guilin tourism university china

Guilin Tourism University

Introduction to Guilin Tourism University

Founded in 1985, Guilin Tourism University (桂林旅游学院, GLTU, website ) is one of the two independent full-time public tourism undergraduate university in China. The school has two campuses, Yanshan and Handan, with a total area of 1.25 million square meters (1885 acres) and more than 13,000 full-time students.

The university is the only key support unit of the United Nations World Tourism Organization in mainland China, an Asia-Pacific Tourism Association education member unit, the Asian Development Bank “Excellent Partner for High-end Tourism Talent Training”, the National Tourism Poverty Alleviation Training Base, China – ASEAN Tourism Education Alliance Initiative, China-ASEAN Tourism Talent Education and Training Base, China-ASEAN Tourism Research Base, China Tourism Academy “Five Star Alliance” Unit, the first batch of Hong Kong and Macao Youth Study Bases, and the National Mass Sports Advanced Unit, Guangxi The small highland of tourism talents, the carrier unit of Guangxi Tourism Data Center and the post-doctoral innovation practice base of Guangxi; won the National Excellent Award for Catering Vocational Education and the Best Talents Training Institute for Oriental Tourism Service Industry. The school has established an international advisory committee composed of well-known scholars at home and abroad and industry elites.

The university has established a council composed of industry, enterprises, government, and schools. The social industry is widely involved in school operations. There are 13 secondary colleges (departments), 24 undergraduate enrollment majors, and 36 higher vocational colleges, including “eat, live, travel, travel, purchase, entertainment” and the new normal. We have established long-term, stable and in-depth cooperation with more than 160 well-known companies in the domestic and international industries including Hilton.

The quality of the faculty is 609 full-time teachers, and long-term foreign experts, famous scholars, and industry elites are invited to teach and give lectures. More than 40% of teachers have overseas study, study or training experience. In recent years, more than 1,000 students have gone to the United States, the United Arab Emirates, Canada, Japan, France and other countries for internships and employment. The students won the top prizes in the various vocational skill competitions and discipline professional competitions in the country.

Guilin Tourism University cooperates with international organizations such as the United Nations World Tourism Organization and the Asia-Pacific Tourism Association, as well as more than 20 overseas universities such as the Lausanne Hotel Management School and the Hong Kong Polytechnic University. It is a globally recognized academic system certification of the Lausanne Hotel Management School in Switzerland. One of the eight institutions. The school established the Belt and Road International College, established overseas campuses in Indonesia and Kazakhstan, established the China-Indonesia Tourism Business School and the China-Indonesia Tourism Research Institute in cooperation with the Trishhakti Tourism College of Indonesia, and established a tourism culture education center in Almaty, Kazakhstan. Russian Deputy Prime Minister Gorozetz and the two UN Secretary-General of the World Tourism Organization visited the school and gave speeches. The Secretary-General of the United Nations World Tourism Organization, Rifayi, commented: “The cooperation with the school has served as a model for the United Nations World Tourism Organization to carry out cooperation in various related fields and it is worth promoting worldwide.”

Guilin Tourism University relies on China-ASEAN tourism talent education and training base, Asian Development Bank high-end tourism talent training cooperation colleges, the first tourism hotel and travel agency general manager and department manager set up in the southwest region set up in the southwest region, the position examination unit, the autonomous region Professional and technical personnel continued training bases such as education bases and vocational qualifications, and held more than 30 senior tourism management talent training courses for Vietnam, Laos, and Cambodia. As the only domestic tourism university entrusted by the China-ASEAN Center, it has organized teachers to travel to Indonesia, Brunei, the Philippines, Laos and Malaysia for many years. Over the years, it has trained more than 60,000 tourists for various provinces and cities across the country.

Guided by President Xi’s new era of socialism with Chinese characteristics, the university will conscientiously implement the spirit of the National Education Conference, the New Era National College Undergraduate Education Work Conference, and implement the fundamental tasks of Lide Shuren, in accordance with the Party Committee and Government of the Autonomous Region. To the requirements of the “Building a High-level Tourism University” proposed by the school, adhering to the spirit of “Dare to be the first, pursuing dreams”, to cultivate the application-oriented talents needed for tourism and regional economic and social development, and to strive to build a distinctive application with distinctive characteristics.

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Guilin Tourism University

Country: China, People's Republic of

Website: https://www.gltu.edu.cn/

Founded in 1985, Guilin Tourism University (hereinafter “GTU”) was upgraded to an ordinary undergraduate university with the approval of the Ministry of Education in 2015. It is a full-time public undergraduate university in tourism in China. GTU consists of two campuses with a total area of 1.2572 million square meters and 12,205 full-time enrolled students, among who 9,235 are undergraduate students. GTU is the “Excellent Partner for High-end Tourism Talent Training” with the Asian Development Bank, and Member of the “Five Star Alliance” of China’s tourism universities. It is the China-ASEAN Tourism Talent Education and Training Base, the carrier unit of Asean Tourism Research Center of China Tourism Academy, also the initiative member and secretary unit of the China ASEAN Tourism Education Alliance. It is also a National Continuing Education Base for Professionals and the only university awarded as “National Tourism Poverty Alleviation Training Base” in China.

Founded in 1985, Guilin Tourism University was approved to start undergraduate programs in 2015. It is one of the two independent full-time public tourism undergraduate universities in China with 1 top discipline()and 2 key disciplines of provincial level, and 2 key research bases of humanity and social science of Guangxi. Guilin Tourism University offers 19 undergraduate programs and 36 programs for diploma, with over 12,000 full-time students.Adhering to its philosophy of developing into a renowned tourism featured university and educating an all-round talents in the tourism industry, Guilin tourism university has formed its own pattern of talents education that is closely cooperated with industry, multiplied with international institutions,and open to changes and opportunities,applicable to the social need since its establishment,with its target deeply rooted and based in Guilin and Guangxi, and a vision to the country and the world. Guilin Tourism University is the only key support unit of the United Nations World Tourism Organization in China and its affiliated member of the Education Committee, Member of the Asia-PacificTourism Association, “Excellent Partner for High-end Tourism Talent Training”with the Asian Development Bank , and Member of the “Five Star Alliance”of China tourism universities , one of the 100 universities of the project design and construction for School and Enterprise cooperation.It is also the initiative member of the China ASEAN Tourism Education Alliance, China-ASEAN Tourism Talent Education and Training Base, China-ASEAN Tourism Research Base, National Tourism Poverty Alleviation Training Base, the first batch of Hong Kong and Macao Youth Study Bases, National Mass Sports Advanced Unit, Guangxi Tourism Talent small highland and Guangxi Tourism Data Center carrier unit; It has awarded the Excellent Colleges for the National Catering Vocational Education, and the Award of the Best Institute for Eastern Tourism Service Industry Talents Training.Nowadays,Guilin Tourism University is working relentlessly to cultivate the talents that applicable and technical to the needs of tourism and social development according to the deployment of the state and the autonomous region, with the target to develop into a high level tourism university.

• ABOUT COMPETITION
• CLOUD CAMPUS
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• ONLINE PROGRAM
• TOURISM CHINESE PROGRAM
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• ADMISSION GUIDE
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Guilin Tourism University

Guilin tourism university (gltu) is located in guilin, a historical and cultural city renowned as the “finest scenery under heaven”..

It is one of the two independent public tourism universities in China, jointly supported by the People’s Government of Guangxi Zhuang Autonomous Region and the Ministry of Culture and Tourism of China.

The university currently has two campuses with a total area of approximately 1.26 million square meters. It has over 600 full-time teachers and around 13,000 full-time students. The library covers an area of 29,000 square meters and has a collection of 1.64 million printed books.

GLTU adheres to the positioning of an industry-oriented, local-focused, and application-oriented undergraduate institution, cultivating a large number of high-quality talents for relevant industries and the local region.

GLTU offers 30 undergraduate programs and 18 vocational programs, covering the six traditional elements and new formats of the tourism industry. It maintains close interaction with enterprises such as Shandong Inspur Group and Guangxi Tourism Development Group, promoting the alignment of disciplines construction and industry chains.

Key information & figures

Certified school member.

Bachelor’s degree

Number of Students

Unlocking the Benefits of Visiting Faculty in Higher Education

Visiting lecturers, often industry experts, practitioners, or renowned academics, bring a fresh and dynamic dimension to the educational landscape. They step into the classroom or lecture hall, not just as educators but as conduits of real-world experiences, bearers of diverse perspectives, and champions of the latest industry knowledge. This unique blend of expertise and enthusiasm imparts a multitude of advantages for students, faculty members, and the institution itself.

GLTU engages in collaboration in various fields with international organizations such as the United Nations World Tourism Organization (UNWTO), the World Tourism Alliance (WTA), and the Pacific Asia Travel Association (PATA).

GLTU also engages in multi-disciplinary cooperation with over 20 overseas universities, including Hong Kong Polytechnic University, Macao Institute for Tourism Studies and Universiti Sains Malaysia. GLTU has established overseas campuses in Indonesia and Kazakhstan and has set up the GLTU-Brunei International Tourism Talent Training Center.

GLTU possesses platforms such as the National Tourism Poverty Alleviation Training Base, the China-ASEAN Education and Training Base for Tourism Personnel, Guangxi Tourism Data Center, and Guangxi Tourism Museum. These platforms lead the formulation of standards in the tourism industry in Guangxi. GLTU is a member of “China Union of Five Tourism Institutes” and serves as the base of Guangxi Tourism Data Center, Guangxi Tourism Research Institute, Guangxi Tourism Industry Talent Highland and Guangxi Postdoctoral Innovation Practice Base.

Looking ahead to the future, GLTU will continuously adhere to the educational philosophy of “open education” and embody the spirit of “daring to be the first and pursuing dreams”.

With strong emphasis on connotation construction, by strengthening international cooperation and continuously improving the quality of talent cultivation, the school is striving to become a high-level application-oriented tourism university in China with international recognition and distinctive industry characteristics.

The following schools integrated the EHL network of schools by demonstrating a high level of commitment towards hospitality education and strong partnerships within their local industry.

EHL Education Consulting Lausanne, Switzerland | Beijing, China | Shanghai, China | Delhi, India

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Guilin Tourism University

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the Guilin Tourism University is a non-profit public higher education institution located in the large city of Guilin (population range of 500,000-1,000,000 inhabitants), Guangxi. Officially recognized by the Education Department of the Guangxi Autonomous Region, Guilin Tourism University (GLTU) is a coeducational Chinese higher education institution. Guilin Tourism University (GLTU) offers courses and programs leading to officially recognized higher education degrees such as bachelor's degrees in several areas of study. See the uniRank degree levels and areas of study table below for further details. This Chinese higher-education institution has a selective admission policy based on entrance examinations. GLTU also provides several academic and non-academic facilities and services to students including as well as administrative services.

University Snapshot

Selectivity

University Identity

University location, search engine, fields of study / degree levels, introduction.

