15 results
Search Results
2. Internationalization for quality in Chinese research universities: student perspectives.
- Author
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Ma, Wanhua and Yue, Yun
- Subjects
EDUCATION & globalization ,RESEARCH universities & colleges ,UNIVERSITIES & colleges ,COLLEGE students ,COLLEGE student mobility ,COLLEGE teacher mobility ,CURRICULUM change ,ADULTS ,ATTITUDE (Psychology) ,HIGHER education - Abstract
China's rapidly expanding university system aims to balance quantity and quality through a variety of measures, including internationalization. This paper employs data from a survey of 1264 students from 39 higher education institutions in order to understand students' view on institutional approaches to internationalization. The data show that 'the Project 985' universities (elite research universities in China) have used internationalization to sustain two objectives: elite education and innovative research for quality, because there are high levels of agreement on three indicators with internationalization of these universities: student and faculty mobility, internationalizing curriculum and program, and international research collaboration and partnership. In 'the Project 211' universities (second-tier research universities), the data show that internationalization activities are highly related to curriculum reforms and faculty mobility. While the other degree-offering universities provide less opportunity for internationalization, the non-degree-offering institutions find their distinct way for institutional internationalization by providing more 'international internship' opportunities. Our analysis also indicates that institutional internationalization is disciplinary oriented. In disciplines like law and art, students do not think that many activities are taken for internationalization by their institutions, while such disciplines as economics, management, and education have a higher level of internationalization. The paper will explain these findings in detail. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
3. The purpose of the MBA degree: The opportunity for a Confucian MBA to overcome neoliberalism.
- Author
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Shaw, Robert Keith
- Subjects
CONFUCIANISM ,NEOLIBERALISM ,MASTER'S degree ,LEADERSHIP ,UNIVERSITIES & colleges ,ADULTS ,CONTINUING education - Abstract
This paper is a prolegomena to discussions about a differentiated Confucian MBA curriculum. We draw upon Kant’s notion of individual autonomy and our observations of practice to argue that there are three models extant for the MBA degree. One of these, that which emphasizes leadership, holds considerable potential if it develops in the context of a genuinely Confucian university. This distinctive MBA—which could emerge in China—would express Confucian metaphysics and thus actively embrace China’s history, philosophy and culture. It would manifest as a genuine alternative to the western, globalized, neoliberal MBA. A Confucian MBA would promote a concept of leadership that emphasizes cooperation and other Confucian ‘values’ (in their full sophistication and complexity) while minimising the role of competition. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
4. Towards a More Appropriate University English Curriculum in China in the Context of English as an International Language.
- Author
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Xiaoqiong, Betsy Hu and Jing, Xi
- Subjects
ENGLISH language education for foreign speakers in universities & colleges ,UNIVERSITIES & colleges ,LANGUAGE & globalization ,LINGUA francas ,EDUCATION & globalization ,ENGLISH language education ,CURRICULUM ,ADULTS ,HIGHER education - Abstract
The rapid and wide spread of English has given rise to its lingua franca status, which in turn, changes the nature of English and English teaching at the tertiary level. This paper, based on a survey, discusses some of the problems with the current English curriculum used in Chinese universities and proceeds to offer some suggestions for a more appropriate university English curriculum in China in the context of English as an international language. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
5. The cultural mission of China’s elite universities: examples from Peking and Tsinghua.
- Author
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Yang, Rui
- Subjects
UNIVERSITIES & colleges ,UNIVERSITY & college administration ,LEARNING management ,CULTURAL maintenance ,ADULTS ,HIGHER education - Abstract
Since the late nineteenth century, China, as a latecomer to modernization, has prioritized Western learning. The first modern university was created in China in 1895 to serve such a purpose with little linkage to China’s rich indigenous cultural traditions. Modelled on European and North American experiences and operating in a Confucian socio-cultural context, Chinese universities have long been struggling with their cultural identity. In line with recent development, China’s higher education has made impressive progress, and cultural experiment has been placed increasingly highly on the agenda. With an understanding of Chinese and Western knowledges by the elites, China’s very best universities have the promise to integrate both traditions in their day-to-day operation. Such a bi-culturality, or even multi-culturality, is in stark contrast to the still largely mono-cultural university operation environment in the West. The integration would open spaces for Chinese universities to explore an alternative to Western models that have dominated world’s higher education since Western industrialization. Based on fieldwork at Peking and Tsinghua Universities in Beijing, this article reports some findings from a three-year project supported by the Hong Kong Research Grants Council. It attempts to suggest a different angle to observe China’s experience in higher education. It argues that cultural experiment would enable top Chinese universities to bring back their cultural traditions to integrate with Western values, and thus contribute to inter-civilizational dialogue. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
6. Cross-Cultural Examination of University Education and Ego Integrity in Late Adulthood: Implications for Policy and Practice.
