records all the institutions to which the students were affiliated in the course of their lives, including the educational institutions in which they studied in China, the United States, and other countries; the public or private organizations in which they were employed; as well as their memberships in clubs and associations. The names of organizations were retrieved automatically from the Chinese biographies using named entity recognition (SpaCy model), then manually cleaned, classified, and validated by the author.

The attached file contains three tabs for (1) the list of affiliations (data); (2) the classification of organizations (class), and (3) the description of variables (key). The dataset records a total of 2,883 affiliations, linking 401 unique individuals to 1,344 unique institutions, distributed as followed:

    category
    n


    education
    565


    association
    271


    administration
    132


    business
    110


    facility
    92


    media
    66


    government
    49


    factory
    30


    other
    22


    military
    7

This dataset tracks annual american indian student percentage from 2008 to 2023 for Milwaukee Academy Of Chinese Language vs. Wisconsin and Milwaukee School District

Financial overview and grant giving statistics of University of Minnesota Chinese American Student Association

This study reports survey results of American and Chinese citizens administered to determine the effect of reciprocity and the absence of reciprocity on public support of international climate treaties. American and Chinese college students and adults were surveyed about their support for signing an international climate treaty including commitments to reduce their greenhouse gas emissions, conditional on the other country signing the same treaty or not. This study finds knowledge of other-country non-support on average decreases cooperative behaviour among all age groups in both the US and China. Knowledge of China’s support for the treaty is found on average to increase support among American adults, while having no noticeable effect on average support among American college students. Chinese citizens are found to not respond positively to reciprocity. Although not statistically significant at conventional significance levels, knowledge of the US’s support is found on average to decrease support among Chinese college students and adults. Key policy insightsTo increase support for international climate treaties, knowledge that another major emitter will sign the treaty does not unanimously increase domestic support.Knowing the other country will not sign the treaty decreases domestic support for signing an international climate treaty for both Americans and Chinese, relative to not being told about the other country’s decision to sign the treaty.Knowing China will sign an international climate treaty on average increases American adult support for signing the same treaty, while American college student support is unaffected.Although not statistically significant at conventional significance levels, knowing the US will sign an international climate treaty on average decreases Chinese support for signing the same treaty.Policy-makers pursuing increased international support of climate treaties by first getting support from countries with substantial historical emissions might deter international support if little attention to fairness concerns is given. To increase support for international climate treaties, knowledge that another major emitter will sign the treaty does not unanimously increase domestic support. Knowing the other country will not sign the treaty decreases domestic support for signing an international climate treaty for both Americans and Chinese, relative to not being told about the other country’s decision to sign the treaty. Knowing China will sign an international climate treaty on average increases American adult support for signing the same treaty, while American college student support is unaffected. Although not statistically significant at conventional significance levels, knowing the US will sign an international climate treaty on average decreases Chinese support for signing the same treaty. Policy-makers pursuing increased international support of climate treaties by first getting support from countries with substantial historical emissions might deter international support if little attention to fairness concerns is given.

This dataset tracks annual american indian student percentage from 2015 to 2023 for Chinese Camp Elementary School vs. California and Jamestown Elementary School District

In the last few years, the number of Chinese students who studied abroad and came back to China kept growing, most recently at a rate of 11.7 percent. In 2019, around 580.3 thousand Chinese students returned back to their home country, increased from 135 thousand students in 2010.