What is the difference between comprehensive/generalist and specialized universities in terms of the range of fields of study they offer, degree levels available and academic and carreer paths pros and cons? Read our guide article about generalist and specialized universities to learn more.

Fields of Study and Degree Levels Matrix

The following Guilin Tourism University's Fields of Study/Degree Levels Matrix is divided into 6 main fields of study and 4 levels of degrees, from the lowest undergraduate degree to the highest postgraduate degree. This matrix aims to help quickly identify Guilin Tourism University's academic range and degree level offering.

This University offers courses in at least one of the following subjects:

• Applied Arts
• Museum Studies
• Performing Arts
• Religion and Theology
• Visual Arts
• Other Arts & Humanities Studies
• Accounting / Finance
• Anthropology / Archaeology
• Business / Commerce / Management
• Communication and Media Studies
• Development Studies
• Library and Information Science
• Physical Education / Sport Science
• Political and International Studies
• Social Policy / Public Administration
• Social Work
• Sociology / Psychology
• Tourism / Hospitality
• Other Business & Social Science Studies
• Aboriginal / Indigenous People Studies
• African Studies
• American & Caribbean Studies
• Ancient and Modern Languages
• Asian Studies
• English Studies
• European Studies
• French Studies
• Germanic Studies
• Indian / South Asian Studies
• Italian Studies
• Middle Eastern Studies
• Portuguese Studies
• Russian / Eastern European Studies
• Spanish Studies
• Other Language & Cultural Studies
• Anaesthesia
• Biomedical Science
• Dermatology
• Medicine / Surgery
• Natural / Alternative Medicine
• Obstetrics / Gynaecology
• Optometry / Ophthalmology
• Orthopaedics
• Otorhinolaryngology
• Radiography
• Speech / Rehabilitation / Physiotherapy
• Other Medical & Health Studies
• Aeronautical Engineering
• Agricultural Engineering
• Architectural Engineering
• Biomedical Engineering
• Chemical Engineering
• Civil and Environmental Engineering
• Computer and IT Engineering
• Electronic and Electrical Engineering
• General Engineering
• Geological Engineering
• Industrial Engineering
• Mechanical / Manufacturing Engineering
• Mining and Metallurgical Engineering
• Other Engineering Studies
• Agriculture / Forestry / Botany
• Aquaculture / Marine Science
• Architecture
• Biology / Biochemistry / Microbiology
• Computer / Information Technology
• Energy / Environmental Studies
• Food Science
• Mathematics / Statistics
• Neuroscience
• Pharmacy / Pharmacology
• Textiles and Fibre Science
• Zoology / Veterinary Science
• Other Science & Technology Studies

Notice : please contact or visit the university website for detailed information on Guilin Tourism University's areas of study and degree levels currently offered; the above matrix may not be complete or up-to-date.

Programs and Courses

Courses and programs.

Click here to explore a list of Guilin Tourism University courses and programs or, if not available yet, search for them with our Search Engine powered by Google. We are constantly adding university courses and programs worldwide with the cooperation of university representatives.

You can also explore our new A-Z Guide to 8,100 University Programs, Courses and Degrees to learn more about study outlines and typical duration, tuition ranges, career prospects, salary expectations of each course/program/degree.

Tuition Fees

Yearly tuition fees refers to the amount of money that a student is charged by a University for one academic year of full-time study. Read our guide article about tuition fees and financial aid options to learn more.

Yearly Tuition Fees Range Matrix

Tip: search for Guilin Tourism University's tuition fees with the uniRank Search Engine

Notice : please contact the university's Admission Office for detailed information on Guilin Tourism University's yearly tuition fees which apply to your specific situation and study interest; tuition fees may vary by program, citizenship/residency, study mode (i.e. face to face or online, part time or full time), as well as other factors. The above matrix is indicative only and may not be up-to-date.

Applying for admission is the first step towards achieving students' academic and career goals and accessing the many opportunities and resources that a university has to offer. Read our " Introduction to University Admissions " article to learn more.

Admission Information

uniRank publishes below some basic Guilin Tourism University's admission information.

Gender Admission

This institution admits Men and Women (coed).

Admission Selection

Has Guilin Tourism University a selective admission policy? Yes, based on entrance examinations.

Admission Rate

Guilin Tourism University's acceptance rate range is not reported.

International Students Admission

International students are welcome to apply for admission at this institution.

Admission Office

Tip: search for Guilin Tourism University's admission policy with the uniRank Search Engine

Notice : admission policy and acceptance rate may vary by areas of study, degree level, student nationality or residence and other criteria. Please contact Guilin Tourism University's Admission Office for detailed information on their admission selection policy and acceptance rate; the above information may not be complete or up-to-date.

Size and Profile

University size and profile can be important factors to consider when choosing a university. Here are some potential reasons why University size and profile can affect students when choosing a university .

uniRank publishes below some major size and profile indicators for Guilin Tourism University.

Student Enrollment

Not reported

Academic Staff

Control type.

Guilin Tourism University is a public higher education institution.

Entity Type

Guilin Tourism University is a non-profit higher education institution.

Campus Setting

Academic calendar, religious affiliation.

Guilin Tourism University does not have any religious affiliation.

Facilities and Services

What are the most common University facilities and services? Read our two guide articles about University Facilities and University Services to learn more.

University Facilities

uniRank provides below an overview of Guilin Tourism University's main facilities:

University Library

University housing, sport facilities/activities, university services.

uniRank provides below an overview of Guilin Tourism University's main services:

Financial Aid

Study abroad, distance learning, academic counseling, career services.

Notice : please contact or visit the university website for detailed information on Guilin Tourism University's facilities and services; the information above is indicative only and may not be complete or up-to-date.

Recognition and Accreditation

There are different types of legal recognition and quality assessment of higher education institutions around the world, depending on the country and its legal and higher education system... read our article about university accreditation and recognition to learn more.

Institutional Recognition or Accreditation

Guilin Tourism University is legally recognized and/or institutionally accredited by: Education Department of the Guangxi Autonomous Region

Specialized or Programmatic Accreditations

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Guilin Tourism University's official programmatic or specialized accreditations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Tip: search for Guilin Tourism University's accreditations with the uniRank Search Engine

Important : the above section is intended to include only those reputable organizations (e.g. Ministries or Departments of Higher Education) that have the legal authority to officially charter, license, register or, more generally, recognize Guilin Tourism University as a whole (institutional legal recognition), accredit the institution as a whole (institutional accreditation) or accredit its specific programs/courses (programmatic accreditation).

Memberships and Affiliations

University memberships and affiliations to external organizations can be important for several reasons... read our article about university affiliations and memberships to learn more.

Affiliations and Memberships

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Guilin Tourism University's official affiliations and memberships to higher education-related organizations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Academic Structure

Academic divisions can provide valuable insights into the range of fields of study and disciplines a University focuses on and the institution's level of specialization. Comprehensive or Generalist Universities typically offer a wide range of academic programs and have many academic divisions and subdivisions across different disciplines, while Specialized Universities tend to focus on a narrower range of programs within a specific field or industry and have fewer academic divisions and a simplified organizational structure. Read our guide article " Understanding Academic Divisions in Universities - Colleges, Faculties, Schools " to learn more about academic divisions and typical university organizational structures.

Not available; please use the Feedback/Error report form to submit a list of Guilin Tourism University's official first-level academic divisions. If you are an official representative you can also claim and update this entire university profile free of charge (UPDATE ALL).

Social Media

Social media can be a powerful tool for Universities to communicate with current students, alumni, faculty, staff and the wider community. But how can social media be important for prospective students? Read our article about the importance of Social Media for universities and prospective students to learn more.

uniRank publishes brief reviews, rankings and metrics of some Guilin Tourism University's social media channels as a starting point for comparison and an additional selection tool for potential applicants.

X (Twitter)

Free online courses, open education global.

This higher education institution is not a member of the Open Education Global (OEGlobal) organization that is developing, implementing and supporting free open education and free online courses. View a list of Open Education Global members by country .

Wikipedia Article

Not available; please submit an official wikipedia article, preferably in English, about Guilin Tourism University.

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Feedback, Errors and Update

We appreciate your feedback and error reports. Guilin Tourism University's official representatives can claim this institution and request to update this entire university profile free of charge by clicking on UPDATE ALL

Site last updated: Wednesday, 7 February 2024

Disclaimer : please visit Guilin Tourism University 's official website to review that the information provided above is up-to-date. The uniRank World University Ranking ™ is not an academic ranking and should not be adopted as the main criteria for selecting a higher education organization where to apply for enrollment.

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6 Best Universities In Guilin For International Students 2024

Out of 6 universities in Guilin , Guangxi Normal University and Guilin University of Electronic Technology are the top-performing schools in Guilin. This list covers public institutions in Guilin .

In this article, we’ve compiled the best universities in Guilin, Guangxi. We based our rankings on academic reputations from reputable sources and the number of international students. By doing this, you’ll have an efficient way of comparing your target universities and choose your host university in Guilin, Guangxi.

How do I get admission to the best universities in Guilin?

Applying to the universities in Guilin involves submitting requirements and following specific admissions procedures set by your chosen university. The requirements often include a student visa, application packages, and language scores. Check out our guide for international students who want to study in Guilin to learn more about applying for admission in this country’s universities!

How much are the tuition fees at the best universities in Guilin?

Tuition fees at Guilin’s universities can vary depending on which university, degree, and program you will be enrolling in. Generally, tuition fees for the bachelor’s level range from 13,000 RMB to 21,000 RMB , while tuition fees for the master’s level range from 18,000 RMB to 27,000 RMB. If you are interested, check out the affordable universities in Guilin !

As we cover the best universities in Guilin for international students, feel free to check out the university’s information on Admission, Tuition, Courses, and Language Requirements by looking at the individual university pages.

Top Universities in Guilin for International Students

1 guangxi normal university.

Guangxi Normal University is a key public institution in Guilin, Guangxi, China. In 1932, it became one of China’s first normal universities and was among the first to offer an undergraduate education program in Guangxi. The university now offers several bachelor’s and graduate-level programs in law, economics, education, and other fields. It comprises three campuses: Wangcheng, Yucai, and Yanshan.

2 Guilin University of Electronic Technology

Founded in 1960, Guilin University of Electronic Technology is a public university with four campuses located in the scenic city of Guilin. The institution offers first-rate courses from a wide array of academic disciplines. Its engineering and computer science programs are among the highly ranked courses in China and globally. In addition, the university continues to provide top-quality higher education by constantly improving and creating advanced study programs.

3 Guilin University of Technology

The Guilin University of Technology was established in 1956. They offer programs in different disciplines such as science, agriculture, engineering, management, and languages, among others. The Guilin University of Technology has campuses in Nanning and Yanshan.

4 Guilin Medical University

Guilin Medical University is a public institution established in 1935. The university is part of the pilot batch of a government initiative: Education Plan for Future Outstanding Doctors. Quite recently, it was granted the authority to confer doctorate degrees. Three campuses (Lequn, Dongcheng, Lingui) comprise the university, and through them, several medical-related programs are being offered.