- Author
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Šolcová, Iva, Děchtěrenko, Filip, Poláčková Šolcová, Iva, Hofer, Jan, Busch, Holger, and Au, Alma
- Subjects
EGO (Psychology) ,WELL-being ,ANALYSIS of variance ,HUMAN rights ,SOCIAL support ,SELF-perception ,MATHEMATICAL models ,MULTIPLE regression analysis ,CULTURAL pluralism ,PSYCHOLOGY ,SEX distribution ,CONTINUING education ,UNIVERSITIES & colleges ,THEORY ,GOVERNMENT policy ,AUTONOMY (Psychology) ,EMOTION regulation ,STATISTICAL correlation ,EDUCATIONAL attainment ,ADULTS - Abstract
Studies on education generally find that higher education has a positive impact on various aspects of life. Nevertheless, studies focused on elderly people and their psychosocial health and development seldom view higher education as an important factor. Our aim was to explore the relation between higher education and ego integrity, a measure based on Erikson's concept of psychological maturity in later life. We used four national samples of non-institutionalized elderly people from Cameroon (N = 238), China (N = 254), Czech Republic (N = 167), and Germany (N = 240). Relationships between ego integrity and several possible moderator variables were tested by multivariate regressions in each sample. Between-subject ANOVA was employed to test differences in ego integrity between university educated and non-university educated people. We found that ego integrity is affected by culture in interaction with gender and the level of education attained. University-educated people reported higher ego integrity than persons with lower education in three of four cultural samples, which suggests a relatively stable relationship between university education and ego integrity when controlling for gender, age, and working status. These findings highlight the importance of education in late adulthood. In terms of policies and practice, they underscore the importance of reduction of educational inequalities as well as desirability of improved access to higher education, expansion of opportunities for the achievement of complete education in later life, and facilitation and support of lifelong learning. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
7. An anthropocosmic view: what Confucian traditions can teach us about the past and future of Chinese higher education.
- Author
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Lu, Ying and Jover, Gonzalo
- Subjects
UNIVERSITIES & colleges ,FOREIGN study ,TEACHING methods ,ADULTS ,HIGHER education - Abstract
The historical debate between a liberal orientation of university education and a university education with a more practical orientation has been reproduced by defenders and detractors of the course that is being adopted by the European Higher Education Area (EHEA). Instead of resorting to a dichotomous view of these two arguments, this article employs an anthropocosmic worldview to look at the university by examining the past and present of Chinese higher education, in contrast to the philosophy and reality of the European university within the framework of the EHEA. The anthropocosmic view is central to Confucian holistic humanism, which asserts that humanity is part of a continuum consisting of community, Earth and Heaven. With the self as a 'centre of relationships', the individual is interconnected with an ever-expanding network of human relatedness, extending from the self to the family, the community, the country, the world and beyond. The authors argue that despite being based on a European model, the Chinese university, in fact, boasts a unique Chinese character that can be traced back to its Confucian learning tradition, which itself reflects this anthropocosmic worldview. In our world today, a world of unprecedented globalisation, an anthropocentric view of higher education is no longer sufficient. Instead, to address the challenges humanity faces, a Chinese model of the university based on anthropocosmism presents a potential new pathway for the global university of the future. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
8. Academic identities and university faculty responses to new managerialist reforms: experiences from China.
- Author
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Huang, Yating, Pang, Sun-Keung, and Yu, Shulin
- Subjects
UNIVERSITY & college administration ,UNIVERSITIES & colleges ,UNIVERSITY faculty ,MANAGERIALISM ,EDUCATIONAL change ,ADULTS ,HIGHER education - Abstract
Chinese universities are being continually subjected to new managerial practices and technologies that have fundamental consequences on the university faculty's academic life. Within a predominantly communitarian theoretical framework of academic identity, this qualitative case study draws upon interviews with 25 academics in Mainland China to expose the extent to which Chinese academics’ values, beliefs and behaviour are convergent and consistent with those that might be expected within the reform agenda. The systematic data analysis identified six identity-related characterisations of how Chinese university faculty at this case university have reacted to this shifting context, contributing to the global literature on the academic profession in two respects. First, it contributes to the empirically grounded knowledge of the complex manner in which Chinese academics negotiate, challenge or comply with the new managerialist agenda. Second, it explores the prime academic identity that Chinese academics have built up under this new managerial circumstances. [ABSTRACT FROM PUBLISHER]
- Published
- 2018
- Full Text
- View/download PDF
9. Promoting experiential learning in pre-service teacher education.
- Author
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Gao, Xuesong
- Subjects
EXPERIENTIAL learning ,UNIVERSITIES & colleges ,TRAINING of student teachers ,TEACHER training ,TEACHER education ,ADULTS ,PROFESSIONAL education - Abstract
This report introduces the experiential learning initiative at a major university in Hong Kong that prepares pre-service teachers with experience of engaging with social and cultural issues in teaching. It calls on teacher educators in different contexts to work together on similar initiatives that help pre-service teachers grow professionally through designing, developing, managing and promoting their experiential learning projects to enhance human development and improve human conditions. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
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10. Higher education research institutes in Chinese universities.
