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This paper discusses whether the effect of campaign‐style enforcement can surpass the short term from the perspective of authority allocation. Based on the theory of authority allocation, we establish an explanatory framework for the impact of authority allocation on the effect of campaign‐style enforcement. We argue that, through authority allocation, the central government has both formal authority and real authority, which helps to extend the effect of campaign‐style enforcement beyond the short term. We empirically studied the regulatory compliance in China's environmental administrative talk from 2014 to 2016. Statistical findings supported by robustness checks confirm our theoretical hypotheses. Further analysis shows that campaign‐style enforcement can be more effective when local officials have longer tenure, higher levels of education, or older age. Our paper shows that authority recentralization on specific issues can bridge the conflict of policy goals between central and local governments, prolonging the effect of campaign‐style enforcement. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to "Internationalization at Home" (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Design/methodology/approach: A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of "Internationalization at Home" and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact. Findings: The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17. Originality/value: First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization. [ABSTRACT FROM AUTHOR]

Adoption of clean electric energy depends not only on administrative regulations, but also on public support, in particular, the public is willing to pay for environmental improvements. However, the increase of solar photovoltaic power generation willingness to pay (WTP) associated with higher education attainment and the identification of their causality has been missing. Present paper used the enactment of the Compulsory Schooling Law as an instrumental variable to solve the causal relationship between education and willingness to pay for photovoltaic power generation. The results are as follows:Heckman two-stage model and instrumental variable both confirmed that higher education has a positive impact on WTP for solar photovoltaic power generation. For each level of public education in the east, the WTP of photovoltaic power generation will increase by 7.540 CNY, 8.343 CNY and 8.343 CNY respectively, the central public will increase by 9.637 CNY, 10.775 CNY and 11.758 CNY, and the western public will increase by 12.723 CNY, 15.740 CNY and 17.993 CNY respectively. The positive influence of education level is smaller among the people who know the ladder price better, but it is bigger among the people who are male, older than 45 years old, healthier, higher income and stronger awareness of safe electricity use. The total socio-economic value of photovoltaic power generation is significantly different in eastern, central and western region China. [ABSTRACT FROM AUTHOR]

Ancient Chinese civilisation developed two ideas about the ordering of large human spaces. The first was tianxia or 'all under heaven', the inclusive and cosmopolitan world as a whole, with no exterior, and governance on the basis of shared values and benefits, which first shaped statecraft in the Western Zhou dynasty (1047–1771 BCE). Second, the centralised nation-state which emerged in the Qin dynasty (221–206 BCE). Both strands have been influential through Chinese history. In the last twenty years discussion of tianxia has revived, especially through Zhao Tingyang, stimulated by globalisation and the need for practical relations beyond the nation state. This paper proposes one version of tianxia as a heuristic for understanding, rethinking and remaking ethical relations in worldwide higher education. It reviews different understandings of tianxia in China, identifies a world-centred (rather than China-centred) tianxia , and discusses the potentials of tianxia in higher education. Tianxia is appropriate to world higher education because of its spatiality and its ethical commitment to universal benefit in diverse settings on the basis of mutual respect. The article suggests four clusters of relational values that could constitute a tianxia order in higher education, and compares tianxia to existing practices of globalisation. [ABSTRACT FROM AUTHOR]

Using CiteSpace to draw a keyword co-occurrence knowledge map for 1,048 research papers on the quality of higher education from 2000 to 2014 in the Chinese Social Sciences Citation Index database, we found that over the past 15 years, research on the quality of Chinese higher education was clearly oriented toward policies, and a good interactive relationship formed between research and policy. Looking at research topics, apart from macrodiscussions of the spirit of several educational reforms, the relevant topics are mainly focused on higher education quality issues in the massification stage, issues of higher education academic management, issues of student cultivation, and issues of ensuring and evaluating higher education quality. Of these, issues of ensuring and evaluating higher education quality have continually been the mainstream of research on Chinese higher education quality, and there has been an increasing trend of emphasizing ensuring internal quality within schools, emphasizing student participation, and evaluating the effectiveness of student learning. Scholars had a renewed focus on the topics of higher education academic management and student cultivation after 2010, and truly improving the quality of higher education will become a future hot topic of study, however there is an urgent need for further study. [ABSTRACT FROM PUBLISHER]

International student mobility, taking place within the framework of globalisation, internationalisation and transnationalism, has attained much attention. This paper adopts the Intellectual Migration framework to further our understanding of mobility regarding international higher education. It simultaneously studies China-born students in both China and North America to empirically examine the propensity for student mobility across national borders and the determining factors behind the realisation of such mobility under the same set of geopolitical and international circumstances. The analysis is based on a set of cross-sectional surveys conducted in the 2017–2019 period that yields over 1600 data points. We compare the 'who', 'why' and 'where' aspects of migration between domestic students in China and Chinese international students in North America to delineate the factors underlying international student mobility. By highlighting aspirations and capabilities on mobility outcomes, this paper contributes to differentiating mobility between undergraduate and graduate students and the implications for social inequality. Our analysis also reveals the unequal spatial distributions of educational resources between intellectual gateways and peripheries, and by extension between the Global North and the Global South. The findings of this paper have policy implications on improving the quality, accessibility, and equity of higher education. [ABSTRACT FROM AUTHOR]