5 Guilin University of Aerospace Technology

The Guilin University of Aerospace Technology is a public institution in Guangxi, China. It specializes in engineering and technology but offers programs in other disciplines like law, business, and arts. Previously run by the Aerospace Ministry of China, around ten units comprise the university.

6 Guilin Tourism University

The Guilin Tourism University is one of the public institutions for higher education in Guangxi Province, China. It was founded in 1985 through its predecessor, the Guilin Institute of Tourism. The university currently has more than 11,900 total enrollment, with around 200 international students.

We know that choosing your dream school in Guilin not an easy task. After all, you need to consider other factors like the cost of your education, school background, and population, as it can be overwhelming on your part.

So, to help you out further in weighing your school options for studying in Guilin , make sure to visit our list of the best public universities in Guilin ! These articles will surely help you in deciding your next study destination!

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Guangxi's second-largest city, Guilin (桂林, Guìlín) has the hallmarks of most Chinese megalopolises, but it feels much more relaxed given its spectacular setting among the jagged-peak limestone karsts that surround it. It was China's first city to develop tourism after 1949, and for decades, children's textbooks proclaimed 'Guilin's landscape is the best under heaven' (桂林山水甲天下). It was the darling of Chinese politicians, the star city proudly presented to visiting dignitaries. Today Guilin's natural endowments still amaze, yet, thanks to imperfect urban planning, there is a pervasive feeling that the city is past its prime.

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Attractions

Must-see attractions.

Bajiaozhai National Geopark

This park is named after eight Danxia stone peaks that lie near the border with Hunan. Round, isolated, featuring ringlike troughs and leaning 45 degrees…

Rong Lake (literally, Banyan Lake), named for an ancient Chinese banyan on its shore, and its adjoining Shan Lake are an oasis of calm in the urban hub of…

Jiangtouzhou Ancient Town

The 1000-year-old village of Jiangtouzhou is tucked away among farmland 32km north of Guilin. The mostly abandoned village has layers of old-world charm,…

Elephant Trunk Hill

At the southern end of Guilin where the Li River and the Taohua River converge is one of Guilin's best-promoted sights, Elephant Trunk Hill. Unlike other…

Sun & Moon Twin Pagodas

Elegantly embellishing the scenery of Shan Lake, the Sun and Moon Twin Pagodas, beautifully illuminated at night, are the highlight of a stroll around…

Guilin Tianmen Mountain Scenic Area

Tianmen (not to be confused with Tianmen Mountain in Zhangjiajie, Hunan) is home to proud cliffs, sharp ravines and dramatic waterfalls of Danxia…

Folded Brocade Hill

Folded Brocade Hill affords some of Guilin's best views, complemented by restored pavilions, some originally dating from the Ming dynasty. Climb the stone…

At the northern shore of Rong Lake is this original Song-dynasty city wall (城墙, chéng qiáng). Come by in the evening when it's illuminated, and locals…

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Guilin Travel Guide

Guilin is reputed as being one of the world's most beautiful places with its karst landscapes, clean rivers, idyllic countryside, majestic rice terraces, and ethnic minorities.

Guilin is in South China's Guangxi Region, close to Hong Kong and Guangzhou to the southeast, and now only 6.5 hours' ride from Chengdu by train.

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Top Things to Do in Guilin

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Top Private Guilin Tours

• A Relaxing Hike along the Li River
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• Explore Guilin's best cave
• Enjoy panoramic views of the Li River
• SUP on a Beautiful River
• Drive with an All-Terrain Vehicle
• Discover the Rural China
• Explore centuries-old lifestyle
• Cycle on Less-Traveled Routes
• Climb to the Top of a Karst Hill
• Have Fun while Kayaking
• Explore a Wild Limestone Cave
• "Taste" Guilin City at Night
• The best choice for first-timers
• Discover the picturesque rural China 
• Enjoy sunset at the Great Wall
• Stroke stalactites in a authentic karst cave
• The best choice for nature lovers
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Guilin Travel Guide by Month

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Peer-reviewed

Research Article

Internationalization, cultural appreciation and institutional governmentality for quality control in transnational higher education cooperation: An empirical assessment

Roles Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing

Affiliations Scholar, Belt and Road International School, Guilin Tourism University, Guilin, Guangxi, China, Visiting Scholar, School of Politics and Public Administration, Guangxi Normal University, Guilin, Guangxi, China

Roles Conceptualization, Data curation, Investigation, Validation, Writing – review & editing

* E-mail: [email protected]

Affiliation Scholar, International Exchange & Cooperation Department, Guilin Tourism University, Guilin, Guangxi, China

• Jinsheng (Jason) Zhu, 
• Shushu Wang

• Published: September 22, 2022
• https://doi.org/10.1371/journal.pone.0274989
• Peer Review
• Reader Comments

This article examines the dynamic mechanism of cultural appreciation and institutional governmentality to ensure successful quality control in a transnational higher education collaboration context. Adopting participatory action research and a case study approach, this paper investigates the quality control system in a Chinese tourism university. The present study finds that mutual cultural appreciation, responsible government guidance and institutional governmentality are essential quality control measures for transnational higher education cooperation. The quality control system is suggested to be established to enrich and improve the quality standards of joint international higher education collaboration. This study proposes to expand the international influence and recognition of China-foreign education collaboration through quality international exchange and cooperation.

Citation: Zhu J(, Wang S (2022) Internationalization, cultural appreciation and institutional governmentality for quality control in transnational higher education cooperation: An empirical assessment. PLoS ONE 17(9): e0274989. https://doi.org/10.1371/journal.pone.0274989

Editor: István Tarrósy, University of Pecs Faculty of Humanities: Pecsi Tudomanyegyetem Bolcseszettudomanyi Kar, HUNGARY

Received: April 26, 2022; Accepted: September 7, 2022; Published: September 22, 2022

Copyright: © 2022 Zhu, Wang. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: All relevant data are included in the paper.

Funding: The following phrases are included in the article's acknowledgment section. “In the article acknowledgement, we state the following words. “This article is part of academic achievements of first-class universities and disciplines in tourism management discipline (project) in Guangxi, China. The corresponding author has also been participating in research projects supported by Guilin Tourism University-China ASEAN Research Centre. This research project is financially supported by Guangxi Tourism Vocational Education Teaching Steering Committee - 2021 Tourism Vocational Education Research Project on Teaching Reform in Tourism Education (2021LYHZWZ001).” The “first-class universities and disciplines in tourism management discipline (project) in Guangxi, China” was a project of the university that the authors are working in. The Guilin Tourism University-China ASEAN Research Centre is one of the research centers that the authors Dr. Jinsheng (Jason) Zhu are working with. The “Guangxi Tourism Vocational Education Teaching Steering Committee - 2021 Tourism Vocational Education Research Project on Teaching Reform in Tourism Education” is one of the research projects undertaken by Dr. Jinsheng (Jason) Zhu. Here we would like to restate that both the authors are working and taking salaries in Guilin Tourism University, the institution we disclosed in the author title page. However, “The university and the funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript”.

Competing interests: The authors have declared that no competing interests exist.

Introduction

There is no doubt that there is rising enthusiasm among higher education institutions across nations of the globe to build the transnational higher education setting to meet developing global demands. As it is observed, the internationalization of higher education is experiencing a prominent changing scenario [ 1 – 4 ]. Heterogeneous internationalization modes have resulted in altering workplace environments [ 1 ], various viewpoints [ 5 ], shifting rationales [ 6 ], theoretical and strategic management [ 7 ], as well as observational possibilities and challenges [ 8 ]. Historically, the concept of internationalization of higher education began with academics travelling to academic centres around the world to study wherever they could [ 9 ]. In recent decades, there has been a growing emphasis on the international components of higher education at institutional policies and international faculties in international higher education institutions [ 10 ]. Furthermore, there is an early separation between market-driven interests in the recruitment of fee-paying overseas students and a cost recovery industry for a marginal activity aimed to support globalization in general [ 11 , 12 ]. A rising number of practitioners perceive internationalization efforts as a strategy of boosting personal and professional growth as a means of changing the system [ 13 ]. More subsequently, the word "internationalization" has developed and gained popularity as a fashionable worldwide phenomenon [ 14 , 15 ] and has been linked to the United Nations’ Sustainable Development Goals [ 16 ].

Transnational higher education has grown and attracted growing attention globally as globalisation has deepened in the second part of the twentieth century [ 17 ]. China-foreign cooperative education, as a manifestation of transnational higher education in China, has grown significantly in recent years and is becoming a crucial subject in higher education research [ 18 ]. King [ 19 ] investigates China’s distinctive traits and particularities of internationalization challenges in international higher education, notably its fast expansion in international collaboration with African nations. From 71 in 1995 [ 20 ] to 2238 in 2019 [ 21 ], the number of China-Foreign Cooperative Education Programs between Chinese institutions and foreign universities has increased dramatically. Nevertheless, while the Chinese government supports internationalization of higher education as a means of improving domestic higher education’s global rankings, the surge of China-foreign cooperation programs has been accompanied by quality issues raised by the introduction of mediocre foreign institutions driven by profits, as well as a lack of well-established legislation and regulations, inner governance systems, and quality control systems [ 22 ]. As just an outcome, in addition to the updating of legislation and regulation perspectives at the national level, initiatives undertaken by cooperation institution partners are the true engine for the actual running of cross-border education, ultimately promoting teaching quality and protecting the interests of all stakeholders and deserve more attention. Starting with a case study, this paper examines quality control in transnational cooperation from cultural and institutional governmentality perspectives, attempting to identify significant measures to ensure the long-term and potential promotion of teaching quality in transnationally cooperative education.

The instance selected for this research is an applied tourism university in a world-renowned tourist location in China’s southwest (hereinafter GTUC). GTUC attempts to conduct a China-foreign education cooperation program to introduce the elite hospitality education resources of one University for hospitality education from Switzerland (hereinafter EHLS), which is one of the world’s first institutions of hospitality management and ranks top throughout this field worldwide, in order to meet the increasing needs of the local market for high-end international hospitality professionals. Since 2015, an independent teaching and training facility has been built as the foundation of the Faculty of GL (An International Hospitality Management School) (hence GTUC-GL, or GL for abbreviation), which is a GTUC school specifically designed to conduct this program and to be the centre of this research. GTUC has been approved by the Ministry of Education China to enrol bachelor students in this special hospitality management since 2017, after formally entering the certified collaboration with EHLS in 2016. The current study aims to demonstrate the importance of cultural appreciation and institutional governmentality in quality control in transnational education cooperation through this case study, and it proposes to expand the international influence and recognition of China-foreign education collaboration through quality international exchange and cooperation. Following a review of previous research, the paper examines the cultural appreciation reflected in GTUC-hospitality GL’s mindset, institutional governmentality, and quality control process in GL as a case study to discuss conceptual quality control in transnational higher education cooperation programs.