- Author
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Wang, Qi and Liu, Nian Cai
- Subjects
RESEARCH institutes ,HIGHER education research ,UNIVERSITIES & colleges ,EDUCATIONAL forecasting ,ADULTS ,HIGHER education - Abstract
Initially emerged in 1978, higher education research institutes (HERIs) in Mainland China have experienced rapid expansion and have become a major force in higher education reform in the last three decades. The development of these research institutes is closely related to the substantive growth of the higher education system itself as well as research development. This article outlines the trajectory of HERIs' growth in Mainland China, from its history through to its current development. This article also provides an overview of these institutes' roles and functions, as well as exploring future developmental trends and challenges facing them. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
11. From opposition to transcendence: the language practices and ideologies of students in a multilingual university.
- Author
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Gu, Mingyue
- Subjects
LINGUISTIC identity ,MULTILINGUAL education ,CODE switching (Linguistics) ,COLLEGE students ,UNIVERSITIES & colleges ,ENGLISH language ,HIGHER education ,ADULTS - Abstract
This article explores language ideologies and language uses in a multilingual university in Hong Kong by exploring the voices and experiences of both mainland Chinese and Hong Kong students. Drawing on the notions of language ideologies, separate multilingualism, and translanguaging, the research illustrates how students' linguistic ideologies are shaped by multilingual encounters in the educational setting and index broader institutional and ideological frameworks and examines the identity positions they construct and present and the social spaces they jointly establish. It also demonstrates that the multilingual university context provides students a site to establish a translanguaging space with hybrid language use in which linguistic resources are employed to perform a range of subject positions and to play a number of roles. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
12. The impact of cooperative learning on tertiary EFL learners’ motivation.
- Author
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Ning, Huiping and Hornby, Garry
- Subjects
ENGLISH language education for foreign speakers in universities & colleges ,CHINESE-speaking students ,GROUP work in education ,ACADEMIC motivation ,INTRINSIC motivation ,UNIVERSITIES & colleges ,HIGHER education ,ADULTS - Abstract
This study was aimed at investigating the impact of cooperative learning on the motivation of tertiary English learners. Participants were from two randomly assigned classes at a university in the north of China. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation and amotivation. Findings suggested significant differences in favour of cooperative learning in improving intrinsic motivation, but no differences were found on other aspects of motivation. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
13. Workplace influences on Chinese TEFL academics’ development as researchers: a study of two Chinese higher education institutions.
- Author
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Bai, Li, Millwater, Jan, and Hudson, Peter
- Subjects
ENGLISH as a foreign language ,COLLEGE teachers ,UNIVERSITIES & colleges ,TEACHER researchers ,ADULTS ,HIGHER education - Abstract
Workplace influences on Chinese Teaching English as a Foreign Language (TEFL) academics’ development as researchers were examined in two Chinese higher education institutions in this qualitative collective case study. Data sources included research documentation and interviews with 12 Chinese TEFL academics. Both institutions were keen on research capacity building, but they accorded different attention to TEFL academics’ research. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
14. Academic Freedom and University Autonomy: A Higher Education Policy Perspective.
- Author
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Ren, Kai and Li, Jun
- Subjects
ACADEMIC freedom ,HIGHER education & state ,UNIVERSITY & college laws ,INTELLECTUAL freedom ,UNIVERSITIES & colleges ,ADULTS ,HIGHER education - Abstract
This article reflects upon three seminal articles published in Higher Education Policy (HEP) on academic freedom and university autonomy. The reflections indicate that HEP research contributes to a sophisticated and systematic understanding of the complexity of academic freedom, addressing both the original theoretical issues and burning current issues in policy and practice, as well as in legislation. In particular, HEP has gone beyond academic circles and reached a broad readership, making a real difference to policy development to safeguard academic freedom. For broader comparative reflection, an epistemological dimension has been added to the HEP understanding and analysis of the concept of academic freedom. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
15. Quality assessment of undergraduate education in China: impact on different universities.
- Author
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Liu, Shuiyun
- Subjects
UNIVERSITIES & colleges ,UNDERGRADUATES ,EDUCATIONAL change ,EDUCATIONAL evaluation ,ADULTS ,HIGHER education - Abstract
This research analyzes the scheme proposed to assess the quality of higher education institutions in China, namely, the Quality Assessment of Undergraduate Education (QAUE) scheme. This article aims to determine the impact of the QAUE on universities and explore the reasons that intended effects have or have not been generated in the evaluated universities by conducting case studies of three Chinese universities with different statuses. The empirical studies show the effects on the various dimensions of quality provisions at different universities were not the same. It was found that the impact of the QAUE was not a linear consequence of policy implementation, but the result of an interaction between the external quality assessment scheme and the evaluated universities. Quality assessment is regarded to be an external force to cause universities to change. This empirical study of the QAUE shows that changes will only take place when the external force is integrated with the evaluated universities' internal motivation and capacity. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
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