We utilized cross tabulation statistics, word frequency counts, and content analysis of research output to conduct a bibliometric study, and used CiteSpace software to depict a knowledge map for research on entrepreneurship education in China from 2004 to 2013. The study shows that, in this duration, the study of Chinese entrepreneurship education experienced a progression through three stages, an “exploratory stage of learning from foreign models,” a “developmental stage geared toward employment problems,” and a “transformative stage promoting cultivation of student abilities,” and featured three primary characteristics, “multidisciplinary fusion,” “imbalanced regional distribution,” and “policy orientation.” In the future, popular fields in the study of entrepreneurship education are to be concentrated in the three areas, namely “entrepreneurship education and talent cultivation,” “entrepreneurship education and entrepreneurial environments,” and “entrepreneurship education and innovation education.” [ABSTRACT FROM PUBLISHER]

In China, higher education institutions (HEIs) have a governance arrangement in which the university president and the party secretary occupy key roles. However, their legal roles as institutional leaders are vaguely specified in existing legal frameworks. Based on a four-dimensional theoretical model, this paper (i) clarifies the leadership roles in the dual governance structure, (ii) explores how HEI leaders (i.e. presidents and party secretaries) perceive their leadership, and (iii) applies the unique Chinese practices as a valuable test bed for critical reflections on how existing theoretical models of leadership are relevant in Chinese contexts. Through in-depth interviews with six top-level leaders from six Chinese public HEIs, our findings indicate that Chinese HEI leaders apply more structural than symbolic dimensions in their leadership practices. Whereas studies on institutional leadership conducted outside China tend to highlight the symbolic dimensions of leadership practices, our study suggests that top-level Chinese HEI leaders may assume the role of university managers rather than institutional leaders. We offer some reflections on the relevance of existing theoretical models of leadership and suggest the directions for further theoretical enhancement. [ABSTRACT FROM AUTHOR]

Teaching quality assurance has become a common concern and a common pursuit for institutions of higher learning around the world. This paper takes teaching quality as a governance issue in higher education, as different governance systems entail different approaches to quality assurance. Through a detailed examination of the Chinese system in teaching administration in comparison with the Canadian system, this study aims to provide insights on different approaches to teaching quality assurance in more centralised and decentralised governance structures. Based on the findings of this study, no winner can be declared between centralised and decentralised systems in the area of teaching quality assurance. Instead, the study points to different strengths in each system. With more local autonomy, the decentralised system better respects disciplinary uniqueness and academic freedom in teaching. With more national planning, the centralised system secures a system-wide threshold in teaching quality and an optimal long-term development. [ABSTRACT FROM AUTHOR]

International higher education branch campuses (IBCs) in China and elsewhere possess dual identity. There are stakeholders on both the home and host sides. While international branch campuses receive scholarly attention, there has been little study of their research and the role of institutional dual identity in research capacity building. This paper develops a conceptual framework that brings the conditions, practices, and outcomes of research together with dual institutional identity, to study research capacity building at NYU Shanghai. Data from 16 semi-structured interviews with academics, administrators, and university leaders indicate that institutional dual identity is central to what the institution has achieved in building research, influencing every aspect of the process. NYU Shanghai's American identity has shaped academic practices and workloads, and NYU's multi-site structure provides significant networks and resources, yet the institution has also adapted to its Chinese identity and local stakeholders. Dual identity has generated policy conflicts and logistical hurdles yet has also opened institutional and academic opportunities unavailable to other US institutions. While every IBC is embedded in a complex and partly unique context, this study suggests a reflexive understanding of research capacity building in such settings, and contributes to empirical knowledge of cross-border institutions, especially in China. [ABSTRACT FROM AUTHOR]

Schizophrenia occurs worldwide, and the health, and economic burden is substantial. As one of the common proxies of socioeconomic status (SES), education was reported to be associated with the risk of developing schizophrenia. However, there is no causal evidence about the relationship. This paper explores the health benefits of college education for schizophrenia. Based on exogenous variation in college enrollment across regions and cohorts induced by college enrollment expansion policy, we use instrument variable (IV) estimate strategy to estimate impacts of college education on the risk of schizophrenia with the data from Second National Sample Survey on Disability. We find that college education reduces the risk of developing schizophrenia by 4.2 percentage points. Some further analyses suggest the causal protective effect is only found among men, rural, and low-income individuals. These findings provide new evidence for the causal relationship between college education and schizophrenia, and add to the literature on the health benefits of education. [ABSTRACT FROM AUTHOR]

This paper contributes to debates about the globalisation of higher education by providing a pioneering geographical exploration of Chinese–foreign cooperation in running transnational higher education, or TNHE, programs. Departing from widespread neoliberal and postcolonial critiques of TNHE, which tend to emphasise liberal market forces and Anglo‐American hegemony in the circulation of academic knowledge, our study examines how the Chinese state's developmental targets, strategic policies, and political–ideological considerations have shaped the evolutionary trajectory, geographical distribution, and cross‐border connections of China's TNHE programs. We demonstrate that the place‐based development of TNHE is mediated by governments' interventionist policies and embedded in existing higher education regimes, especially in the context of East Asian developmental states. By maintaining a higher education system dominated by public universities and by being the ultimate examination and approval authority, the Chinese government both determines the status of TNHE in the national higher education system, constrains the typologies and sources of knowledge flows, and shapes the national landscape of TNHE development. The territorial geographies of TNHE thus reflect complicated interactions between the state and the market, the global and the local, and economic and political/cultural forces. [ABSTRACT FROM AUTHOR]

