The present project is ERASMUS +, Strategic associations in the field of higher education, aims to improve the European Union (EU) with the generation of an intervention model of its own and adjusted to the reality of the European Higher Education Area (EHEA); a model elaborated from an integral vision of higher education aimed to favor the reception, follow-up, permanence and academic success of Chinese students in European universities under the premise of the social inclusion. With the development of the project is expected to achieve greater social and academic inclusion of Chinese students; an increase in the awareness of local students, teachers, administrative and service staff; optimize group cohesion among students; develop a methodology of didactic-organizational nature based on educational guidance and support and on facilitating intercultural communication among the agents involved. To achieve this objective and the expected results, we will start from the knowledge of the context of action (external and internal policies, characterization of the EHEA and the specificity of each of the partner universities, the Chinese educational system, Chinese students and European students and the other agents involved), and the knowledge of good practices, shortcomings, obstacles and opportunities identified in studies prior to the project (reception plans, mentoring actions, administrative and teaching support, etc.) During the development of the project, it is proposed to build a common European theoretical- practical conceptual framework around the reception, follow-up, permanence and academic success of students from Chinese speaking countries who are studying at European universities. This common frame of reference will serve as the basis for the shared design (which does not mean unified) of a specific guiding model that will include: (a) Formulation of objectives, (b) Organization of the general lines of action (dimensions), (c) General strategies of orientation / tutoring and organization, (d) Specific strategies of each University / Faculty / Degree, where applicable, (e) Specification of the implementation process (definition of the work methodology, roles, functions, managers, resources, time established), (f) Plan of the evaluation process (evaluation criteria, process and instrumentalization of the review, self-regulation mechanisms, schedule of the evaluation plan, dissemination of the results). This designed model will be implemented so it will be necessary to create a specific action plan for each of the partner universities for the execution and evaluation of the same during the project. The evaluation will take into account the effectiveness and suggestions generated during the development, the detection of needs and progress, the implementation of self-observation and review mechanisms, feedback and self-regulation. Finally, it is expected to verify the relevance and impact of the project by making a global review detecting dysfunctions and looking for alternatives, guiding their continuity and permanence over time, planning their follow-up ensuring that the improvement is maintained above the people who are promoting what is considered necessary for the institutionalization of the model, its incorporation into the culture of partner universities. The creation of advisory, support and training materials such as a general guide with the conditions, actions and recommendations for a good reception, follow-up, permanence and academic success of Chinese students in European universities is contemplated; a specific guide for each of the university partners: a great variety of resources classified according to the recipient (students, institution, administration and services staff, teachers and university authorities); an specific Tutorial Action Plan for Chinese-EU students. Resources for the awareness and improvement of intercultural communication; a publication of the experience in book format designed to share and make proposals for transfer to other European situations and universities, groups of incoming students and educational levels; a brochure translated into different EU languages that shows the model in a synthetic way; an open and online environment that shows the globality and specificity of the SIAS China-EU project. The organization of multiplier events will allow the dissemination of the results between the European university community and other educational institutions of different levels where the model could be applied. These events aim to share and disseminate the experience in face-to-face debate and online environments that broaden horizons.
Given this context, the aim of this project was to improve the European Higher Education Area (EHEA) through the generation of a preventative, integrative and innovative model that promotes the reception, monitoring, establishment and academic success of Chinese students in universities of the European Union (EU) and United Kingdom under the premise of their social inclusion. For this, it has been considered necessary to create a strategic association in the field of higher education (HE) that contributed in a transnational way in the construction of a common European model providing information, reflective practice, expertise, debate, etc. For this purpose it was considered necessary the active participation of all the Universities of the consortium in the design of the actions, in the development of the contents of the intellectual products, in the implementation plan of the model, in the monitoring of the quality of the project, etc. as well as the complementary contributions of the associates (EU universities from outside the consortium, Chinese universities, Chinese and national recruitment agencies, foundations and institutions related to the educational field and social integration).
The number of Chinese students enrolling at European Universities has been increasing since 2007. Despite the country and the studies they choose to undertake, problems are common to all universities: problems to follow the lessons, difficulties to adapt to the new education system and the new ways to interact inside the classroom. But, there are other difficulties they need to face which are not directly related to academic performance. Chinese students who come to European universities usually come from single-child families where they have been looked after by six adults (parents and grandparents). They have never been asked to do any task at home, they have always been told what to do, how to do it and when to do it. This attitude towards them lead Chinese students to consider life in a foreign country a big challenge and will affect students’ capabilities to lead independent lives when they are sharing dormitories with other students on overseas campuses.