Cultivating global minds: the development of undergraduates’ international capabilities at an elite university in China’s Yangtze River Delta

This study employs a mixed-methods approach to investigate the development of undergraduate students’ international capabilities at a prestigious Chinese university in the Yangtze River Delta. Drawing on survey data from 335 undergraduate students and interviews with both students and faculty members, the study examines the impact of multiple institutional and individual factors on students’ self-perceived development in international capability (IC) in relation to their participation in the formal curriculum implemented as part of the university’s internationalization at home (IaH) initiatives. Quantitative findings highlight that institutional resources and quality assurance, as well as students’ engagement attitudes and individual internationalisation experience, significantly influence IC growth. Additionally, structural equation modelling elucidates the mediating role of personal internationalisation experiences on engagement attitudes. Qualitative findings uncover key challenges, including disparities in English language proficiency, limited cultural diversity in classrooms, and insufficient institutional support. These findings underscore the need for systematic and well-coordinated IaH at the institutional level to cultivate a globally and nationally competent workforce, particularly in global South contexts.