In the field of English medium instruction (EMI), multilingual research approaches are crucial to carrying out effective and ethically responsible research, because EMI policies and practices are inherently multilingual. This paper is a partial replication study that adopts a 'researching multilingually' analytical framework to interrogate the challenges and affordances of using multiple languages during two EMI research projects. In the project in Turkey, the lead researcher, who is an English-Turkish bilingual, analysed policy documents (n = 145) and interview data (n = 67) drawing on her knowledge of both languages. Additionally, 85 EMI classroom observations were conducted. In the project in China, the research team of two L1 English speakers and two L1 Chinese speakers investigated 93 bilingual policy documents and conducted interviews with 26 policy arbiters by drawing on both languages during data collection and analysis. Together, these reflections highlight how multilingual approaches can be utilised throughout the research process, from team formation, research design, data collection, data analysis, and presentation of findings in research reports. [ABSTRACT FROM AUTHOR]

Drawing on data collected from multiple sources, this qualitative case study investigates how seven English-as-a-foreign-language (EFL) academics from a university in mainland China perceive and cope with their professional vulnerability within the system of performativity. Three themes were generated from the data: (1) professional vulnerability as a state of conformity and self-learning, (2) professional vulnerability as a state of constrained agency, and (3) professional vulnerability as a state of disengagement. The findings not only reflect the complex and dynamic nature of EFL academics' professional vulnerability, but also unpack numerous contextual and personal factors mediating EFL academics' experiences of professional vulnerability. The paper ends with some practical implications on how to mitigate the negative influences that vulnerability has on EFL academics' professional practice within the system of performativity. [ABSTRACT FROM AUTHOR]

Collecting feedback from students through course, program and other evaluation questionnaires has become a costly and time consuming process for most colleges. Converting to data collection through the internet, rather than completion on paper, can result in a cheaper and more efficient process. This article examines several research questions which need to be answered to establish that results collected by the two modes of administration are equivalent. Data were gathered for a program evaluation questionnaire from undergraduate students at a university in Hong Kong. Students were able to choose between completion on paper or through the internet. In six of the seven Faculties the number of responses through each mode was roughly the same. Students in the Engineering Faculty favored the internet. Scores on the 14 out of 18 scales in the instrument showed small differences by mode of response, which became smaller still with controls for pertinent demographic variables. The main response question addressed in the study was whether there was any difference in the way respondents to the two modes interpreted the questions. The study demonstrated the equivalence of the two data sets by showing that both could be fitted to a common model with structural equation modeling (SEM). Five levels of tests of invariance further confirmed the comparability of data by mode of administration. This study, therefore suggests that changing to internet collection for course and program evaluations will not affect the comparability of ratings. [ABSTRACT FROM AUTHOR]

In order to fully understand the construction of chemistry textbooks for higher education in the foreign countries and provide a reference for the construction of chemistry textbooks in China, this paper investigates the development and status quo of foreign chemistry teaching materials, and analyzes the construction, discipline structure and technical characteristics of foreign chemistry teaching materials, based on the construction history and content of Foreign Teaching Materials Center of Chemistry. This paper reveals the problems existing in the construction of foreign chemistry textbooks in China, and puts forward some suggestions on promoting the construction of foreign chemistry textbooks. [ABSTRACT FROM AUTHOR]

This paper intervenes in debates on Chinese higher education and social (re)production strategies in the contemporary African diaspora, developing the link between 'Chinese' capitals, social status and spatial mobility. Drawing on semi-structured interviews with both disadvantaged and middle-class African international students, I unpack how migration to China will enable them to accumulate prized forms of capital and position advantageously in different spheres of African society. The paper focuses on two 'Chinese' capitals – specifically high proficiency in the Chinese language, and exposure to and internalisation of Chinese lifestyles and practices – which are convertible to profit, distinction and secure coveted jobs in their respective home countries. By exploring how China's 'in the middle' position within the global political economy and exercising its soft power over peripheries are reflected in the ways these African students and their families play the 'class game' and make higher education choice, this paper moves beyond the 'West' vs. 'the Rest' gaze and nuances an emergent mobility pattern within the Global South. I conclude by presenting an argument that in seeking these 'Chinese' capitals, the students and their families may enhance China's geopolitical standing and facilitate its movement towards the 'core' within the arena of the world (knowledge) system. [ABSTRACT FROM AUTHOR]

This paper explores the understudied topic of international student sojourners' emotional intercultural competence in higher education by analysing Chinese postgraduate students' experiences of managing their emotions evoked during intercultural communication at a British university. Through ethnographic interviews, this study examines how students construct their emotion-management experiences as well as the effects of social interaction on the construction processes of these experiences. The findings shed light on the motives and pathways for deploying specific emotional intercultural competencies in practice. Furthermore, the findings manifest the central role of the interplay between individual agency and societal forces in shaping the substances, facilitators, constraints, two-way interactivity and dialectical tensions of emotional intercultural competencies that unfold in specific interpersonal, moral and structural contexts. By representing competence as a repertoire of action strategies performed by individuals to address their important concerns and by illuminating the meanings of competence in particular environments at particular moments, this study moves beyond the traditional 'list' approach which largely conceptualises competencies as fixed, individual-based and universal entities. The study emphasises the importance of taking a holistic, process-oriented, context-based and dialectical perspective in developing a deeper level of competence for empowering individuals engaged in intercultural communication. In addition, this study discusses practical implications regarding the development of emotion-management strategies towards competence for intercultural education in higher education. [ABSTRACT FROM AUTHOR]

