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IMPLEMENTING NEW TALENT CULTIVATION MODE THROUGHCROSS-BORDER HIGHER EDUCATION FOR “ONE BELT ONE ROAD”
ENTERPRISES IN ASEAN COUNTRIES
Yuan Xu1, Lei Guo*
Sino-Thai International Rubber College,
Qingdao University of Science and Technology, CHINA.
1

xuyuan@qust.edu.cn, *06weny@163.com
ABSTRACT

One Belt One Road” Initiative not only enhances economic cooperationand political mutual trust among countries along the routes, but also
promotes industry convergence and resources integration. It’s greatsignificance for “going global” enterprises in the wake of good neighborly
and friendly and policy dialogue between ASEAN (Association of South
East Asian Nations) and China. High-skilled international talents, who are
proficient in expertise and Chinese, play a pivotal role for “One Belt One
Road” enterprises during the steady development of “going global”
enterprises in ASEAN. Professional personnel are the bridge and link ofindustry undertaking and industry chain shaping. Meanwhile, talents being
proficient in Chinese are helpful to realize cultural blending and public
diplomacy. This paper aims to explore a new talent cultivation mode, which
is necessary for enterprises to participate in the cultivation of talents incolleges. And it is also required to seek support from internationalorganization, reach a consensus among countries, coordination in sector
and complete software or hardware infrastructure. Cross border higher
education, as an impetus and means for win-win results, boost the soft
power of education of China; disseminate excellent traditional culture andeducation model and meet the huge demand for talents in “going global”
enterprises and facilitating industrial upgrading in ASEAN countries. Highskilled international talents increase interdependence through in-depth
communication; push forward the implementation of One Belt One Road”
Initiative; as well as promote industrial transformation and upgrading in
ASEAN. It is beneficial to facilitate the cooperation and accelerate the paceof building community with a shared future to share peace for prosperity inboth sides.
Keywords: new talent cultivation mode; cross-border higher
education; “One Belt One Road” enterprises; ASEAN countries
INTRODUCTION“One Belt One Road” initiative, namely the Silk Road Economic Belt (SREB) and 21stCentury Martine Silk Road (MSR), was launched in 2013, in order to promote policy
coordination, infrastructure connectivity, trade and financial integration and people-to-people
bonds (Das, 2017). It is aimed at forging an open, harmony, inclusive and balanced regional
platform that benefits all. ASEAN, as key hubs of MSR, keeps bilateral cooperative
partnership historically. With the inception of the initiative, China and ASEAN will upgrade
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from “golden decade” (2003-2013) to “diamond decade” (2014-2024) of economic relations(Council, 2013). Indeed, bilateral trade volume increased to almost USD684 billion in 2020.
ASEAN have surpassed EU, becoming the largest trading partner with China nowadays on
the 10th anniversary of the establishment of China ASEAN Free Trade Area (CAFTA, 2021).
The initiative is widely considered as main force of “going global” and expanding the reachof Chinese enterprises in the countries along the routes (Hou, 2015). ASEAN also remains
the first priority for outward direct investment for “going global” enterprises of China due toabundant raw materials, geographical location, and capacious market and so on. Industry 4.0
ushered in a new era in which industry structure was optimized, scientific and technologicalprowess enhanced for ASEAN. High-skilled international talents in short supply have serious
influence on the development of “going global” enterprises of China and industrial
transformation of ASEAN (Li and Cheong, 2018). Accordingly, it is noteworthy tounderstand how to implement a new talent cultivation mode. This research proposed that
institutions between China and ASEAN enhance cooperation of cross-border higher
education and implement college-enterprise joint cultivation for providing a constant sourceof talent and intellectual support，catering to the talents demand of industrial integration andeconomic development.
BACKGROUND AND LITERATURE REVIEW
Talents are of great significance for “going global” enterprises in ASEAN countries under
OBOR Initiative. At first, ASEAN take the priority in the implementation of the initiative.
China and ASEAN has close maritime relations with China in Ming dynasty historically(Kong, 2019). It’s an important trade position about Strait of Malacca for China
contemporarily. ASEAN is the third route of SREB connecting mainland of a several member
countries of ASEAN with China, including Cambodia, Laos, Myanmar, Vietnam, Thailand,
Malaysia and Singapore. ASEAN countries are also seen as a connection in the second routeof Maritime Silk Road. Geographically speaking, ASEAN, as the intersection of Asia andOceania, the Pacific Ocean and the Indian Ocean, are adjacent to China. Meanwhile, ASEAN
are the world’s third-largest market. There are total 661 million population in 2019, while
nearly double that in 1980 and one tenth of world’s total population. The character of theASEAN’ population is high proportion of youth aged 0-19 years old and productive workingage aged 15-59 years old, accounting for 33.9% and 61.8% respectively in 2018. Furthermore,
the ASEAN’s GDP has tremendous development nearly five times after the millennium,
increased from 615 billion in 2000 to US $3.17 trillion in 2019 (Institute Of International
Trade And Economic Cooperation and ASEAN et al., 2020). Moreover, ASEAN countries
have abundant raw resources and huge export volume. For example, Indonesia, as the largest
economy of ASEAN, ranks first about palm oil production in the world. Thailand is theworld’s largest rubber producer, which is one-third of the world’s total annual output.
Thailand is also the world’s largest exporter, accounting for 40-45% of the world’s total
annual volume (Institute Of International Trade And Economic Cooperation and ASEAN etal., 2020). Seven countries in ASEAN are in the 100th position among 141 economies in the