Literature review

Before delving into the challenges posed by the globalization of higher education, we would want to clarify the definitions of important terminology used in this study. The international curriculum, as defined by the OECD’s Centre for Educational Research and Innovation (CERI), is "an international orientation in content, aimed at preparing students for performing (professionally/socially) in an international and multicultural context, and designed for both domestic and foreign students" (p9) [ 23 ]. In light of this, the following aspects will be investigated in this section of the literature as part of the present article: what are the theoretical foundations of internationalization and transnational higher education; what is currently known in the field; and what are the existing gaps throughout the concepts? In order to provide a more comprehensive response to these concerns, it has been proposed that we investigate topics such as the internationalization of higher education and the quality control challenges that arise throughout the process of internationalizing higher education. The dominant understanding of internationalization of higher education in China adheres to this definition, which, in a nutshell, comprises of the internalization of student sources as well as the globalization of curriculum and administration.

The internationalization of higher education

The importance of internationalization for higher education is self-evident, even though these themes have remained insufficiently underestimated in a Chinese context. Guided by several disciplines including anthropology [ 24 ], language and communication [ 25 ], business and marketing [ 26 ], futurist studies [ 27 ], strategic leadership and pedagogy [ 28 ], internationalization challenges have emerged as a top priority for foreign universities all around the globe. Chinese colleges and universities are not bystanders to these global trends. This is in part a reaction to the changing global environment and cultural surrounds, but it is also a response to the globalisation shift itself, which, pushed to its logical conclusion, is a bottom-line development plan for any ambitious international institution. Adopting a coupling coordination model, Geng and Zhao [ 29 ] conduct a regional and temporal examination of the link between the characteristics of sustainable higher education development and the coupling coordination relationship. In addition, they present a number of concrete and actionable recommendations for ensuring the continued growth of the higher education sector. Many aspects of contemporary globalization make it necessary for institutions to modify and define the concept in accordance with their own goals; as a result, prevailing conceptions of the meta-discipline of globalization in discipline have become increasingly complex as a result of such development [ 30 ]. To a certain extent, this is especially obvious in countries where institutional internationalization is still in its early phases and where traditional Western ideas of internationalization must be studied further for their relevance in local situations. In these countries, internationalization of institutions is still in its early phases [ 31 ]. Our comprehension of the benefits and constraints associated with internationalization practice in China will be aided by the development and use of this concept in the context of such unique conditions. In addition, it is of equal significance to guarantee the high quality of such international educational practices concurrently with the process of globalization of education. Following this part, quality control in the internationalization process of higher education is then further explained in the next section, along with a review of relevant literature.

Quality control in the internationalization process of higher education

With the commitment to enhance the world ranking of domestic higher education, transnational higher education is favoured by the Chinese government. This denotes all types of higher education study where the learners are located in a country different from the one where the awarding institution is based [ 32 ]. The term is recently interchangeably used with "cross-border education", "offshore education" and "borderless education" in related research [ 33 ]. Transnational higher education may be conducted in different forms, such as franchise, twinning, double/joint degree, articulation, validation or virtual/distance. However, borderless education that neglects the existing borders in the delivery of transnational programs, are not included in this study.

The employment of quality control in higher education has been a global practice under the background of globalisation and internationalization [ 34 , 35 ]. The integration of global markets puts modern countries under huge pressure to maintain or promote national competitiveness facing overwhelming challenges. As the knowledge base for developing potential talents, higher education has been confronting the same situation. Initiated by the state, multiple measures are taken to elevate the world ranking of domestic universities, including the quality control system, to finally enhance the efficiency and effectiveness of higher education performance [ 36 ]. Generated from the manufacturing sector, the concept of quality refers historically to consumer satisfaction, and synthesis of conformance, adaptability, innovation and continuous improvement [ 37 ]. On this basis, higher education quality is usually examined via exquisite standards, consistency with standards, adequacy of purpose, effectiveness in achieving institutional goals, and meeting stakeholders’ explicit or implicit needs [ 38 ]. Since the 1980s, a series of internal reforms have reshaped the development of higher education in China, introducing privatization and marketization to accelerate the massification of education programs, which grants universities more autonomy and flexibility in university-level governance.

Quality control has become a critical issue for the orderly, healthy, and sustainable growth of China-foreign cooperative education as a result of the different disorderly circumstances and quality concerns that have developed since its emergence [ 39 ]. The majority of research have concentrated on the macro-level of government regulation and specialized quality control methods, although attention has also been made to quality control specific challenges [ 40 , 41 ]. Because transnational higher education transcends national boundaries and surpasses the realm of regulation in a single country, the problem of quality control is much more difficult than quality control in a single country. This research examines the quality control of Chinese-foreign cooperative education from institutional and cultural perspectives in order to identify the underlying reasons of quality control issues.

As a consequence, in the endeavour to ensure education quality, underneath the macro efforts undertaken at the national or cross-national level, the establishment of a well-established quality control regime at the micro level of school partners demands much more academic attention and investigative effort. As the governing body in close touch with professors and students, whether a school has a solid governance structure in place directly influences the students’ community. The Chinese Ministry of Education’s revisions of the quality control system in higher education are primarily concerned with numbers pertaining to an educational institution’s physical foundation. A well-designed campus, on the other hand, provides more than just effective and efficient educational results. Quality control can be effectively achieved only when all stakeholders’ interests are considered and all stakeholders can actively participate in the governance system, and when the framework of institutional governmentality is well established and can function in promoting quality control in higher education.

Using these notions, this research seeks to use GTUC as an example by performing a case study of the quality control system from the viewpoints of institutional governmentality creation and cultural appreciation in transnational higher education. Finally, this study emphasizes the significance of high-quality international exchange and cooperation in growing China’s worldwide impact and recognition of foreign education partnership with China.

Research site and research methodology

The research methodology adopted in this study is taking a participatory action research (PAR) approach [ 42 – 44 ] (See Fig 1 below) and a case study method [ 45 , 46 ], both of which are iconic approaches in qualitative research methodology. PAR is a rapidly growing research approach [ 47 ] in education research, thus, a proper method for educational scholars to investigate a co-developing education program with stakeholders [ 48 ]. As an important form of qualitative research, PAR through focus group interviews is an unstructured, direct, one-to-many group interview. Focus group interviews are conducted by investigators with advanced interviewing skills to reveal underlying motivations, attitudes and feelings about an issue, and are most often used in exploratory surveys, to build up subjectivity via gathering reliable pieces of evidence [ 49 ]. By gaining a detailed understanding of complex behaviour and exploring sensitive topics, the authors conducted detailed interviews with the faculty management team, frontline staff, students and many other stakeholders of the faculty at GTUC. The main function of the interviews was to obtain rich and vivid qualitative information from which to generalise and draw conclusions through the researcher’s subjective and insightful analysis [ 50 ]. As for the case study, this is a major methodological approach in sociological inquiry [ 51 , 52 ]. A third approach combined in this research is documentary review. This research used documentary analysis to achieve its goals. The promise of this technique is built on the measurement and comprehensive evaluation of existing records from the institution. The methodology of this research will allow for a meaningful evaluation of the school’s current document on limited circumstances. The research technique is based on an assessment of current announcements, disclosures, notifications, and running profiles of this institution, as well as an investigation of several internal regulatory recordings. The many actions carried out throughout the study’s development will allow the formation of landscapes with nodes showing performance, implementation of conceptual subthemes, and development linked to its internal management and quality control approaches. The above-mentioned research methodologies are scientifically valid and applicable when applied to the case of Chinese-foreign collaborative education in China.

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https://doi.org/10.1371/journal.pone.0274989.g001

The investigation was carried out voluntarily by interview participants during an initial period of about 12 months, from January 2020 to December 2021, with the agreement of the institution and the written consent of all interviewers. For the Ethics Committee of the author’s institution has accepted and fully supported the current examination of the research objects. All participants are encouraged to read the following statement in accordance with the qualitative inquiry: I consent to participate in this qualitative understanding to transnational collaboration project in the current faculty . I concur that the response I made in the following interview to be used for academic research purposes by researchers of this scientific interpretation . An international literature review, institutional document and policy review, and meetings with university administrators, program and course leaders, coordinators, and professional development lecturers to develop an interdisciplinary, cross-institutional case study of an internationalised curriculum are among the data resources for further analysis. The overall number of respondents in this study was 64, which included university officials, the dean of the Faculty of GL, faculty members, GL students, and a broader spectrum of Faculty of GL stakeholders. In this regard, a detailed technique or strategy for gaining an explanation of the objective and analysing the effect of modifications to that mechanism was offered by the stakeholder approach [ 53 , 54 ]. This was achieved by determining who the major players or stakeholders in the system were and analysing the functions that they play in the mechanism from a strategic perspective. A definition of stakeholder that is widely recognized and accepted categorizes as stakeholder any group or individual that has the potential to influence or is affected by a development and/or the achievement of the goals of an organization. This definition applies to both the development itself and the goals themselves.

The authors mediated the focus group interviews, and the interview procedures were recorded by research assistants. Based on current research on internationalization, cultural appreciation, and quality control in collaborative international higher education cooperation, several key open-ended issues were proposed. These prepared questions maintained the flow of discussion topics and regulated the focal scope of the major subject of this research endeavour, which focused on (1) How academics working in various institutional and disciplinary settings define the idea of curricular internationalization? (2) How does the school include faculty in the process of internationalizing the curriculum in academic practices? (3) How is the quality control system developed and monitored during the implementation process? Discussions were also encouraged throughout the question and answer segment to delve into the latent meanings behind the participants’ replies [ 55 , 56 ]. The respondents were given the freedom to disclose their actual feelings, which was made possible by the researchers’ support. The researchers attempted to provide a comfortable and free interactive environment for the respondents, in order to encourage deeper and more free communicative conversations [ 57 ].

Three rounds of focus group interviews were held in the same location to ensure dependability and credibility in qualitative educational research methods [ 58 ]. Each interview lasted around 40 minutes to an hour. The researcher audio-recorded the interviews with the permission of the participants and subsequently converted them to text using technological techniques. The three interviews’ texts were combined. After acquiring the entire texts, the writers double-checked with the interviews in cases where they were dubious about the actual meaning of the interviewees. The interview inaccuracies were subsequently addressed.

Text analysis of this research project followed a further systematic investigation [ 59 ]. The original material was then transcribed as the first phase. Following each interview, the tapes were meticulously transcribed, and the source material was thoroughly examined and analysed. The second stage was to code. The current study’s information was reorganized and classified, using key themes or thematic emphasizing categories. The coding results were displayed as text information and analysed using theme categories. The language of the interviews was used to deliver the material, which helped the researchers comprehend the feelings and perspectives of the interviewees in the situation. Finally, the theme categories were compiled in text format and sent to the interviewers for a second round of validation. As a result, the authors created the graphic below to expound on the contributing elements linked to the internationalization problem in this particular situation in China.