China's education has entered the era of quality, and in order for higher vocational colleges to develop better, effective measures must be taken to improve the quality of education. Facing the continuous innovation of education in higher vocational colleges, it is necessary to strengthen institutional construction and constrain educational management with institutional constraints, which is the key to ensuring the education quality. The higher vocational education quality evaluation in the new era is regarded as multiple attribute decision-making (MADM). Recently, the EDAS and CRITIC model has been employed to solve MAGDM. The triangular fuzzy neutrosophic sets (TFNSs) are constructed as an efficient tool for portraying the uncertain information during the higher vocational education quality evaluation in the new era. In this paper, the triangular fuzzy neutrosophic number EDAS (TFNN-EDAS) model based on the Hamming distance and Euclid distance is constructed to solve the MADM under TFNSs. The CRITIC method is utilized to obtain the weight information based on the Hamming distance and Euclid distance under INNSs. Finally, a numerical example of higher vocational education quality evaluation in the new era is constructed and some efficient comparisons are founded to verify the TFNN-EDAS method. [ABSTRACT FROM AUTHOR]

As a multi-faceted socio-political movement in twentieth-century China, the Cultural Revolution (1966–1976) witnessed conflict and social upheaval. This paper investigates its economic legacies, exploiting geographic variation in revolutionary intensity, measured by the number of resulting deaths. Using a newly assembled county-level panel dataset over five decades, we find worse-affected areas performed slightly better at baseline, but were slower to industrialize. This effect was large in the early 1980s before diminishing to become insignificant by 2000. Using individual-level census data, we find more-exposed cohorts are less likely to obtain higher education degrees and to work in professional and entrepreneurial occupations. [ABSTRACT FROM AUTHOR]

As primary drivers of global growth, China and India as Asian giants are on the path to reforming their higher education systems to drive innovation. This paper based on both primary and secondary data sources investigates how India's democratic political leadership has facilitated higher education reform for fostering innovation while underlining key differences in the policy approach of the Chinese leadership. Findings identify the areas of reform for India and also reveal that epistemic boundaries between India and China are beginning to blur so far as right-wing ideological regimentation is concerned, with possible implications for innovation. [ABSTRACT FROM AUTHOR]

The argument of my paper is that higher education in China is going through a process of totalitarianization and democratization at the same time. On the one hand there are organizational controls and ideological indoctrination of students and cooptation of the faculty by the Party-state. On the other hand, there are democratic breakthroughs on the part of both students and professors. Whatever happens in the ivory tower inevitably affects what happens outside of it. Whether the Party-state is going in the direction of totalitarianism or democracy depends on the result of the tug-of-war between the forces of totalitarianization and democratization in both state and society. My analysis is based on an examination of the available data in research from a perspective of the sociology of higher education. I hope that a better understanding of what happens at the university and the role of higher education in China's development will help all the stakeholders of higher education in making wiser policies and practical decisions. [ABSTRACT FROM AUTHOR]

China's higher education expansion policy implemented in 1999 has substantially increased higher education opportunities. This paper investigates whether rural students do benefit more from the expansion policy and achieve educational equity between urban and rural areas. Based on the four waves of nationwide micro survey data, collected in 2000, 2005, 2010 and 2015, we find that the expansion policy increases the rural-urban gap in higher education participation in the short- and medium-term, but reduces the educational inequality in the long-term. However, when we examine the impact of the expansion policy on access to elite higher education, the results show that the expansion policy is not conducive to reducing the rural-urban gap in elite higher education participation. Therefore, to achieve educational equity between rural and urban areas, compensation policies should be designed to benefit rural students. [ABSTRACT FROM AUTHOR]

Despite the rapid development of TNHE over the past decade, research studies on students' perceptions and experiences of teaching and learning at TNHE programmes in China are very limited. Using both surveys (328) and follow-up interviews (40) from students at two Anglo-Sino programmes, this study explores students' perceptions and experiences of teaching and learning in TNHE in China. Drawing on the five components of the intercultural dialogue framework, this paper reveals that Chinese students' experience of teaching was fragmented not least through a mixture of cultural approaches to pedagogy including a teacher-centred approach by the local Chinese teachers and a student-centred approach by the foreign teachers, with the latter generally preferred by the students. The findings yield several important implications for contextualized curriculum and careful consideration of the TNHE learning environment in China. [ABSTRACT FROM AUTHOR]

Until recently, modern science had been dominated by a handful of Western countries. However, since the turn of the millennium, the global science landscape has undergone dramatic changes. The number of nations where a significant proportion of research done is of high international standard has now increased considerably. China particularly stands out and is today one of the leading science nations in the world. Overall, Chinese research collaborations with countries in the Western world exemplify the general trend towards increasing complexity in the global research landscape. It has gradually become obvious that differences between institutional settings need to be managed more systematically to promote cross-border research cooperation for shared benefits, from individual to institutional levels. An informed discussion of managing complex conditions necessitates an understanding of the relationship-level dynamics of research collaborations. In order to identify what aspects of international research collaborations are the most pertinent to systematically manage at individual and institutional levels, this paper investigates projects in a bilateral Swedish–Chinese funding program. The paper finds that the majority of collaborations funded had yielded positive impact in terms of publications, strengthened research capacity in research groups, and resource accumulation. The challenges found in the collaborations are related to needs such as improving transparency, ethical concerns, and imbalances in reciprocity. [ABSTRACT FROM AUTHOR]