global ranking, with Singapore at the top of the list (World Economic Forum, 2019). In brief,these considerations are attributes that make ASEAN the priority investment region under the
initiative.
The rise of China and the growing clout of foreign direct investment (FDI) in ASEAN
promote “Going global” enterprises flourishing in ASEAN markets (Institute Of International
Trade And Economic Cooperation and ASEAN et al., 2020). China is playing an increasingrole in the world stage not only in terms of import and export volume, but also the scope of
involvement in investment market. China is committed to enhance economic cooperation and
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development, institutionalized through membership of both International Monetary Fund andthe World Bank. Furthermore, “going out” strategy is implemented by Chinese state at theearly 2000s, which is an essential measure to promote China’s integration into the global
markets (Jintao, 2007). It remains a main task for Chinese government to accelerating thepace of “going global” of Chinese enterprise these years. China took part in the treaty of The
Amity and Cooperation in Southeast Asia and established strategic partnership with ASEAN
in 2003. There are many new achievements and much progress in economic cooperation
between two sides. China has been ASEAN’s largest trading partner in goods for 11 years
since 2009. While acknowledging that China ASEAN Free Trade Area agreement came into
force in 2010, this also laid the solid foundation of cooperation for both sides. After One Belt
One Road initiative in 2013, China has enlarged the scale of outward direct investment
particularly in ASEAN countries, prompted by mutual benefit and community of a shared
future between China and ASEAN. In terms of China’s outward FDI stock in ASEAN US$1098.91 billion in 2019, it is about three-fold more than US $356.68 billion in 2013. There
are seven ASEAN countries in the top ten of China's FDI stock (Institute Of International
Trade And Economic Cooperation and ASEAN et al., 2020). Moreover, investment by
Chinese enterprises in ASEAN increased to USD 14.3 billion in 2020, risen by 51.2% yearon-year (Harbor, 2021). In addition, there are deep engagement in domestic development ofChinese government and transnational companies with host countries, building overseas
economic & trade cooperation zone together. Thai-Chinese Rayong Industrial Zone isrecognized as a successful practice, building an industrial center to enhance mutual economic
cooperation and development under joint efforts between China and Thailand (Kosaikanont,2018). China-Indonesia Economic and Trade Cooperation Zone is positioned in a modern
international economic and trade cooperation zone integrating industrial production, trade,warehousing and service (Kitic, 2016). These demonstrate “Going global” enterprises havestrong competitiveness and broad prospects in ASEAN.
Obviously, high-skilled international talents, who acquire expertise and language skills andare familiar with international rules, take up the certain position from which to act and makesense of the “Going global” enterprises. With the rapid pace of FDI about Chinese enterprises
strengthening a firm foothold in ASEAN market, the aim of the Chinese enterprises is toextend the competitiveness, and promote industrial transformation and upgrading in ASEAN
region (Li and Cheong, 2019). Spontaneously, high-skilled international talents, as an engineof technology advancement and innovation, promote the development and high-production ofenterprises. The alternatives are either to cultivate talents at home country or import highskilled talents from developed countries. Very often, there is a stance that the government at
host country implements the strategy of talent localization in transnational enterprises(Zhongguang and Lifang, 2021). This condition makes stakeholders ponder how to makecontributions in fostering workforce they need, this of interests not only involves in policy
makers, but also enterprises and college. The college is an incubator for talents production.
Responding to demand practically, enterprises and colleges should move forwards hand in
hand. This is also a need to embrace professional education of internationalization related tocollege-orientation and the enterprising self. And the more recent trend is to implement crossborder higher education to produce skilled talents for skill requirement of enterprises’
development (Zhaohui and Chunsheng, 2018). In general, Individuals in the middle of crossborder high education acquire some new competences, like another language; advanced
professional knowledge; adaptability and transnational communication skills. Talents not
only maintain national identity and indigenous characteristic, but also increase international
understanding and experiences of culturally connected (Dejun, 2016). Individuals also gethigh returns and promotion opportunities after graduation. These benefits are so compelling
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that it is evitable to have a great effect on the choice of higher education for more individuals.
Increasingly internationalized of higher education foster more qualified talents, thecontributions of human capital in return which increases the pace of development of crossborder high education.
RESEARCH METHODOLOGY
The research presents colleges are committed to cultivate high-skilled international talents tomeet the demand of the enterprises according to cross-border higher education under One
Belt One Road” Initiative. Based on the situation of “going global” enterprises and theinternationalization of higher education, this research was a qualitative type conducted with
30 participants. The interviewees, administrators from the enterprises and colleges, describedcurrent situations and recommendations about talents cultivation.
The results included three parts, the importance of cross-border higher education, the prosper
communication and implications about cross border higher education between ASEAN and
China. In terms of results and discussion, consideration is given to obtain the conclusion ofthis research.
RESEARCH RESULTS AND DISCUSSION
The results of this research are presented from content analysis derived from interviews andgroup meeting of experts. The findings are divided into following three aspects:
1.