Research findings

Accompanied by the synthesizing of precedential literature, an overall investigation of the texts has shown the research framework for a transnational higher education collaboration in the case of GTUC-GL, as shown in previous figure. Three identifiers have been conceptualized: (1) mutual cultural appreciation; (2) institutional governmentality; and (3) quality control. Such triangle identifiers have been grounded in the focal case in this research, which is popularly cited in previous prestige pieces of literature of transnational education collaboration, for instance, culture issues [ 60 , 61 ], institutional structure [ 62 , 63 ], as well as the systematic process for high profile quality control [ 63 , 64 ]. The research findings for each of the identifiers is then further shown and elaborated in detail in the following sections. Part of the verbatim quotes, which are greatly condensed into theoretical debates and discursive summaries, serve as testimony to corroborate the previously specified identifiers, as seen in Fig 1 above.

Cultural appreciation in the transnational educational collaboration process of internationalization of curriculum

This section analyses the hospitality mindsets from the perspective of cultural appreciation. The internationalization of the curriculum sits at the intersection of university policy and practice and is a source of fascination and achievement for students, academic staff and university administrators. Stakeholders in the process of internationalization must be equipped with strong cultural appreciation, accepting cultural diversity, equity and inclusion [ 65 ]. Under the guidance of GTUC’s internationalized education planning, with the combination of the needs of China’s education and GTUC’s features, GTUC-GL integrates its mission, vision and distils them down to "GLers" as its core values, which consist of Graceful Generalist , Life-Long Learner , Responsible Rudder and Sincere Socialist . To integrate these core values into school life, GTUC-GL starts from the following aspects to develop students into qualified high-end hospitality talents in the future.

To date, the GL teaching facility is well-formed in its lobby, guest room, banquet hall, and many other areas, and has produced a fully functioning hospitality teaching environment, complete with hotel service chain settings. The lobby is surrounded by a green planting space, a small sports field, and a sofa lounge area, providing the faculty teaching community with an open view and a pleasant ambiance in their spare time. Integrated cultures from both Switzerland and China have infiltrated the staff and students’ imaginations. Such impressions were instilled in teachers and students during their initial visits to the EHLS campus, and therefore from the time they were recruited to the institution. These accomplishments did not come easily or quickly. Interviewees who were present at the initial establishment of the combined higher education partnership revealed their opinions regarding the challenges of creating an extremely international-style teaching and learning environment. The same views have been instilled in bachelor students. The academic staff and students were to embrace the hospitality traditions of both Switzerland and China. GTUC-GL’s philosophy is represented in the software and hardware infrastructure, as well as the services given to its teachers and students. A genuine hotel was built to house a cooperative education program, giving a physical foundation for establishing the EHLS teaching paradigm and delivering a learning experience via practical training in actual hotel roles, particularly from the time freshmen enter this teaching structure. This authentic hotel was built to host this co-operative education program. It gives students the ability to gather learning experiences via practical training in genuine hotel positions and serves as the physical foundation for establishing the EHL teaching paradigm. This option is particularly open to students who are just entering this educational system. This sentiment was echoed over the course of the interviews, with interviewees expressing the perspective outlined below.

I believe the most crucial aspect is the ladder concept of professional training programme . The curriculum is organized in a spiral progression of "practice → theory → practice → theory" . We offer students with a totally realistic operational environment in which they may study the essential professional courses , allowing them to swiftly grasp the relevant information and abilities and fully realize the synchronization between professional education and industry demands . (G1, Professor, Head of School, one of the main directors of the School, interview in December 2021).

Adopting an EHLS educational horizon [ 66 ], GTUC has built an independent hotel as an academic building, providing an infrastructure basis for students’ immersive learning. GTUC-GL has a total surface area of 21,858 square meters, which is made up of 11 multi-media classrooms and 13 practical training classrooms that enable students to engage directly in the operations of a real hotel, flawlessly blending professional experience with theoretical school learning. Students begin their first semester in the faculty by cycling through 14 mock-up roles in a genuine hotel environment. Further, to keep the core culture value [ 67 ] deeply rooted in every staff and student, for instance, GTUC-GL designs its school badge, makes signage of its mission, vision and core values. The faculty incorporate these cultural symbols in the faculty teaching building. GTUC-GL absorbs EHLS’s talent for developing a routine of "Practice–Theory—Practice Again—Theory Again", to strengthen features of applied hospitality talents development, which are also termed as an experiential learning model [ 68 ]. The GTUC-GL, which is based on hotel facilities, draws on EHLS’s successful experience in conducting practical training to divide must-have hospitality service skills into 14 positions and design related practical training courses, achieving a high fusion of teaching and operation, theory and practice. The GTUC-GL produces an official document to incorporate hospitality professional standards into university life. The GTUC-GL professors and students adhere to a formal dress code of hospitality professionals that corresponds to their curriculum, demonstrating the GLers’ positive professionalism. The School also displays dress code and international business procedure signs, tacitly inspiring its pupils to be industry talents. Fig 2 depicts cultural appreciation as a dynamic interaction process between EHLS and GTUC at the institutional level. Such mutual structural appreciation suggests that active and favourable interconnectivity between different university cultures, as Wu and Pullman [ 66 ] note, enhance the credibility and are beneficial to the organization of joint international higher education collaboration.

https://doi.org/10.1371/journal.pone.0274989.g002

The special features for this unique school are these followings : the school’s financial and policy support , the calibre of the international institutions with which the school has partnered , the employment of foreign specialists , and the educational experiences of the school’s management and faculty members gained during their time spent studying abroad . This function is contingent on the applied talent development model that the GTUC uses as well as the launch of the operations integration program that EHLS has implemented . This characteristic is in line with the objective of teaching practical skills , and it may be used to highlight the school’s training of applied talent features . (In December 2021, an interview was conducted with G5, Professor, who was one of the supervisors at the school who was responsible for the formulation of the curriculum)

To have a more in-depth discussion of the internationalization of higher education, researchers must include the internationalization of the curriculum, which includes international-style teaching and outcome-oriented student learning [ 69 ]. Yet, the internationalization of the curriculum is little known as a concept and is evolving in practice [ 70 ]. Planning to reach the goal of internationalised learning, it must be done in the context of integrated cultures and knowledge spheres, diversified behaviour change and practices of full engagement within a transdisciplinary approach [ 71 ]. However, if academic staff do not have sufficient experience, skills or knowledge required to internationalise the curriculum, they are, thus, incapable of sufficiently engaging with fully adopting the internationalization of the curriculum. This is serving as competitive implications for universities’ international strategies and student learning [ 72 ]. The intersections between disciplines, curricula, internationalization and student learning in higher education form a connected space and a glocalized curriculum that offers rich culture experiencing opportunities for students and faculty members [ 73 ]. Participants in the interview offered the following examples to illustrate how the curriculum may be made more international:

This course of study has the intestinal fortitude to break away from the normal educational paradigm and makes an effort to integrate Eastern and Western methods of instruction . Working with EHLS , an institution that is recognized as a leader in the hotel management industry , provides a one-of-a-kind opportunity to learn from one another . For this reason , we are enthusiastic about the progress that is being made with the program . Second , the educational technique of the program is a good match with what I’ve learned from my own experience studying in other countries . I have high expectations for the project and look forward to acquiring the most cutting-edge knowledge from both the Western and Chinese educational systems as well as improving my general competence . I want to be able to lead the program in such a way that it produces students who have a more global perspective and a more holistic approach , in addition to individuals who have professional skill and moral integrity . (Interview conducted in June 2021 with G4, Professor, who is largely responsible for teaching courses at the school)

Cultural factors also need to be taken into examination in the quality control system. Mutual cultural appreciation in social sciences usually refers to "the dependence of a phenomenon … in institutional, social, cognitive or cultural terms" [ 74 ]. The faculty members of hospitality management cultivate students’ comprehensive competencies through all kinds of cultural- and hospitality-related activities [ 75 ]. Besides organizing competitions of professional skills such as the "GL Cup" Sommelier Services Competition and Competition of Creative Table Napkin Folding, GTUC-GL selects outstanding students to participate in professional competitions at the national and provincial level and Young Hoteliers Summit, to transfer students from inexperienced youngsters to potential professionals with strong cooperation social responsibility mindsets [ 76 ]. Here, cultural appreciation is innovatively adopted, to refer to the integration of different cultures reflected in transnational higher education programs [ 77 ]. The school culture where all stakeholders are surrounded is shaped through the combination of features of two national cultures and that of institution partners. The vision, mission and strategy are further adopted and applied to find the origin of the cultural appreciation. By absorbing the exceptional characteristics of each side, the entity operating transnational cooperation programs can share with the whole community the ideal framework of education outcomes, which will lead to the enhancement of education quality. For faculty members, they are both hotel operators and learning facilitators, passing on the spirit of dedication, professionalism and enthusiasm to students through their proper behaviours. These student contests are some of the methodologies for students to to acquire cultural perspectives. In hotel management education, the GTUC-GL faculty provides accessible services for workers’ job and life, as well as a focus on students’ physical practices and mental growth.

Research finding 2: An institutional governmentality reflected in the faculty

Institutional governmentality is a conceptual approach to public service administration study. In a similar vein, the next part employs the concept of institutional governmentality to further examine the faculty’s administrative organization. Using this method, this section explores the complexities of the GTUC-GL faculty’s internal institutional structure, similar to what Baxstrom [ 78 ] notes, to exemplify the structural planning and operational multiplicity. To this extent, GTUC has set up a fully functional institution to implement the original aims and scopes of the school (See Fig 3 below).

https://doi.org/10.1371/journal.pone.0274989.g003

GTUC has formed a Worldwide Advisory Committee comprised of distinguished international hospitality education and industry specialists from Hong Kong Polytechnic University, the University of Surrey (UK), the University of Houston (USA), Sun Yatsen University (PRC), and the Banyan Tree Group. Each year, committee members convene to exchange ideas and provide constructive proposals in response to GTUC’s difficulties and current issues, in order to assist GTUC review its growth path and goals. The GTUC-GL management team, as a GTUC school, actively integrates these yearly proposals into the innovation of its talent training and operating direction. Respondents showed a high level of satisfaction and awareness when one respondent made comments about the concept of institutional governance.