In order to better improve the physical health status of Chinese college students, enrich the knowledge content of university physical education courses, enhance their physical exercise ability, cultivate lifelong physical education awareness and conscious exercise habits, and promote the healthy development of quality education in China, combined with the current reality of university physical education teaching, a quality assurance system for university physical education teaching in China is constructed to promote the continuous improvement of the quality of university physical education teaching. The guarantee system for college physical education teaching consists of three subsystems: the design and quality management system for college physical education teaching objectives, the evaluation system for college physical education teaching quality, and the feedback system for college physical education teaching quality information. The quality evaluation of college physical education classroom teaching is a multiple attribute group decision making (MAGDM) issue. In this paper, depending on the CoCoSo (Combined Compromise Solution) method and picture 2-tuple linguistic sets (P2TLSs), a novel MAGDM issue based on the picture 2-tuple linguistic CoCoSo (P2TL-CoCoSo) method is designed to tackle it. In addition, the weights of criteria are decided objectively by utilizing entropy method. Eventually, a related application for quality evaluation of college physical education classroom teaching and comparative analysis is given to demonstrate the superiority of the designed method. The results illustrate that the designed method is useful for quality evaluation of college physical education classroom teaching. [ABSTRACT FROM AUTHOR]

The rise of China as a scientific research superpower has been frequently discussed in media and literature. However, past analyses are usually based on the geographical database and they ignore how the millions of emigrated Chinese students, who are now being considered the major research workforce in many countries, affect their academic outputs. Here we quantitatively analyze the contribution of Chinese scholars in physical science around the globe by their publications in a country's papers from 2010 to 2021 as well as their citations. Contrary to common perception, we find that increasing the number of Chinese scholars does not correlate with the net publication growth or decline in their host countries before the Chinese population exceeds a critical value. On the other hand, increasing Chinese authors in a paper improves its citations. The phenomena, though anomalous, are observed in many subfields of physics across the globe. Our analysis suggests that although Chinese scholars do not change the perceived publication capabilities of many countries but may have reshaped their research culture as well as workforce distributions. The results would be valuable for R&D, higher education, and immigration policymakers. [ABSTRACT FROM AUTHOR]

Given the exponential growth of international students in China, understanding the advantages of studying there is under-researched. This paper investigates benefits of such study, using 30 semi-structured qualitative interviews with international students from Asia, Africa and Western countries enrolled at two prestigious universities in Beijing and Hubei Province. The analysis identified three sets of mutually inclusive economic-, social-, cultural- and educational-related benefits: employment prospects, learning Mandarin, and building knowledge, skills and experiences. The analysis illustrates the interplay of individual and external benefits, especially the contribution to the home country, through the employability lens. The paper contributes to new insights into important nuances of the key benefits of international education relating to career and employment opportunities in home and host countries, learning Mandarin for future trade dealings and acquiring business knowledge, investment skills and management experience to benefit countries of origin. [ABSTRACT FROM AUTHOR]

This paper contends that the inclusion of meso- and micro-level perspectives has been under exploration in the study of the internationalization of humanities and social sciences, in particular, in a state-mandated system where policy interventions in higher education and knowledge production have typically been aligned with state construction and national development. It argues that institutional and individual responses to state policies on the internationalization of humanities and social sciences should be investigated due to their respective roles in policymaking and implementation. It has, therefore, retrieved recent and historical policy documents during the post-WTO period and collected empirical data from two Chinese universities. A constructivist-interpretivist qualitative approach and a qualitative case study strategy were adopted for this investigation. Based on an in-depth analysis of the empirical data, this paper reveals the gap between the macro-level ambition of achieving outward-oriented diffusion of innovations and the local-level realities, as well as institutional dilemmas and conflicts in facilitating the internationalization. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to make a comparative study on the latest version of green campus evaluation standard between China and America: Green Campus Evaluation Standard (GB/T51356-2019) and the sustainability tracking, assessment and rating system (STARS 2.2). The differences of evaluation methods and contents are analyzed and their respective characteristics and advantages are sorted out, so as to promote the development of sustainable campus evaluation standards. Design/methodology/approach: The research mainly adopts the method of comparative study, which is carried out from three dimensions, namely, the related policies development of campus construction and world university sustainable rankings; the content of evaluation standards (including evaluation methods and evaluation categories and scores); the characteristics and current application of standards. Findings: There are great differences between the evaluation standards of China and America in organization and participation mode, evaluation method and content. Public engagement, energy and campus engagement are the hot spots. Buildings, energy, food and dining and investment and finance will become the focus of sustainable campus in the future. Specific optimization strategies of key points, evaluation method and content and organization and participation mode of Chinese standard are put forward. Practical implications: This paper clarifies the advantages and disadvantages of the current global sustainable campus, and provides the basis for the next stage of construction policy. At the same time, it is helpful for all countries, especially China, to formulate construction guidelines that not only meet their own actual needs but also conform to the trend of global sustainable campus development. Social implications: The connotation of sustainable campus is enriched, and the evaluation standards of sustainable campus are improved. The development of sustainable campus is promoted, so as to realize the sustainable development goals. Originality/value: This research expands the scope of the study to the whole campus, rather than just one aspect of campus buildings. It compares the evaluation standard of green campus in China with STARS in the USA, and no longer compares leadership in energy and environmental design for schools. It discusses the campus building's energy conservation while paying attention to the campus green consciousness, green management and green planning. Based on the relevant data currently used by STARS in the global evaluation, this paper analyzes the hot spots and shortcomings of the current global sustainable campus construction and puts forward some optimization suggestions for China's green campus evaluation system. [ABSTRACT FROM AUTHOR]

Since the resumption of the publishing business of higher education in 1997, Science Press has developed simultaneously with higher education in China and published a large number of characteristic high-quality textbooks suitable for talent training. Focusing on the current situation of construction, innovation, achievements and future ideas, this paper expounds in detail the historical experience of the construction of chemistry core course textbooks of Science Press, analyzes the current problems and challenges, and provides new ideas for the future publication of chemistry core course textbooks. [ABSTRACT FROM AUTHOR]