The role of cross-border higher education

Cross-border higher education is identified as the movement of people, program andinstitution across boundaries, which means integrating an international, intercultural, andglobal dimension into higher education (Knight, 2007). In the new era of knowledge-based
economy and globalization, there are several rationales at national level. Cross-border higher
education is the major means of human capital recruitment and capacity building attributing
to demographics change and the movement of lifelong learning (Bakhtiari, 2009). Strategic
alliances and intercultural understanding, those that involving in geo-political and economic
ties, are still significant, and also generate financial gain for exporting countries. When it
comes to importing countries, domestic educational system could not meet the demand of theincreasing number of secondary school graduates (Youssef, 2014). Higher education
institutions transform to implement practices or policies of internationalization, expanding
educational cooperation with foreign educational institutions. Whether government sponsoredor market oriented, the cross-border ventures are dominated by developed countries,
compared to developing countries (Vincent-Lancrin, 2004). The aim of cross border higher
education is either to provide access and availability to students or academics; or to offer an
effective and transparent system for academic exchange and quality assurance (Daniel, 2005).
The results showed about the main concerns, regardless of export or import countries, are theimprovement of competitiveness and academic quality. And the mobilization and circulationof educational resources is transnational, promoting the complementarity of advantages andrealizing the maximum utilization of resources. From micro level, individuals participating incross border higher education develop their competence and get more returns in theemployment. From macro level, improving educational capacity of cross border higher
education is still prominent, increasing the variety and the range of field according to importdeveloped educational resources. Consequently, high-quality cross border higher education
produces excellent human capital, contributing economic growth and social development.

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2.

