Authors : Rong Li

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/sd4k82cb

Scribd : https://tinyurl.com/2722k3by

DOI : https://doi.org/10.38124/ijisrt/26mar106

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the roles of Chinese universities’ foreign affairs offices in public administration and their relationship to international academic collaboration, as assessed by selected respondents from higher education institutions in China. Specifically, the study described the respondents’ demographic profile; assessed the extent to which foreign affairs offices perform their roles in terms of government regulators, foreign partner institutions, faculty, and international students; evaluated the level of international academic collaboration in terms of joint research, academic exchanges, and foreign faculty recruitment; determined whether significant differences exist in the assessments when respondents are grouped according to profile variables; and examined the significant relationship between the roles of foreign affairs offices and international academic collaboration. Using a quantitative descriptive-correlational research design, data were collected from 251 respondents through a structured survey questionnaire employing a four-point Likert scale. Statistical treatments included frequency and percentage distribution, weighted mean and standard deviation, independent samples t-test, oneway analysis of variance, and Pearson product-moment correlation. Results revealed that respondents generally assessed both the roles of foreign affairs offices and international academic collaboration at an “Agree” or “Evident” level. Facultyrelated roles and institutional partnerships emerged as relatively stronger areas, while foreign faculty recruitment and certain aspects of international student support were evaluated more moderately. The findings further showed that there were no significant differences in respondents’ assessments when grouped according to sex, age, civil status, and educational qualification, indicating that perceptions of internationalization practices are shaped more by shared institutional experiences than by demographic characteristics. Correlation analysis revealed a strong and statistically significant positive relationship between the roles of foreign affairs offices and international academic collaboration, highlighting the importance of effective administrative coordination, regulatory alignment, and faculty engagement in strengthening international academic outcomes. Based on the findings, the study proposed a policy enhancement framework aimed at strengthening the strategic, faculty-centered, and outcome-oriented functions of foreign affairs offices. The study concludes that effective governance and institutional support mechanisms are critical to advancing sustainable and meaningful international academic collaboration in Chinese higher education.

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