Although the potential of English as a Medium of Instruction (EMI) for intercultural learning and teaching is acknowledged, few studies have explored the teaching of culture in EMI programmes in higher education contexts. Thus, this study examined the perceptions and practices that six EMI teachers from a variety of disciplines have of culture and cultural instruction at a Chinese university. Data were obtained from 24 classroom observations and six post-observation interviews. Drawing on Larzen-Ostermark's tripartite culture-teaching orientations and Rasouli and Moradkhani's culture-teaching taxonomy, the findings revealed that teachers with a humanities and social sciences background had a fluid and dynamic view regarding the understanding of culture, while teachers with a science, technology, engineering and mathematics background did not recognise the need to incorporate cultural instruction into their EMI classes. In analysing classroom data, five categories of cultural instruction were identified: contrast, authentic material, groupwork, codeswitching and guided discussion of culture. The five categories are mainly in line with the affective and action orientations in Larzen-Ostermark's three-orientation framework. The paper concludes by exploring the implications of the study's findings for EMI policymakers and EMI teacher training programmes. [ABSTRACT FROM AUTHOR]

Drawing on a transdisciplinary approach to critical discourse analysis, this paper looks at the case of Chinese higher education to explore how neoliberal ideology is constituted, recontextualized, and legitimated in the public discourse of Chinese universities in a socio-political context marked by the intricate integration of administration and politics. The analyses show how these universities have endeavored to respond to the economic imperatives of a globalizing knowledge-driven economy while strategically absorbing the socio-political governance agenda inherited from the state's institutional legacies. The findings suggest that the discourse of higher education in China is a highly contested space for competing ideologies, reproducing a narrative that facilitates the commodification of higher education and dismisses the contradictions between ideological values at the glonacal nexus. • Universities are portrayed as student-centered and socially responsible. • Students and knowledge are commodified as marketable products. • Universities have been transformed into entrepreneurial selves directed by an instrumental-strategic intent. [ABSTRACT FROM AUTHOR]

Business English teaching quality evaluation Business English is a new type of composite specialty, which is a discipline innovation made by China's higher education to adapt to the new market demand and international standards since the reform and opening up. Over the past 20 years, it has cultivated a number of compound talents for the cause of China's reform and opening up. However, the backwardness of business English theoretical research has greatly restricted the development of business English. At present, Business English has been officially approved as a new major for undergraduate enrollment by the Ministry of Education of the People's Republic of China. Its subject nature, specialty structure, training objectives, and specialty compound characteristics need to be qualitatively studied theoretically. The business English teaching quality evaluation is viewed as the multiple attribute decision making (MADM) issue. In this paper, we connect the geometric Heronian mean (GHM) operator and power geometric (PG) with 2-tuple linguistic neutrosophic numbers (2TLNNs) to propose the generalized 2-tuple linguistic neutrosophic power geometric HM (G2TLNPGHM) operator. Then, the G2TLNGHM operator is applied to deal with the MADM problems under 2TLNNs. Finally, an example for business English teaching quality evaluation is used to show the proposed methods. Some comparative analysis and parameter influence analysis are fully given. The results show that the built algorithms method is useful for business English teaching quality evaluation. [ABSTRACT FROM AUTHOR]

Connotative development of higher education is of great significance in China. To promote this endeavor, this paper has established a connotative teaching system based on the Kano model and has applied it in the teaching of statistics. Guided by the fundamental demands of students, this system is built from the four perspectives, including students, third-party evaluation institutions, schools, and morality and law. It also takes the advantages of the Kano model, featuring the three dimensions of essential demand quality, expected demand quality, and charismatic demand quality. The paper also describes a two-year experiment to test the effect of the Kano-model-based connotative teaching system. It has collected more than 200 effective samples and compared the performance of students in private colleges. The results are as follows: the connotative teaching of statistics guided by the Kano model can meet the demands of students in private colleges and improve their comprehensive scores. This model shows remarkable performance and will promote the reform on connotative teaching. [ABSTRACT FROM AUTHOR]

Since 1990, a large and dynamic global science system has evolved, based on grass roots collaboration, and resting on the resources, infrastructure and personnel housed by national science systems. Euro-American science systems have become intensively networked in a global duopoly; and many other countries have built national science systems, including a group of large- and middle-sized countries that follow semi-autonomous trajectories based on state investment, intensive national network building, and international engagement, without integrating tightly into the global duopoly. The dual global/national approach pursued by these systems, including China, South Korea, Iran and India, is not always fully understood in papers on science. Nevertheless, China is now the number two science country in the world, the largest producer of papers and number one in parts of STEM physical sciences. The paper investigates the remarkable evolution of China's science funding, output, discipline balance, internationalisation strategy and national and global networking. China has combined global activity and the local/national building of science in positive sum manner, on the ground of the nationally nested science system. The paper also discusses limits of the achievement, noting that while China-US relations have been instrumental in building science, a partial decoupling is occurring and the future is unclear. [ABSTRACT FROM AUTHOR]

In 2017, China released its building list of First-class Universities and First-class Subjects (Double First classes), which should get great support for development for many years into the future. This paper examines the academic performance of eight universities that are currently listed as having First-class Subjects of economics, in international papers and domestic papers, and compares their academic performance with another eight non-listed universities. The comparison shows that in general only three listed universities have obvious advantages among the 16 sample universities, while four listed universities do not show advantages, with one of them unexpectedly lagging behind. In contrast, several non-listed universities perform obviously better among the sample universities. In addition, several other aspects of this Double First-class list are also found to be less objective, scientific, or rigorous. [ABSTRACT FROM AUTHOR]

