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Against the deglobalization-neoliberalism context, China’s international student education confronts new challenges, and neoliberalism’s market-oriented logic brings dilemmas like balancing efficiency and equity to its management, with these issues converging in international student counselors’ work. Existing studies focus on domestic counselors, lacking exploration of international ones’ particularities and role optimization from a neoliberal perspective. This paper thus clarifies relevant management directions, compares counselor groups and proposes optimized role orientations for international counselors to support the high-quality development of China’s international student education.

1 Research Background and Significance: Practical Value of Counselor Role Research

1.1 Research Background

Globalization, propelled by neoliberalism and the Belt and Road Education Initiative, has enabled China’s international student education to develop into an important part of global international education with competitive resources and cost advantages. In recent years, the rising trend of conservatism has resulted in stricter controls on international talent flow and educational cooperation in some countries, increasing the instability of cross-border study and posing new challenges for optimizing student sources and constructing cross-cultural trust.

The market-oriented logic of neoliberalism facilitates resource integration and efficiency enhancement in international student management. Nevertheless, how to balance marketization and educational equity, bridge institutional differences, facilitate cultural understanding, and respond to the practical challenges concentrated in counselors’ work constitutes the research background of this study (Xiong, 2025).

1.2 Research Significance

Counselors serve as a critical link between university administration and student needs. In international student management, counselors not only help students adapt to campus life but also participate in coordinating international educational resources and conducting cross-cultural communication.

Previous studies have mostly focused on the working models of domestic student counselors, with relatively insufficient discussion on the particularities of international student counselors (Wang & Li, 2023). Against the current background, clarifying the differences between international student counselors and domestic student counselors and optimizing counselor role positioning from a neoliberal perspective can provide a theoretical basis for universities to improve their international education management systems (Wang & Li, 2023; Wang & Chen, 2022). Through professional counseling services, China’s international education can better balance efficiency and equity, and cooperation with divergence, thus addressing challenges under deglobalization and achieving sustainable development (Xiong, 2025).

2 Theoretical Foundation: The Internal Relationship Between Neoliberalism and International Student Management in China

2.1 Core Connotations of Neoliberalism

The core elements of neoliberalism include market-based resource allocation, individual rational choice, and institutional collaboration. First, it emphasizes that the market should play a decisive role in resource allocation and improve efficiency through orderly competition (Liang & Zhang, 2025). Second, it assumes that individuals make rational choices based on their own needs and preferences, thereby directing resources to more valuable fields. Third, it advocates establishing unified rules and cooperative mechanisms to reduce transaction costs and achieve win-win outcomes.

When applied to international education, these ideas provide new insights for international student management in China, such as streamlining enrollment processes and developing international cooperative programs.

2.2 Compatibility and Practical Directions of Neoliberalism in International Student Management

Regarding its compatibility, the market-oriented principle of neoliberalism helps optimize the allocation of international education resources. Universities can use data analysis to identify international students’ application preferences, academic backgrounds, and learning needs, enabling more targeted enrollment promotion and tailored training programs to improve student quality and educational effectiveness (Xiong, 2025; Zhang & Wang, 2023).

The idea of institutional collaboration supports cooperation between Chinese and foreign universities. Mechanisms such as credit transfer and faculty sharing can expand learning resources and development opportunities for international students, which aligns with the developmental needs of international education in China (Liu & Zhang, 2021).

In practice, neoliberal principles must be combined with diversified student needs. For instance, market-oriented enrollment should ensure educational access for students from different economic backgrounds through scholarships and grants (Lu & Li, 2025; Liang & Zhang, 2025). In international cooperation, differences in educational systems and cultural contexts must be fully considered, and flexible arrangements adopted to maintain stable and effective collaboration. In responding to individual needs, while respecting students’ rational choices, counselors should guide international students to engage with Chinese culture to promote cross-cultural integration. All these require careful attention and implementation in counselors’ daily work.

3 Practical Directions of International Student Management from the Neoliberal Perspective

3.1 Resource Allocation: Balancing Market Orientation and Educational Equity

Neoliberal market-oriented thinking provides a framework for improving efficiency in resource allocation for international student management. In recruitment, universities can integrate application materials via information platforms and match student sources with educational resources based on academic performance, language proficiency, and learning plans. In training, curricula can be optimized and practical modules added according to international students’ academic needs and career intentions to enhance their professional competitiveness.

