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This paper examines the emergence of China’s ‘university cities’ (daxuecheng) as a governmental strategy to modernise higher education and to promote its socio-economic integration. To the disappointment of policy makers, the model of university cities has largely failed to yield satisfactory educational outcomes and economic productivity. Drawing from ethnographic research at the Higher Education Mega Center (HEMC) in the suburb of Guangzhou City, this paper analyses the characteristics and problems of China’s university cities. It discusses how various disjunctures between planners’ visions and students’ everyday experiences undermine the missions of university cities: Universities intended to reinforce the reputation and growth potential of cities overestimated the need for such facilities; students rejected the vision of isolated education enclaves as a style of living; and productive connections with research and development sectors were not realised. [ABSTRACT FROM AUTHOR]

This paper questions the point of Liang Chen and Li Zhongqing, who state that China has accomplished a "silent revolution" in the field of higher education in 50 years after the founding of the PRC. The proportion of workers and peasants' children who attend university shows two different trends before and after the reform, so it should not be simplified to "a revolution in 50 years". Before the reform, the equality of higher education was surrounded by thick atmosphere of class struggle, so it is "equality within the class". The practice of using political means to restrict and deprive the education right of some citizens and force some other citizens attend the university, should not be defined as progressive educational revolution. After the reform, though the promoted key middle school system allows a few rural students to enter universities, it is not a good solution to urban-rural educational inequality, but will further solidify the inequality. Among the ways which provide rural students with accesses to universities, the key middle schools and county schools with centralized resources have instrumental rationality to some extent. However, this instrumental rationality lacks moral support of value rationality, and therefore leads to unsustainability and high cost of the system. This paper also questions the concept and data used by Liang Chen and Li Zhongqing. Vague concepts such as "cadres" and "children of workers and peasants" are used in their study, thus cause problems in the quality of their data. [ABSTRACT FROM AUTHOR]

This paper outlines the field of higher education research in China from its historical roots through to its current development. It is a case study of how the field of higher education research emerged and was co-constructed by the state and the academic community of higher education researchers to become an established and recognised discipline in a national context. The rise and formation of higher education as a research field in China has been closely related with the substantive growth of the higher education system itself. Knowledge production in the field is currently characterised by being increasingly outward-looking and supported by the state. [ABSTRACT FROM PUBLISHER]

This paper examines truth regimes -educational discourses - from 1978 to the present in China and finds that these truth regimes experienced a wide variety of changes. These changes moved from "Suzhi Jiaoyu" education for all-round development, to building a country with strong human resources, and finally to the rejuvenation (fuxing) of the modern Chinese nation. [ABSTRACT FROM AUTHOR]

According to a large number of archival materials, this paper studies the historical event of Tsinghua University's subsidization to academic societies before the war of resistance against Japan. It begins with finance problem generally existed in modern China's academic societies. For the purpose of assisting the great act, the university subsidized at least 14 academic societies through regular or interim subsidization. There are two closely related contexts that the university would provide its assistance. First of all, the university had a certain amount of subsidy strength with relatively stable and adequate funds. Second,the university's leadership encouraged academic researches and were concerned about national academic undertakings. The university was rather cautious with regard to regular subsidization. There was not only an explicit selection standard, but also a formal review process. The academic societies subsidized were all national specialized ones. Moreover, the university's decision-making was affected by academic network relationship. Finally, the paper points out that the subsidization of Tsinghua University not only contributed to the development of these academic societies and enhanced China's international reputation and level of some related subjects, but also were beneficial for enhancing the university's academic level and reputation. In other words, it was a result of profit for both sides. At the same time, this historical event reflects the horizontal relationship and interaction mechanism between the university and academic societies before the war of resistance against Japan and the active role it played in the process of modern China's academic institutionalization. [ABSTRACT FROM AUTHOR]

Hospitality and tourism management programmes are widely available in Hong Kong. At present, there is no official publication on the history and development of higher education in hospitality and tourism management in Hong Kong. This paper aims to review the history and current status of hospitality and tourism higher education in Hong Kong, focusing on the programmes offered at sub-degree, degree, and post-graduate degree levels, and to explore future directions for its development. [ABSTRACT FROM AUTHOR]