Government spending on higher education is a perennial research theme, but empirical evidence from China is relatively rare. Based on panel data of local higher education institutions in 31 Chinese provinces from 2003 to 2016, this paper investigates the determinants of general appropriations and quantifies their relative contributions in consideration of socioeconomic, political, and higher education variables. The results of two-way fixed effect modelling reveal that province GDP per capita, government size, percent of education spending, total enrolment, and tuition fees are five major determinants. Further, the results of Shapley decomposition show that these five determinants jointly contribute to 56.793% of total R2. Drawing on Chinese practices of higher education expansion in the last two decades, this paper concludes with policy implications for sustaining higher education funding. [ABSTRACT FROM AUTHOR]

The global landscape of higher education is an uneven field where players like nation-states are placed in hierarchical and centre-periphery relations. This paper focuses on the global field of international student mobility (ISM) and investigates China's place in the field using an analytical framework consisting of three key categories of 'capital': economic, human, and symbolic. Drawing on existing scholarship and author's first-hand ethnographic research, the paper examines the case of China as both a source and a destination of ISM, and analyses the flows and accrual of these three forms of capital as consequences of outbound and inbound student mobilities. Analyses show that in a global ISM field characterised by asymmetries and inequalities, China's place is arguably semi-peripheral economically and symbolically. It is argued that this country-focused macro perspective complements existing ISM scholarship's emphasis on social reproduction at individual and private levels. [ABSTRACT FROM AUTHOR]

The paper compares Anglo-American and Chinese approaches to the outcomes of higher education, primarily but not solely collective outcomes, by examining the Western domain of 'public good' and 'public goods' and parallel or near parallel activities in China. It reviews scholarly discourses of society, state and higher education in the respective political cultures ('traditions'), including individualism and collectivism, university autonomy, the critical function, higher education in civil society, and global tianxia and global common good. A key issue in symmetrical cross-cultural comparison is the position from which it is made; and as well as elucidating similarities and differences the paper develops what Sen calls a 'trans-positional' view based on integrating the two positional views. The two traditions are not closely aligned. However, aside for the Anglo-American public/private dualism in economics (which occludes collective outcomes), all ideas in both traditions can contribute to transpositional understanding of the individualised and collective outcomes of higher education. [ABSTRACT FROM AUTHOR]

The idea of the public good of higher education is closely related to the political, social and educational cultures in which higher education is embedded. It varies across contexts. However, widely used notions of the 'public' aspects of higher education, including the concepts of economic public goods and private goods, conventionally assume Anglo-American state/society/university assemblages. Anglo-American (and more generally, Western) discourses and terms are dominant in scholarship on public policy and higher education. This creates obstacles and lacunae in comparative studies, and employing solely Anglo-American notions can be especially problematic in non-Anglo-American contexts. This paper attempts to move beyond the conventional approach by conducting a lexical-based comparison of the Chinese and Anglo-American approaches to the public aspects of higher education. It identifies and explores key concepts of the public good of higher education in both the Chinese and English languages, establishing similarities and differences. The comparison contributes to a more balanced understanding of the public roles of higher education, illuminates new aspects of 'public', and may facilitate mutual understanding between scholars and between the Chinese and Anglo-American higher education systems. [ABSTRACT FROM AUTHOR]

This paper introduces the basic knowledge of integral factors of first-order ordinary differential equations and Lie symmetry analysis. It then discusses the principle of constructing an integral factor of the first-order ordinary differential equation by the Lie symmetric method. Finally, it presents some examples to show the process of constructing the integral factor of the first-order ordinary differential equation and finding the general solutions. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to investigate entrepreneurial intentions among university students in China and Mexico. Findings reveal that students' perceptions of an entrepreneurship major, self-employment, and self-confidence levels influence their entrepreneurial intentions. In addition, we found that external structural support had a significant moderating effect on the self-confidence and entrepreneurial intent relationship. The aforementioned moderating relationship was mitigated by access to and availability of external support. [ABSTRACT FROM AUTHOR]

The implementation of China's Education Modernization Plan 2035 has signified the Chinese government's commitment to advancing the quality of education. Recent studies have shown that the prioritization of instructor continuous professional development (CPD) through the Ministry of Education mandates has positively affected talent development and student achievement at the K12 level; however, examination of the reform's impact on Chinese higher education is limited. This paper explored the effect academic optimism, institutional policy and support, and instructor self-efficacy had on instructors' CPD within Chinese higher education institutions. This study collected data from 456 Chinese higher education instructors, employing a structural equation model to examine the relationship between the independent and dependent variables. Findings indicate academic optimism and institutional policy and support have a significant positive effect on CPD, β =.645 and.2, respectively, while instructor self-efficacy has nearly no effect on CPD, β = −.031. Institutional policy and support have a significant, influential effect on academic optimism, β =.652; however, there is nearly zero impact on instructor self-efficacy, β =.032. The implications of the findings indicate that institutional leadership is crucial in developing an academic culture that promotes and supports continuous professional development; however, individual drive to pursue CPD is limited. [ABSTRACT FROM AUTHOR]