Cross-border higher education between ASEAN and China

The findings showed cross border higher education between ASEAN and China has been
increasingly highlighted given by engagement with “Going global” enterprises, where
government orientation focus on expanding foreign investment and industry transformation.
On one hand, education system of ASEAN countries is insufficient given for current situation
under the circumstance of abundant labor resources but low cultural quality. Remarkably
enough, net enrollment rate of half of ASEAN members in secondary education, which is theratio of participating in some subject or skilled-oriented school, is still below 80% in 2017.
There is even plenty of room for improvement in a few of countries, such as 37.1% in
Cambodia; 34.7% in Laos and 54% in Myanmar (The ASEAN Secretariat, 2020). On theother hand, China and ASEAN countries keep close relationship in higher education. China
sets likewise a significant priority for ASEAN countries since the launch of One Belt One
Road especially based on a series of causes above. The attributes are necessary to be aware oflong-term implications of national policies but also sector demand, institutional practices interms of talents’ cultivation. ASEAN, member states included, take some steps to enlarge
scale and raise the profile of cross border higher education. ASEAN Economic Community
was perceived as an ambitious step for economic integration and free flow of capital
resources, committed to inspire cooperation potential particularly in trade, mechanicalprocessing and higher education and so on. Also, ASEAN Universities Network aspires tobuild an educational platform with free movement of students, teacher or researchers foracademic communication and collaboration (Zeng and Adams et al., 2014). In terms of
ASEAN member, Singapore has the most substantial relations with Chinese higher education
system, in that three-quarters of its population are of Chinese origin. The fact that alldimensional partnership, Singapore’s longstanding and substantial presence in regional
service trade, is a hub for supporting higher education links with China. Indeed, there are356,499 international students studying in China in 2013, which increased to 492,185 in 2018.
And three of the top 10 countries in the number of international students are AESAN
countries (MOE, 2019).
3.

Implications in cross border higher education between ASEAN and China

The educational cooperation at both sides has encountered some challenges. First, 52.44
percent of international students are attending degree education in 2018 (MOE, 2019). But
they choose a single expertise influenced by Confucians or Chinese traditional culture, suchas Chinese language, Chinese medicine or literature. Which cities did these students chose?
Figures from Ministry of Education of China, the majority of international students chose
prestigious cities, such as Beijing, Shanghai, Jiangsu, etc., which means high cost and turned
away some students. Many highly reputed universities in these cities have more opportunities
in collaboration with international counterparts, including joint program, personnel’s
exchange and set up branches. However, highly reputed universities are mostly research
universities, aiming to feed theoretical not practical knowledge. Individuals have limited
capacity in expertise and language, lacking of dual competitiveness in transnational
enterprises.
Second, the deficiency of labor service is one of the major constraint factors of cooperation
between ASEAN and China. “Going global” enterprises in this segment repositioned
innovation-based industry, aligned with industry upgrading of ASEAN, and thrive to win-win
cooperation. For example, Guangdong, Hainan and Yunnan State Farms are keen to seek
substantial cooperation with Southeast Asia for the establishment of overseas natural rubberbases, developing rubber planting, processing and trade (Yeoh and Gee et al., 2009). In thisconcrete practice, one of main concerns is labor service. Transcultural communication risks
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among employment and management impede mutual cooperation among enterprises. The
demand for employment of enterprises is good at language and expertise, familiar withinternational rules and situation where invested. Improved talents are expected to facilitate
matching of employment with enterprises, promoting more cooperation at both sides.
Third, current international talents, participating in cross border education, could not satisfy
these requirements of “One Belt One Road” enterprises in ASEAN countries. International
talents are insufficient in the quality of the professionalism and not competent to somepositions. For instance, Zhongce Rubber (Thailand) Co., Ltd, the largest Chinese SOE
investments in Thailand, is a successful model in Thai-Rayong Industrial Zone (Kosaikanont,2018). This company generated great tax revenue and employment for Thailand. A ratio of
Thai and Chinese employees is four to one complying with the requirement of Department of
Employment, Ministry of Labor. But stemming from the inadequate of Thai management
personnel, the company import Chinese employees to take up most senior management
position. Actually, Chinese enterprises implement talents’ localization strategy to address
talents’ shortage. But this is still a longstanding way to go in all Chinese enterprises.
RECOMMEDATION
There are three dimensions of cross border higher education lie in interdependence for acoherent and sustainable development of “One Belt One Road” enterprises. Cross borderhigher education needs the governments’ scheme, coordination in sector and devotion ofmulti-side respectively.
1.