When I was teaching in such an environment , I was able to feel the support of the institution , the support of the government , the good participation from the foreign side , the nice atmosphere of several languages being used , and so on . This endeavour has garnered a great deal of support from a number of departments throughout the institution . For instance , the department that is in charge of international cooperation has assigned a member of their staff to oversee the abroad component of the project . In terms of the English language , the institution places a strong emphasis on providing students with extensive active pre-entry English language preparation , as well as expanded language classes and other related activities . The standard living and learning environment of the students contributes positively to the students’ use of the English language . These initiatives have made a substantial contribution , collectively , to the internationalization of the institution . (E5, teacher and teaching assistant, responsible for teaching courses in second languages at the school who have experience studying abroad, interview took place in June 2021)

Furthermore, GTUC and EHLS have formed a China-foreign Cooperation Program Management Committee comprised of nine members from both sides, led by GTUC’s president. The Committee meets on a regular basis to summarize and report on the school’s operations, as well as to consider the school’s future direction and action plan. Student responses complimented the work of the Committee and the School’s teaching management team, with one student remarking,

For student management , we have midterm and final exams , as well as feedback on instructors’ teaching every weekend . Regarding instructor management , the school employs stringent instructional monitoring , biannual academic assessments , and periodic Swiss visits . This curriculum deviates from standard higher education in that it combines theory and practice in its instructional technique . In accordance with this arrangement , we complete two industrial internships over the course of two semesters in our second and fourth years , and we have cycled through over a dozen break-related responsibilities in our first year to provide culinary and lodging services for students , teachers and real visitors . Through this extensive practical industry training , we gained a comprehensive understanding of our suitability for the business , as opposed to entering our senior year knowing our professional goals .(Interview with T5 senior in this program as of December 2021)

To guarantee teaching quality, the GTUC-GL has formed a teaching management team comprised of the vice president in charge of teaching, the director of each faculty team, and the teaching secretary. The school has a Party branch with a secretary, a deputy secretary, and an organizer to carry out student management in accordance with GTUC regulations, assist students in resolving study and life challenges, and collect and provide feedback on students’ views.

GTUC-GL analyzes teaching and learning at the conclusion of each semester to ensure that the measures are fully implemented. The school monitors instruction via reciprocal assessment between instructors and students, as well as random review by professionals. The teaching secretary compiles the assessment data and communicates them to school authorities, detailing the faults that were identified. Next a meeting of all faculty members, the school adopts and implements appropriate actions to alter the curriculum for the following academic year.

Research finding 3: Improvement and progress in teaching quality control

This research recognized current signals of development as a quality control system, immersive learning environment, customized curriculum design, and hands-on learning chances as hotel intern managers. The Teaching Quality Monitoring and Assessment Centre at GTUC is in charge of monitoring teaching activities, analysing monitoring data, and offering comments. The key revision procedures for the curriculum and instructional materials at GTUC-GL are shown in the figure below (see Fig 4 below).

https://doi.org/10.1371/journal.pone.0274989.g004

The GTUC-GL offers students an immersive learning environment in the form of a real-life mock-up hotel. An independent hotel is built to provide a genuine operating environment in order to achieve integration of education and operation. To meet the learning goals throughout the teaching process, a four-in-one model has been developed: (1) the integration of Chinese and Swiss education in one faculty; (2) the educational school teaching and a training business in one location; (3) being instructors or students as well as workers in one location; and (4) employees and consumers in one school (for faculty members and students are consuming in the teaching building). 13 distinct experimental training courses are built up to integrate professional competences with the curriculum, establishing a high degree of integration of theory and practice, as well as teaching and operation in daily routine, based on the must-have hospitality services and operation capabilities. This characteristic is clear from the respondents’ comments from one of the students interviewed.

This curriculum provides an advanced international teaching approach with a high degree of practice and theory integration , with one year of practice and three years of theory in four years , as well as two genuine industrial internships alongside the theoretical courses , according to my personal experience . At the same time , we are obliged to enter the building in operational condition . In other words , a formal professional appearance is required . We have four years of experience and a very professional mindset with this operation before we graduate . As students of the program , we think we are extremely competitive in the business and possess the diverse knowledge and professional skills necessary for success in the hospitality sector . (T7, a sophomore in the program who was still in her first industrial internship at the time of the interview in June 2021, was interviewed)

Second, for training and hospitality professionals, a spiralling pattern for nurturing talent known as the Practice & Theory Progression model of curriculum design has been established. The curriculum is then well-structured based on a two-time spiral of Practice-Theory-Practice-Theory rotation. This innovative teaching method received a medal for the Guangxi Zhuang Autonomous Region’s educational excellence. As one of the primary student activities, the GTUC-GL creates a multidimensional and comprehensive training platform comprised of Innovative Business Start-ups. Innovative business activities and start-up contests have evolved into training opportunities for students to improve their overall competencies. To some degree, these kids establish a cross-border, multidisciplinary, and cross-grade multiple collaborative innovation and entrepreneurship. Business project training techniques, shown as teacher-student co-working styles, are designed to develop students’ potential for invention and entrepreneurship. Educators encourage and support students’ inventiveness and entrepreneurial potential when they participate in contests involving business ventures. Similar sentiments were expressed by students during interviews:

We host several cultural activities to encourage cultural integration , such as an annual food service etiquette competition and a wine label design competition . In addition , we provide a variety of student events , such as the school’s unique Friday Night and our student-designed ’520 Special Food Service’ event , which entails preparing special coffee and cocktails . These activities are an excellent means of fostering cultural integration , motivation , and an atmosphere for learning . (T6, current university student in the China-foreign collaboration program, third year, interviewed at the beginning of the school year in September 2021)

Finally, the GL institution selects students each year to participate in the "Internet+" Innovation and Entrepreneurship Competition and establishes various awards to encourage students to actively participate in such activities and improve their innovation and entrepreneurial skills, organizational and coordination skills, and so on. Students might apply for roles such as Intern Manager to work as a manager at a real hotel. Students are participants in hotel operations as well as learning actors, embracing the spirit of hospitality and enhancing their overall skill as hoteliers via immersive education. GTUC-GL has professional employees to provide all-around high-quality education and services. GTUC-GL presents EHLS’s education model, incorporates GTUC’s applied undergraduate program features, and offers a curriculum that blends theory and practice to prepare students to become professional hoteliers. The School also establishes scholarships and bursaries to recognize excellent students, assist needy students in overcoming financial difficulties, and give all-around services to enhance students’ campus life.

With the fast expansion of Chinese-foreign cooperative education, it is critical to establish and continually enhance a quality control system for Chinese-foreign cooperative education from institutional and cultural perspectives [ 37 , 79 ]. Three identifiers are described in the following sections based on an examination of the interview data obtained. To get a more in-depth understanding of the data presented above, this study will continue to analyse these three identifiers in order to investigate strategies to enhance the worldwide recognition of Chinese education. Furthermore, this debate aims to represent the GTUC-GL scenario of the quality control system of this transnational higher education partnership between China and Switzerland.

Quality control in transnational higher education collaboration benchmarked by institutional constructions

Quality control must be one of the most important parts of the internationalization process to the cooperative international higher education partnership [ 80 , 81 ]. Due to the unique characteristics of international cooperation, we should not simply apply the traditional mode of quality assessment of domestic higher education, but should actively learn from the common practice of international quality control of transnational higher education, actively investigate the effective mechanism of appropriate separation of management, administration, and evaluation, and strengthen cooperation with quality control institutions and organizations of transnational higher education [ 82 – 85 ]. To improve and enhance the quality of China-foreign cooperative education, the government should strengthen cooperation with quality control agencies and organizations of transnational higher education exporters, as well as build an external quality assessment system with Chinese characteristics and in accordance with international standards [ 86 ]. Accreditation is often recognized as the most prevalent instrument for managing access to and quality control in the transnational higher education market. The variety of Chinese and international relationships should be reflected in accreditation. Because programs and institutions are different and unique, it is not possible to adopt a single methodology to accredit and evaluate them all. It is critical to present the various types of Chinese-foreign cooperative education, as well as the various needs and standards of Chinese-foreign cooperative education, so that the interests of Chinese-foreign cooperative education providers, students, and teachers can be better reflected through industry cooperation.

Quality control in transnational higher education collaboration benchmarked by an effective management system

To fairly satisfy the criteria of the original purposes of its initial foundation, an efficient management system should be established for developing a co-operative education institution [ 87 – 90 ]. Effective quality control and risk management methods may be properly built to govern their educational practices by effective communication and trust between the cooperating two parties, as well as honouring their separate worldwide reputations. Promoting institutional internationalization would therefore be accomplished by protecting their individual credentials and co-competed course planning quality [ 86 ], as well as attaining mental agreement based on structural disparities. In terms of quality control management models, the shift from management to governance should be accomplished gradually. It is critical to specify the responsibilities of the government, school operators, and social intermediate organizations throughout the quality control process. Each stakeholder in a China-foreign cooperation project should clarify the respective function by forming a synergy of corporate social responsibility and coordination by constructing a scientific, rational, and effective quality control system [ 91 , 92 ]. The national governmental oversight authority should concentrate on the aims, motives, and goals of Chinese-foreign cooperative education. The government’s quality control obligations at the local level are mostly tied to the execution of national policies and regulations. The institution is the primary topic of quality control since it is the primary supplier of education, and its quality risk control is based on the degree of satisfaction of students with the educational materials they get and the educational delivery method. From a cultural standpoint, the necessary core components for a good transnational higher education partnership are the acknowledgment of heterogeneous knowledge and reciprocal acceptance of cultural appreciation. In accordance with this cultural viewpoint, the pursuit of complementary capabilities and interests should be emphasized in the provision of cultural integration to both local and foreign cultures, as expressed in policy decisions and the quality control process. In terms of academic quality, it is critical to stress the comparison of transnational education programs with national programs. In the course of the growth of China-foreign cooperative education, several quality criteria have been devised., such as the Guidelines for the Evaluation of China-foreign Cooperative Education (for trial implementation) and the Guidelines for the Selection of Exemplary China-foreign Cooperative Education Projects (for trial implementation) [ 93 ]. Despite the fact that these standards are still in the prototype level, they have a significant impact on the cultural attitude of the faculties and students as a whole. To further enrich and strengthen quality control standards, a successful international exchange and cooperation project would be able to expand and secure the healthy growth of China-foreign cooperative education.

The present study analyses concern of internationalization, cultural appreciation, and institutional governmentality for quality control in the instance of GTUC-GL as a transnational higher education partnership by employing participatory action research and a case study methodology. GTUC-GL presents its own applicable GL model of developing hospitality skills in collaboration with EHLS, in order to build a highlighted talent-cultivating culture. The GTUC-GL is devoted to be a leading institution in discovering and disseminating applied talent training methodologies, a cultivator of future high-end industrial talents, and a catalyst for school-enterprise collaboration. The program’s goal is to produce high-quality graduates while also offering a plethora of experience opportunities for the development of a distinguished undergraduate program.

The findings of this work give valuable insights for tourism and hospitality researchers and faculty members in the institutional structure, as well as career counselling for scholars interested in Chinese international partnership for higher education. The study adds to current academics not only via its conceptual treatment of cultural concerns, governmentality, and quality control in this arena, but also through its application in practice. According to the findings, the quality control system should identify the relative functions and responsibilities of all stakeholders, transition from management to institutional governmentality, and progressively strengthen quality control methods. Countermeasures such as enhancing and increasing quality standards in its mutual cultural appreciation from both sides must also be incorporated.

Because of the current constraints, the results and comments should be interpreted with future discretions. To begin, this research solely examines into one example through two collaborated institutions. Future study should investigate these research themes in broader, more substantial cases, using more diverse research approaches, such as a quantitative approach, or with a broader spectrum of stakeholders. Second, although this study adds to the literature by establishing a research framework and approach to the issue via three conceptual notions, it is advised that future studies compare these conceptualizations with other forms of philosophical thought Future research may help to enhance our knowledge of how to build a high-quality transnational higher education cooperation throughout the globe, as well as discover a more fundamental philosophic conceptualization on this education collaboration issue.