As an innovative evaluation tool, peer assessment is essential in Massive Open Online Courses (MOOCs). In both formative and summative peer assessments in MOOCs, providing reliable feedback is crucial in enhancing learning outcomes. Peer assessment has been highlighted as a reliable tool in both traditional classrooms and small‐scale online learning contexts by a wealth of studies. Factors impacting the result of peer assessment have also been identified. However, such exploration in MOOCs is very limited. Through an examination of 5,722 assignment submissions and 56,794 review scores collected from 18 peer assessments in three courses on Chinese University MOOC platform, this study investigated the inter‐reliability of peer assessment in MOOCs utilizing Krippendorff's alpha and ICC[1]. It also revealed factors affecting peer assessment reliability in MOOCs. The results of this study show that students tended to mark extreme scores, and peer assessment in MOOCs seemed unreliable. In addition, the reliability of the peer assessment in these MOOCs was inversely correlated to the number of reviewers per assignment and reviews completed per reviewer. The assignment type also matters; peer assessment using e‐portfolios format was found more reliable than those using papers and proposals. Suggestions on how to improve the reliability of peer assessments in MOOCs are also provided. Practitioner notesWhat is already known about this topicBoth the formative and summative peer assessment mode, providing reliable feedback is needed, which is of great value for improving the quality of online learning.The reliability and influence factors of peer assessment has been highlighted by a wealth of studies in traditional classrooms and small‐scale online learning contexts.There are still limited explorations in MOOCs.What the paper addsThe students tended to give extreme scores in peer assessment in MOOC, and the peer assessment in MOOC may was not particularly reliable.The Assignment type being rated affected the reliability, and peer assessment using e‐portfolios format was found more reliable than those using papers and proposals.The reliability of peer assessment in MOOC was negative related to the number of reviewers per assignment and the reviews completed per reviewer.Implications for practice and/or policyAvoid using peer assessment as a summative assessment method, and should be assigned relatively low weights to final grades.Using papers and proposals as learning assignments can appropriately reduce the proportion of peer assessment in the final grade.Training on how to identify medium quality work should be provided.Instructional strategies should be designed to encourage learners to actively participate in peer assessments and thoroughly assess. [ABSTRACT FROM AUTHOR]

Drawing on a broader study that focused on understanding rural college students for equity and personal growth in higher education, this paper presents Ying's story of learning and living as a female college student from rural China. Adopting the thinking tools of habitus and reflexivity, the paper aims to understand the constraints Ying has gone through in China's higher education and her various response amidst them. The findings illustrate how the intersectionality of rural dispositions and gender has put her at a disadvantage and how she constantly mediates her surroundings through internal conversations. The paper discusses the intricate interplay between habitus and reflexivity during the mediation. The conclusion affirms the relevance of both habitus and reflexivity in our understanding of the rural student's educational experiences and argues for the role of education and society in challenging the social structure and promoting social change. [ABSTRACT FROM AUTHOR]

VET colleges in China are positioned at the bottom of the educational hierarchy, absorbing the 'left-over' students with 'less desirable' academic records. VET students are stereotyped as 'stupid and lazy' youths suffering considerable prejudice in Chinese society. Drawing on Bourdieu's theoretical insights, this paper investigates the experiences of students in VET colleges and their teachers' perspectives on them. I explore how teachers' stereotyping habitus is practised in VET colleges and how it affects their students' learning experiences. The findings demonstrate that the teachers' pedagogic practices in class impose a designated cultural arbitrary via a hidden curriculum. The students adopted 'passing time' attitudes in class as a response to their teachers' 'misrecognition'. The paper examines how a system of unequal power relations in Chinese VET college is maintained and legitimised, which contributes to the 'transmission' and reproduction of the very culture that has shaped the standing of VET in Chinese society. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to discuss how transnational universities create negative and positive social impacts on their host communities and what this means for campus sustainability and the expectation that universities contribute to sustainable development and to their local communities. Design/methodology/approach: Using mixed methods, a multiple case study approach and qualitative meta-analysis, this study considers six transnational university campuses in China in terms of their relationship with local communities. Findings: Because of the good reputation of universities generally, local residents tended to accord a social licence to operate (i.e. approval) to new university campuses. However, universities generally do not manage their social impacts, as well as many other industries and generally fail to consider the corporate social responsibility issues and the environmental, social and governance aspects of their activities. To improve their social licence to operate and grow and to meet expectations around "university social responsibility", campus developments should observe key international principles and human rights standards: full disclosure of information; effective community engagement; appropriate resettlement and livelihood restoration; effective harm reduction procedures; provision of local benefits (benefit sharing); monitoring and adaptive management and implement a grievance redress mechanism. Originality/value: This paper encourages broader thinking about sustainability in a higher education context and about what university social responsibility entails. Specifically, this study argues that the relationship between universities and their host communities also needs to be considered, especially during campus construction. [ABSTRACT FROM AUTHOR]

The Russian-led Eurasian Economic Union (EAEU) and China's Belt and Road Initiative (BRI) intersect and overlap in Central Asia at the heart of Eurasia. Whereas the literature has commonly focused on the economic aspects of these major regional policy initiatives, efforts to create a common Eurasian higher education space through these regionalisms have barely been studied. In response, this paper compares the development of Russian and Chinese led visions for Eurasian higher education regionalism in Central Asia and the extent to which these constructions overlap. The paper also sheds lights on the perspectives of Central Asian states by investigating how these countries are approaching these efforts to construct a Eurasian higher education region. The conceptual framework brings together higher education regionalism with overlapping regionalism and takes a policy-oriented methodological approach. The paper introduces the new term of "points of correspondence" based on language used in both Russian and Chinese policy discourse to explain how constructions of a Eurasian higher education region can overlap without duplicating or flowing into each other. "Points of correspondence" emphasizes neither competition nor collaboration but rather the ongoing pursuit to find ideas and policy tools that best fit one another. [ABSTRACT FROM AUTHOR]