National level
Both sides make commitment to reach a consensus for educational development whether insending or receiving countries. AEC synergizing with OBOR initiative gives a fresh
impetus with taking advantage of highly cohesive and interconnectivity to navigate
unprecedented changes. And with the advocacy of RCEP (Relational Comprehensive
Economic Partnership), upgrading from “ASEAN plus one” in 2012 to “ASEAN plus six”
in 2018, the RCEP accounts for 48% of the world’s population and 30% of global GDP(Soong, 2018). On the basis of huge potential, the mutual efforts are fruitful on services,trading, investments and cultural exchange. Hence, focus is assigned to increase
investment by setting mid or long-term goals for education expenditure. Given fiscal
support, the governments, aiming for high standard of internationalization, take moreinternational educational resources into account. Not only is the increase in the quantity,
quality and variety of cross border higher education, the relevance also adjusted in linewith national development strategy. Some developing members of ASEAN could do better,
expanding enrolment and affordability to higher education, serving the needs of recipients
due to under-supply, inadequate infrastructure or high cost. Moreover, accreditation andquality assurance should be highlighted with the implementation of cross border higher
education. The government has ultimate authority for accreditation and quality assurance,building complete and transparent system to enforce regulations. Cross border higher
education, as a capacity building approach, is also a certainly powerful catalyst for brain
gain. It is significant for all countries to raise the level of economic development andaugment the capacity of cross border higher education in case of brain drain. The
governments create good research or employment environment; provide employment
guidance and assistance for returnees; increase incentives support for starting a business.
National sector is a magnet about brain gain and offer a series of means of fast-tracking thedevelopment of cross border higher education.

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2.

Sector level
It is meaningful for improvement of the consistence of sector policies and a better
coordination among organization. In terms of sector policies, supply chain of production
could compliment with demand chain of consumption each other. There is a model that
ZTE response to Chinese government’s call with the launch of “Going out” policy(Palanca and Ong, 2018). The localization strategy of ZTE was successful, taking
advantage of local skilled but low cost talents, internal technology and existing
management system in its entry into local market. Approved of ZTE’s service is beneficial
for the enterprises’ endorsement of international standards, while also training andupgrading local labor and technological innovation. With regard to the coordination
among organizations, it is important to facilitate synergy between colleges and enterprises.
The aim of students’ cultivation in college corresponds to the talents’ strategy ofenterprises. Based on “One Belt One Road” Initiative and the principle of “Rubber linked
and education first”, Qingdao University of Science and Technology, Prince of Songkla
University and Rubber Valley Group established Sino-Thai International Rubber College
in 2015. This college is committed to cultivate professional and technical personnel with
Chinese language competence and rubber chemical knowledge. The role of the enterprisesin the engagement of talents’ cultivation in college is remarkable not only in terms ofinvestment but also practice base or students’ employment as well. Platform built bycollege and enterprise serves for the long-term development of industry on the expediency
of education. The consistence of sector policies enhances the communication andcooperation among organizations. International talents, who participating in directive
breeding of cross border higher education, serve for transnational enterprises.

3.

Organizational level
Synergy between colleges and enterprises gives full play the role of the resource
advantage about college and enterprises, increasing the contribution of cross border higher
education to talents’ strategy of the enterprises. In terms of two main parts of talents’producing, there is a common vision and concerted in performing the mission about
international strategy. The university moving towards greater investment expansion,
focuses on developing education cooperation with foreign university, and establishes anadministrative system with complete hardware and software infrastructure. The former
about technological support includes digital classrooms with ICT and intelligence forteaching, practice base with well-equipped offered by the enterprise, learning center with
virtual reality and a scientific research center for technological innovation and production
improvement. While the latter involves in an effective team, including great visionary
leadership provided, international teachers and researchers assisted and peers supervisionand evaluation. And both knowledge domains of expertise and its related labor market isheavily internationalized and characterized by a general focus on professionalism. This
organization offers adapt programs; Chinese and expertise curricula, online-offline
pedagogy and overseas exchange opportunities for staff. On the other hand, the enterpriseprovides funding support, such as scholarship, order form training chances and internshipallowance and so on. The two sides joint make talent training program and establish
cultivation mode to aim at the essential requirement of professional knowledge andpractice skills, which is more than a matter of mutual personnel engagement. Technicians
could participate in teaching, and teachers engage in production guidance of enterprises.
Here is an example; Prinx Chengshan Tire Co., Ltd has signed the cooperation agreementof Industry, University and Research Institute with Qingdao University of Science andTechnology for five years in 2021. Increasingly intensified cooperation between two sides

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is beneficial to take targeted measures in talents’ cultivation keeping pace with
employment.
CONCLUSION
The aim of cross border higher education is producing high-skilled talents, meeting thedemand of “Going global” enterprises under “One Belt One Road” Initiative. High-skilled
talents facilitate technology innovation, industry transformation and people-people bond.
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