Concurrently, educational equity must be upheld in resource distribution. For academically outstanding international students with limited financial resources, scholarship coverage and funding levels can be expanded to guarantee equal learning opportunities. In terms of public resources, international students should have fair access to libraries, laboratories, academic lectures, and campus activities, so that differences in resource distribution do not undermine their learning experience and development (Wang & Li, 2023).

3.2 Institutional Coordination: Balancing International Cooperation and Local Adaptation

The institutional collaboration advocated by neoliberalism provides guidance for international cooperation in international student management. Chinese and foreign universities can establish long-term partnerships to implement joint training and student exchange programs, enriching learning pathways for international students. Universities can also strengthen cooperation with government agencies and social organizations to provide convenient services such as visa application, accommodation arrangement, and medical insurance, simplifying administrative procedures and improving management efficiency.

In international cooperation, attention must be paid to adapting to institutional differences. Divergences in educational systems, policies, and regulations may lead to obstacles in credit recognition, degree certification, internship, and employment, which require sufficient communication and flexible adjustment to develop mutually acceptable cooperation plans. Within universities, the School of International Education, the Academic Affairs Office, the Security Office, and other departments should strengthen coordination, establish regular communication mechanisms, clarify responsibilities, and form a collaborative governance system to provide smoother services for international students.

3.3 Cultural Adaptation: Promoting Individual Needs and Cross-Cultural Integration

The emphasis on individual rational choice in neoliberalism means that international students often prioritize practical goals such as academic development and career prospects when choosing to study in China, which raises higher requirements for cross-cultural adaptation services. Universities can help international students improve their language skills and understand Chinese history, culture, and social norms by offering Chinese language courses and cultural lectures. Meanwhile, activities such as Chinese-foreign student forums and cultural experience events can be organized to build platforms for interaction and deepen mutual understanding.

Cultural adaptation services should focus on individualized needs. Due to diverse cultural backgrounds and living habits, international students face different adaptation challenges. Through interviews and questionnaires, counselors can identify specific difficulties and provide targeted support. For example, peer mentors can assist newly arrived students; professional psychological counseling can be offered to those in need; and personalized guidance can help students resolve confusion caused by cultural differences, enabling them to integrate into campus life more quickly (Li & Zhao, 2024).

4 Differences Between International Student Counselors and Domestic Student Counselors

4.1 Differences in Work Objectives: International Adaptation vs. Localized Development

Domestic student counselors center their work on the core mission of “fostering virtue and morality”, focusing on ideological guidance, academic progress, mental health, and career development. They aim to cultivate students’ patriotism, social responsibility, and holistic competencies to help them adapt to the domestic education system and social development.

International student counselors focus more on “international adaptation”. On the one hand, they help international students adjust to China’s educational model, campus environment, and social culture to ensure smooth academic completion. On the other hand, they assist universities in promoting international educational cooperation, enhancing the quality and influence of international education in China, and supporting international students’ personal development through academic planning and career guidance to connect their learning with future careers.

4.2 Differences in Work Content: From Routine Management to Cross-Border Services

4.2.1 Enrollment and Admission

At the enrollment stage, domestic student counselors mainly conduct orientation, military training, discipline education, and class construction, with relatively standardized procedures under the mature domestic student management system, focusing on helping freshmen integrate into campus life.

International student counselors participate in student profile sorting, application review, admission consultation, and international promotion, maintaining communication with overseas partner institutions and agents to ensure smooth recruitment. Upon arrival, in addition to general orientation, they assist international students with visa extension, residential registration, degree certification, and explain Chinese academic norms and daily regulations to help them quickly adapt to the new environment.

4.2.2 Daily Management

Domestic student counselors mainly conduct routine work such as monitoring students’ ideological status, academic performance, and daily needs, organizing class meetings, scholarship evaluation, and extracurricular activities, mostly within the campus, based on the domestic management system.

International student counselors undertake more cross-cultural and cross-border tasks. In academic support, they track language adaptation and assist teachers in tutoring. In daily life, they help resolve problems such as lost passports, medical treatment, and accommodation changes. In cross-cultural communication, they mediate conflicts caused by cultural differences and organize exchange activities. They also maintain regular contact with parents to update them on students’ conditions and reassure families (Wang & Li, 2023).

4.2.3 Graduation and Career Development

At the graduation stage, domestic student counselors provide employment guidance, thesis defense support, file management, and departure procedures, helping students enter the domestic job market or pursue further studies.