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Originating from Mao’er Shan (Mountain Cat) in Xing’an county, north of Guilin, the Li River winds its way south for about 437 km, passing through Guilin City, Yangshuo County, Pingle County and Zhaoping County, and finally meets the Xi (West) River at Wuzhou. It boasts the largest and most beautiful scenic area in China and attracts thousands of visitors each year.

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Yangshuo Day Tour (Private Tour) is our most popular Yangshuo Tour and showcases visitors all of the main attractions in Yangshuo during a full day of activities and sightseeing across Yangshuo. This tour is recommended for visitors staying in Yangshuo…

Classic Guilin Day Tour

Classic Guilin Day Tour is a popular Day tour in Guilin, showcasing visitors all of the main attractions in Guilin during a full day of activities. This tour is recommended for visitors looking to experience everything famous that Guilin has…

Guilin Tourism University

About Guilin Tourism University

Guilin Tourism University was founded in 1985, originally named Guilin Tourism College; in 1994, it was renamed Guilin Tourism Higher College; in 2015, it was upgraded to an undergraduate college and renamed Guilin Tourism College, which is one of the two independent full-time public tourism undergraduate colleges and universities in China. The school has two campuses, Yanshan and 4 Luan, with a total campus area of 1,257,200 square meters (hectares) and more than 13,000 full-time students.

The university is the only key support unit of the United Nations World Tourism Organization in mainland China and an affiliated member of its Education Committee, a member of the World Tourism Alliance, a member of the Asia Pacific Tourism Association in the education category, an excellent partner of the Asian Development Bank in high-end tourism personnel training, and a “Five Star Alliance” unit of Chinese tourism colleges and universities. “Five Star Alliance” unit, China-ASEAN Tourism Education Alliance (CATEA) initiating institution and its secretariat location, China-ASEAN Tourism Talent Education and Training Base, National Tourism Poverty Alleviation Training Base, National Study Tour Instructor Training Base, the first batch of Hong Kong and Macao Youth Study Tour Base, Guangxi Culture and Tourism Integration Training Base, is It is the carrier unit of ASEAN tourism research base of China Tourism Research Institute, Guangxi tourism talents small highland, Guangxi tourism data center, Guangxi red culture and tourism research base and Guangxi post-doctoral innovation practice base; it is awarded the national excellent institution of catering vocational education and the best oriental tourism service industry Excellent Talent Cultivation Institution Award. The school has set up an international advisory committee composed of domestic and foreign famous scholars and industry elites.

Guilin Tourism University has set up a council composed of industry, enterprises, government and school, and the social industry has widely participated in the school’s operation, forming a talent training model of “industry-education integration, school-enterprise cooperation and multi-body collaborative education”. Now there are 13 teaching units, 28 undergraduate majors and 23 senior high school majors (including 10 enrollment majors), covering the six elements of tourism “food, accommodation, transportation, tourism, shopping, entertainment” and new business and other major areas. We have established long-term stable and in-depth cooperation with more than 160 famous enterprises in the industry at home and abroad, such as “Hilton Worldwide”.

The university has 8 UNWTO International Tourism Quality Education Certification majors; 2 national first-class undergraduate majors (hotel management and tourism management); 1 national first-class course (front office and room management); 5 autonomous region first-class undergraduate majors (tourism management, exhibition economy and management, arts and crafts, human geography and urban and rural planning, culinary nutrition education); and Guangxi undergraduate majors. There are 4 construction points of special majors and experimental training teaching bases (centers) in Guangxi undergraduate universities (hotel management, arts and crafts, human geography and urban and rural planning, culinary and nutrition education); 1 national senior high school teaching reform pilot major and 1 autonomous region quality major each, and 12 autonomous region quality majors; the discipline of “tourism management” has been awarded the project of Guangxi first-class The discipline of “tourism management” has been awarded the project of Guangxi first-class academic discipline (cultivation), and has two Guangxi key disciplines (cultivation) of “tourism management” and “design”, as well as “leisure and health tourism research center” and Research Center of Tourism Crafts with Ethnic Characteristics” and “Research Center of Tourism Crafts with Ethnic Characteristics” are two key research cultivation bases of humanities and social sciences in Guangxi universities. There are 1 national-level teaching achievement award, 1 second-level award and 22 autonomous region level teaching achievement awards; there are 14 practical training bases supported by the central government and autonomous region model practical training bases; 2 national quality courses, 1 national quality resource sharing course, 13 autonomous region level quality courses and 16 autonomous region level first-class undergraduate courses.

There are 638 full-time teachers in the university, 232 teachers with senior titles and 517 teachers with doctoral and master’s degrees. There are many specially-appointed experts in the autonomous region, members of the National Industry Vocational Education Teaching Steering Committee, teaching masters of the autonomous region, young experts of the National Tourism Administration, Guangxi Excellence Scholars, members of the Teaching Steering Committee of Professional Classes in Guangxi Higher Education, members of the Guangxi Industry Vocational Education Teaching Steering Committee, winners of the National May Day Labor Medal and winners of the Fulei Translation Award. Foreign experts, famous scholars and industry elites have been employed to teach and lecture in the school for a long time.

The Ministry of Human Resources and Social Security Talent Exchange Center “Tourism Special” job fair is permanently located in the school. The employment rate and employment quality of graduates are among the highest of similar colleges and universities, and it has been awarded as the advanced unit for employment of Guangxi college graduates for many times. In recent years, more than 1000 students have gone to the United States, the United Arab Emirates, Canada, Japan, France and other countries for internship and employment. The number and level of awards won by students in various national vocational skills competitions and discipline professional competitions are among the forefront of industry colleges and universities.

The school is the carrier unit of Guangxi tourism industry talent small highland, with scientific research and social service platforms such as Guangxi Tourism Planning and Design Institute, Guangxi Tourism Science Research Institute, Guangxi Tourism Data Center, Gui Travel Tourism Planning and Design Institute and Guangxi Tourism Industry Service Platform. In recent years, it has undertaken national, provincial and ministerial level scientific research projects and won more than 140 provincial and ministerial level achievement awards, such as the National Social Science Foundation and Guangxi 100 billion yuan industry major science and technology research, and formulated more than 100 planning projects and local industry standards for more than 20 cities and counties inside and outside the region. The journal Tourism Forum is an important platform for academic research on tourism in China, and has been awarded as one of the “Top Ten Journal of Guangxi Universities” for several years, selected as one of the “Outstanding Academic Journals of China’s International Influence in 2012” and awarded as one of the “National It has been selected as “2012 China’s Outstanding Academic Journal of International Influence” and won the 2019 “National High School Social Science Journal of Excellence”.

The university has cooperated with international organizations such as the United Nations World Tourism Organization and the Asia Pacific Tourism Association, as well as more than 20 overseas universities such as the Lausanne Institute of Hotel Management in Switzerland and the Hong Kong Polytechnic University in personnel training and teacher training, etc. It is one of the eight institutions in the world that have been certified by the Lausanne Institute of Hotel Management in Switzerland for its academic system. The university established the Belt and Road International Education Institute, set up overseas campuses in Indonesia, Kazakhstan, Uzbekistan, Thailand and Cambodia, cooperated with Trisakti Tourism College in Indonesia to set up the China-Indonesia Tourism Business School and the China-Indonesia Tourism Research Institute, and established the Tourism Culture Education Center in Almaty, Kazakhstan. Ltd. signed an agreement with Oh Davao International Tourism Co., Ltd. in the Philippines to jointly build an overseas talent training and practice base, signed a cooperation agreement with Trisakti College of Tourism in Indonesia and Universiti Teknologi Malaysia to jointly train master’s degrees, and signed an agreement with City University of Malaysia to jointly run a non-independent legal person Chinese-foreign cooperative education institution. The “Guilin Tourism College China-Indonesia Tourism Education Cooperation” was selected as a key project of the Ministry of Culture and Tourism for the 2019 “One Belt, One Road” international cooperation in cultural and tourism industries; “Building China -ASEAN Tourism Education Community and Innovative Training Mechanism for International Tourism Talents” won the Special Prize of Guangxi Higher Education Teaching Achievement. UNWTO Secretary-General Rifai commented, “The cooperation with the school has served as a model for UNWTO to carry out cooperation work in various related fields, which is worth promoting in the world.”

Relying on training platforms such as China-ASEAN Tourism Talent Education and Training Base, Asian Development Bank High-end Tourism Talent Training Cooperation Institution, National Professional and Technical Personnel Continuing Education Base, National Tourism Poverty Alleviation Training Base, National Study Tour Instructor Training Base, Guangxi Culture and Tourism Integration Training Base and Vocational Qualification Certification, the school has constructed a training platform with culture and tourism training as the main brand, red culture, rural revitalization, study tour Over the years, it has trained more than 60,000 tourism talents for various provinces and cities in China, and held more than 30 training courses for senior tourism management talents in Vietnam, Laos, Cambodia and other countries. As the only domestic tourism university entrusted by China-ASEAN Center, it has organized teachers to hold tourism assistance training courses in Indonesia, Brunei, Philippines, Laos and Malaysia for many years.

Guilin Tourism University has integrated tourism education into campus culture and formed a distinctive cultural education model, creating the “Foreign Language Drama Festival”, “Tour Guide Style Competition”, “Tourism Etiquette Style Competition”, “Travel Academy We have created the brand of cultural activities such as “Foreign Language Drama Festival”, “Tour Guide Style Competition”, “Tourism Etiquette Style Competition”, “Travel Academy Forum” and “Seven Genre Music House”. The baseball and softball team has won 12 national championships.

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• Location Guilin
• Full Address Liangfeng Road, Yanshan District, Guilin, Guangxi, China
• Website https://www.gltu.edu.cn/
• English https://english.gltu.edu.cn/

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Guilin Travel Guide

'East or west, Guilin landscape is best!' Located in the northeast of Guangxi Zhuang Autonomous Region in south China, Guilin is considered to be the pearl of China's thriving tourist industry on account of the natural beauty and historic treasures. Covering an area of about 27,800 square kilometers (10,734 square miles), the city is rather compact when compared with other major travel destinations in the country. The stunning landscape in which the city is situated has a kind of magic that is all its own. The strangely shaped hills or karsts, with the verdant vegetation ranging from bamboos to conifers together with crystal clear waters and wonderful caves make the city such an appealing destination. It is an important cultural city with a history of more than 2,000 years, and has been served as the political, economic and cultural center of Guangxi since the Northern Song Dynasty (960-1127).

Attractions

Transportation

• Getting There
• Liangjiang Airport
• Xing'an Airport
• Guilin Railway Station
• North Railway Station
• West Railway Station
• Yangshuo Railway Station
• Guilin - Yangshuo Train
• Guilin - Shenzhen Train
• Hong Kong - Guilin Train
• Getting Around
• Long-distance Bus

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Guilin Tourism University Rankings

Quick review.