In this paper I first place the development of Hong Kong's higher education in the larger context of education and governance histories. Next I describe one of the deepest policy quandaries for Hong Kong's government in charting the futures of its higher education system: whether to view the ultimate benefits of higher education for individuals in terms of 'sponsored' versus 'contest' mobility. I then turn to evidence from HK census data about the changing distribution of opportunity for higher education. I discuss trends in educational stratification since 1981, focusing most attention on changes in the opportunity for post-secondary and, especially, for university education to the Bachelors' degree level. I discuss methods for the use of Hong Kong's 1981, 1991 and 2001 census, and I present bivariate and multivariate analysis of the changing impact of family cultural and material resources on the odds of continuing and attending education at the university level. From 1991 to 2001, census data suggest there was a reversal of a trend towards greater equality of opportunity that was observed between the 1981 and 1991 census. I conclude by relating the findings from these analyses to future higher education planning in Hong Kong. [ABSTRACT FROM AUTHOR]

The present article seeks to fill a scholarly gap in the early history of bilingual education (Chinese and foreign languages) in China by investigating the educational practices of Fujian Naval College, the premier naval college in late imperial China (1840–1911), with a focus on the curriculum design in the college. Based on a variety of primary sources such as memorials to the throne, imperial edicts and education reports, this article informs us of a crucial but surprisingly overlooked historical episode of bilingual education in China. It also enhances our understanding of the subtle entanglements of education, culture and politics in China during the second half of the 19th century. The findings show how bilingual education emerged in China's government colleges, and how deep-rooted Confucianism could be compatible with modern science knowledge in the bilingual curriculum. The bilingual education in Fujian Naval College achieved a dual objective of transferring modern technical expertise to China and maintaining Chinese cultural identity, which exerted a considerable impact on the promotion of multilingualism in China. [ABSTRACT FROM AUTHOR]

The future of China's system of higher education will depend on which aspects of its past are most highly valued. This article explores the history of higher education in China from its ancient academies to the modern Western-influenced university. Although the May Fourth Movement of 1919 recommended the complete elimination of traditional elements in Chinese culture, the past century has revealed problems with the wholesale embrace of Western institutions. Modern higher education, based first on European models and later on American colleges and universities, has been a major part of the transformation of China in the past century. But cracks have appeared in the façade. The balance between tradition and innovation has been lost, students are being produced by universities like products of a factory assembly line, and college graduates often remain unemployed or underemployed for years after completing a degree. To remedy this condition, a number of reformers in China are looking to the past for answers. The article discusses both official and private experiments with 'organic' educational programs that aim at creating well-rounded persons, not merely students crammed with facts. A number of these new programs combine physical work with academic study as a reminder that life is a balance between mental and physical factors. More generally, the reform of modern education reclaims elements of the Chinese tradition that have been neglected, elements that recognize that education should ultimately aim at cultivating wisdom and not merely at accumulating knowledge. [ABSTRACT FROM AUTHOR]

This article compares five leading Chinese universities with 16 other research-intensive institutions in Asia, Europe and the United States. All the universities demonstrate an increasing commitment to research, although the fastest growth between 2003 and 2007 occurred in Asian institutions. Beijing and Qinghua universities compare favourably in terms of funding, but their research output is not as highly regarded. Despite concerns about academic freedom, the international standing of at least some Chinese universities is likely to rise in the future. [ABSTRACT FROM PUBLISHER]

The article presents a case study of a 1967 conflict at the Liyang Branch of Nanjing University (NJU) in Liyang County, China, known as the “2 June Incident.” It notes that NJU President Kuang Yaming was removed from his post and denounced following his criticisms of students and teachers who had posted wall posters critical of him. The author reflects on the incident's place in the Chinese Cultural Revolution and on the structure of the Chinese Communist Party (CCP) under leader Mao Zedong.

The article presents an interview with John Israel, a University of Virginia historian and expert on the history of higher education and student movements in China focusing on his knowledge of Xi'nan lianhe daxue or Lianda, a university established during the Sino-Japanese War of 1937-1945. Israel discusses how he first became interested in studying the history of Lianda. He assesses the views and influence of historian John Fairbanks. He discusses an enlightening trip to China in 1980.

The article presents abstracts on land use planning topics, including "Historical Amnesia: New Urbanism and the City of Tomorrow," "More Than Sector Theory: Homer Hoyt's Contributions to Planning Knowledge" and "Methodology for the Survival Analysis of Urban Building Stocks."

The personal letters of Myfanwy Wood, at work in China with the London Missionary Society in the first half of the twentieth century, provide invaluable glimpses of the lives of individual Chinese Biblewomen and Christian teachers. The archive illustrates the role played by such women in the growth of Christianity in China, especially in the period 1908-39, and frequently offers greater insight into individuals than do official missionary records. This article aims, by means of its deliberately restricted personal focus, to showcase some of the rich material to be found in these letters. It also illustrates the major shift which was taking place across these decades, from the evangelism of keen but rudimentarily educated Biblewomen to the Christian higher education and professionalisation of women converts involved in vital outreach and church growth. [ABSTRACT FROM AUTHOR]