International student counselors assist with degree certification, return visas, and document arrangement. They provide information on overseas employment markets and home-country talent policies. For those who choose to work in China, they offer guidance on Chinese labor regulations, work visa applications, and recruitment information, helping international students adapt to the Chinese workplace and achieve career development.

4.3 Differences in Working Methods: Cultural Adaptation vs. Conventional Guidance

Domestic student counselors can rely on shared cultural and value backgrounds to use conventional methods such as class meetings, one-on-one talks, and group activities. Students generally accept institutional rules and educational concepts, allowing smooth communication and personalized support.

International student counselors must fully consider cultural differences in their working methods. They need strong bilingual competence to avoid misunderstandings and may use translators when necessary. When conveying rules, they should explain university regulations and Chinese social norms in accessible ways, such as case-based teaching on academic integrity and campus safety. In emotional communication, they respect cultural customs and religious beliefs, establish trust through patient listening, and offer care such as greetings during students’ traditional festivals to enhance their sense of belonging (Chen & Li, 2022).

5 Optimization Paths for Counselor Roles from the Neoliberal Perspective

5.1 Diverse Coordinator: Balancing Resource Efficiency and Equity, Promoting Multi-Stakeholder Collaboration

5.1.1 Coordinating Resource Balance in Enrollment and Training

Counselors can participate in formulating enrollment and training plans for international students. In market-oriented recruitment, they help analyze students’ academic backgrounds, needs, and financial situations to provide evidence for scholarship policies and resource allocation, ensuring equal opportunities for students from diverse backgrounds. During teaching, they monitor learning progress and practical needs, assist instructors in adjusting teaching methods and supplementing resources, balancing efficiency and quality to ensure international students benefit fully from high-quality education.

5.1.2 Promoting Cross-Departmental and International Cooperation

Within universities, counselors act as a bridge between departments, feeding back problems in visa processing, degree certification, and course registration, and coordinating with relevant offices to streamline services. In international cooperation, they maintain close contact with overseas partner institutions, track program progress and exchange needs, and help resolve connection issues to ensure stable implementation of international education projects (Zhang & Wang, 2023).

5.2 Cultural Bridge: Promoting Cross-Cultural Understanding and Supporting Integration

5.2.1 Building Cross-Cultural Exchange Platforms

Based on international students’ cultural backgrounds and interests, counselors can organize cultural festivals, traditional experience activities, and themed debates to enhance interaction between Chinese and international students and foster mutual respect. They can also invite scholars to deliver lectures on Chinese history, art, and customs to help international students systematically understand Chinese culture.

5.2.2 Providing Personalized Cultural Adaptation Support

Through daily communication and surveys, counselors identify difficulties such as language barriers, lifestyle conflicts, and social integration challenges and offer targeted assistance. For students with weak language skills, they recommend learning materials and arranging tutoring. For socially inactive students, they encourage participation in student organizations. For those confused by cultural differences, they provide patient guidance and promote an open and inclusive attitude toward cultural diversity.

5.3 Rights Defender: Safeguarding Legitimate Rights and Enhancing Humanistic Care

Counselors should take responsibility for protecting international students’ legitimate rights and interests, including academic fairness, living security, and mental health. They establish smooth feedback channels to promptly respond to appeals and resolve problems such as academic disputes, accommodation issues, and psychological distress. By upholding justice and delivering humanistic care, counselors help international students feel respected and supported, creating a safe and inclusive studying environment.

6 Conclusion and Prospect

Against the background of intertwined neoliberal and conservative trends, international student management in China must strike a balance between resource optimization and educational equity, international cooperation and local adaptation, efficiency improvement and humanistic care. This complex environment places a heightened emphasis on counselors. Significant differences exist between international student counselors and domestic student counselors in terms of work objectives, content, and methods. International student counselors shoulder more responsibilities in cross-cultural communication, international collaboration, and rights protection, and their role positioning must be continuously optimized alongside the development of international education in China (Zhang & Wang, 2023).

By transforming into “diverse coordinator” “cultural bridge”, and “rights defender”, counselors can better meet the practical needs of international student management, safeguard educational equity in a market-oriented context, bridge institutional differences in international cooperation, and promote mutual understanding in cross-cultural communication.

In the future, universities should further strengthen the professional development of international student counselors through systematic training and experience sharing to improve their cross-cultural communication, international cooperation, and humanistic service capabilities (Wang & Chen, 2022). Meanwhile, exchanges and cooperation between Chinese and foreign university counselors should be enhanced to share experience and jointly explore a modern international student management model that meets the needs of the new era, supporting the high-quality development of international student education in China.

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