* Guilin Tourism University is among the institutions that don't provide data on acceptance rates. This might happen because the university has programs where applicants only need to meet admission requirements to enroll and don't necessarily compete with others.

We estimate the above acceptance rate based on admission statistics of closely ranked nearby universities with similar research profiles that do publish such data.

Acceptance rate & Admissions

The tuition table for Guilin Tourism University gives an overview of costs but prices are approximate and subject to change and don't include accommodation, textbooks, or living expenses. The costs of programs might differ significantly for local and international students. The only source of truth for current numbers is the university's official website.

Programs and Degrees

The table below displays academic fields with programs and courses that lead to Bachelor's, Master's, and Doctorate degrees offered by Guilin Tourism University.

Note that the table provides a general overview and might not cover all the specific majors available at the university. Always visit the university's website for the most up-to-date information on the programs offered.

Guilin Tourism University faculties and divisions

General information, location and contacts.

Guilin travel guide

Guilin lies in northeast Guangxi, famed since antiquity as “the finest scenery under heaven” at the southern end of the Xiangxi Corridor. Before even arriving, Guilin's sublime beauty beckons - a place for rejuvenating the soul through its karst mountains, vibrant culture, and relaxed pace of life.

Guilin boasts stunning landscapes showcasing the Li River and karst formations. Peaks sprout from the earth in endless variety. The Li River winds like a jade belt studded with mirrors. Caverns hide fantastical worlds of stone. Guilin typifies China's most iconic natural wonders. As the old saying goes, "The mountains surround the city, and the city embraces the mountains." Guilin interweaves urban life with wilderness.

Experience minority customs of the Zhuang, Yao, Miao, and Dong peoples. From Chinese leaders to worldwide visitors, Guilin's nature, heritage, and culture captivate all who venture here. A leading global destination, Guilin delights independent travelers.

Top sights include Shizi Mountain, Elephant Trunk Hill, bamboo rafting on the Li River through picturesque countryside to Yangshuo County with its dramatic karsts and charming West Street. Longsheng's magnificent Dragon's Backbone rice terraces cascade down mountainsides, hailed as the "Crown of the World's Rice Terraces."

Consumption level

Outside of major Chinese holidays and peak seasons, two people can comfortably tour Guilin for 5 days on a budget of around 2000RMB. The biggest expenses are transportation, accommodations, and admission tickets.

To maximize your budget, opt for affordable hotels conveniently located near top attractions like Reed Flute Cave and Elephant Trunk Hill. Use public buses and taxis to get around for just a few RMB per ride. Enjoy inexpensive local cuisine like Guilin rice noodles, beer fish, and steamed osmanthus cakes.

By choosing budget hotels, getting around via public transit, and sampling modestly-priced food, travelers can immerse themselves in Guilin's iconic scenery without overspending. Focus your time and money on a couple highlights each day. With good planning, you can experience Guilin's natural beauty for around 300-400RMB per person per day, keeping total costs around 2000RMB for two.

Guilin Landscape Tourism Festival

Guilin Tourism Festival

The beautiful city of Guilin highlights its stunning scenery and rich culture through the annual Guilin Tourism Festival held from October to December.

Colorful gala evenings showcase Guilin's charms through dance, music, and performance. New sightseeing routes are promoted, featuring the area's idyllic landscapes, ethnic customs, and historic sites. Various cultural, artistic, and recreational activities take place around the city.

Expos, fairs, and trade shows offer opportunities for local businesses to connect with tourists. Visitors can shop for local products and appreciate Guilin's arts, cuisine, and hospitality.

By participating in the diverse festivities and tours, travelers can fully experience Guilin's natural wonder and cultural vibrancy. The festival provides an ideal time to explore this top destination in Guangxi.

Location: Guilin, Guangxi Time: October - December annually

Dong Ethnic Fireworks Festival

Dong Flower Cannon Festival in Guilin

The Dong ethnic minority in Guilin has a colorful tradition of celebrating their Flower Cannon Festival at different times throughout the year. It is a joyous occasion filled with music, dancing and laughter.

On festival day, the Dong people light flower cannons - handmade bamboo tubes packed with gunpowder that explode with a bang. The first blast signifies prosperity, the second brings wishes for wealth, and the third represents a bountiful harvest.

After the lively firecracker displays, Dong youth gather to play melodic lusheng flutes and dance around bonfires. Some sing traditional Dong opera while others engage in cheerful antiphonal singing. The festival night atmosphere is full of smiles and merriment.

Tourists can experience the Dong's customs by attending a Flower Cannon Festival in places like Sanjiang Dong Autonomous County, Meilin, Fulu or Linxi. The dates vary from the 1st to the 10th lunar month. Immersing in an ethnic minority tradition is a cultural highlight.

Location: Dong villages in Guilin, Guangxi Time: 1st to 10th lunar month depending on location

Zhuang Song Festival

Zhuang Song Festival in Guilin

The Zhuang Song Festival on the 3rd day of the 3rd lunar month holds great significance for the Zhuang people in Guilin. Also called the "Song Fair" or "Song Mother Festival", it is a vibrant showcase of Zhuang musical traditions.

Festivities span day and night. Daytime songs are sung outdoors with young Zhuang men and women flirtatiously matching lyrics to find love matches. At night, historical and seasonal folk songs are performed in villages, with lead singers and choruses.

Visitors can immerse in the melodious music as Zhuang singers croon about customs, daily life and legends. Watching colorful cultural troupes and joining hand-in-hand circle dances are festival highlights. Tourists gain an insider's experience of this ethnic minority's heritage.

The songs echo Guilin's natural beauty, adding cultural depth to the city's scenic landscape. Attending the Zhuang Song Festival offers a harmonious bridge between man and nature through traditional music.

Location: Zhuang villages in Guilin, Guangxi Time: 3rd day of the 3rd lunar month

Yao Longsheng Red Clothes Festival

Longsheng Red Yao Festival in Guilin

The Red Yao ethnic group in Longsheng County, Guilin has an enchanting tradition called the Red Yao Festival. On one night each year, the rice terraces on Longji Mountain come alive with dots of torchlight as the Red Yao hold their celebrations.

On the 15th day of the 3rd lunar month or 8th day of the 4th lunar month, women don their distinctive red embroidered costumes and red turbans. They sing and dance together through the night amid the glowing fires and moonlight.

Visitors can immerse in the festive atmosphere as the mountainside flickers with the moving flames. The winding rice terraces form a stunning backdrop for the Red Yao's performance of their cultural heritage.

Attending the lively Red Yao Festival offers a window into the minority group's customs and close ties with nature. The vivid night spectacle highlights Longsheng's breathtaking landscapes.

Location: Longji Rice Terraces, Longsheng County, Guilin Time: 15th day of 3rd lunar month or 8th day of 4th lunar month

Zhuang People's Ox Soul Festival

Ox Soul Festival in Guilin

The Ox Soul Festival, also called the Unyoking Festival, is celebrated in Zhuang villages around Longsheng, Guilin. On the 8th day of the 4th lunar month, the ox guardian spirit's birthday is honored.

Oxen are unyoked from their plows and washed. They are led to graze freely in verdant pastures by streams. Cow sheds are cleaned and lined with fresh straw. The oxen rest and feast on black glutinous rice.

No labor or whipping is allowed on Ox Soul Festival day. The Zhuang people sing to the oxen and pamper them to show love and gratitude. Pigs are slaughtered for worship rituals and temple feasts.

Through commemorating oxen, the Zhuang express wishes for abundant harvests. Tourists can glimpse beautiful rural traditions by participating in Longsheng's festivities. They will find a warm Culture celebrating the oxen who have tilled the fertile rice terraces for generations.

Location: Zhuang villages in Longsheng County, Guilin Time: 8th day of the 4th lunar month

The authentic cuisine of Guilin beer fish

For the quintessential Li River culinary experience, sink your teeth into Guilin's famous beer fish. This local specialty features freshwater fish simmered in a mouthwatering broth of beer, garlic, and chili. The authentic version keeps the scales on to seal in moisture and flavor. When cooked right, the scales fry up gloriously crispy and golden. Take your first crunch through that delicate crackle into tender fish flesh swimming in the savory sauce. The contrast of textures and medley of sweet, bitter, and spicy activate the senses. To enjoy like a local, roll up your sleeves, grab some toothpicks, and pick the succulent meat straight off the bones. Close your eyes, soak in the lively atmosphere, and relish the interplay of crunch and richness that defines this Guilin classic. For a unique taste of both culture and cuisine, beer fish scales new heights in authentic local immersion.

Overlooking the crystal clear glass bridge under the sunset

As the sun sinks over Guilin, make your way to Yang Bridge for a striking sunset vista. Gaze out at shimmering waterways bathed in golden light. Watch as tour boats glide peacefully by, their reflections rippling across the Li River's glassy surface. Let your eyes follow the elegant arc of the glass suspension bridge in the distance, its transparent panes glowing in the warm hues. With towering karst peaks silhouetted behind, this engineering marvel sparkles like a crystal prism suspended in air. Breathe in the tranquility of dusk settling over water and stone. Take in the tapestry of colors and textures as the mountains transition from emerald to violet. This harmonious scene, peaceful yet vibrant, captures Guilin's natural splendor in all its glory. As the sky darkens, cherish this quiet moment looking out over the radiant landscape from Yang Bridge at sunset.

Searching for Sunset and Childhood under Yushan Bridge

As the sun dips behind Guilin's karst peaks, make your way under Yushan Bridge for a magical sunset scene. Watch the mountains reflect in shimmering doubles over the still river waters. Lose yourself in the interplay of light dancing across ripples. Revel in the transition from azure days to rosy dusk across this painterly landscape. For added local flair, you may spot buffalo wading through the shallows, children splashing and laughing, or fishermen silhouetted on their bamboo rafts. Linger on the banks to admire the mountains flush with color from base to summit. Capture photos bathed in the golden glow of fading light. Let this vivid waterside vista at day's end immerse you in Guilin's idyllic confluence of nature, culture, and community. Yushan Bridge offers an unforgettable vantage point to enjoy the show as another day ends over the Li River.

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When at crowded places like train stations, bus terminals, and metro stations, keep a close eye on your belongings to prevent theft. Areas with high tourist traffic like Tiananmen Square also attract scammers, so tourists should be wary of unlicensed guides demanding money upfront. Avoid handing over any cash to solicitations on the street. Use registered taxi companies like the red Beijing taxis whenever possible. Keep valuables secured and hidden, avoid carrying large amounts of cash, and be alert in public transportation hubs and tourist sites. When needing assistance, go to authorized help points like the Beijing Tourist Information booths rather than individuals roaming the streets. Beijing is a generally safe city if simple precautions are taken. Report any incidents or suspicious activities immediately to the nearest police officer. They can also provide directions and other help. Enjoy sightseeing, but remain aware of the surroundings.

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