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1.
A world-class university in China? The case of Tsinghua 总被引：1，自引：0，他引：1
Higher education, an integral part of China’s nation-building project, is a critical element in China’s strategic policy initiative
of building national strength through science and education. One way to achieve this goal is to develop a higher education
system of international stature. Perhaps more than any other country, through national programs such as 211 and 985, China
has been explicit in selecting its best universities for intensive investment, with the expressed aim of making them world-class
within coming decades, and contributing more to overall R&D and scientific development. Analysing how these top-tier universities
in China are reaching for the gold standard, and using Tsinghua University as an example, this article examines the role of
higher education in China’s rise and how Chinese universities are responding to the drive for innovation, against a background
of globalisation and internationalisation. It analyses the experience of Tsinghua, a Chinese flagship university, sometimes
dubbed ‘China’s MIT’, through an in-depth case study in an international context, seeking to answer the question of how far
Tinsghua embodies the qualities of a world-class university. 相似文献
2.
Rui Yang 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,5(4):337-355
The central purpose of China’s modern higher education has been to combine Chinese and Western elements at all levels including
institutional arrangements, research methodologies, educational ideals and cultural spirit, a combination that brings together
aspects of Chinese and Western philosophical heritages. This, however, has not been achieved. There is an urgent need for
critical examination of the long-term consequences of grafting American academic practices onto a Chinese base. This article
examines the tensions in the interactions in higher education between the traditional Chinese and the imposed Western modes
of thinking. Borrowing a definition of the structure of culture, this paper reveals the various extents to which layers of
Chinese higher education have achieved any degree of success. It finds that with a strong catch-up mentality, China’s contemporary
higher education policies are responsive to Western influences. These are however only applied as panic-stricken and expedient
band-aid remedies, rather than as strategies based on systematic understanding of cultural contexts. Accordingly, Chinese
universities are uncritical towards the European-American model and its variants. This article warns that without an infusion
of traditional education values, universities in China risk losing touch with their cultural contexts in their quest for world-class
status. 相似文献
3.
This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international
graduate students at a university in Chinese mainland. North University (NU) has hosted international students in its Chinese
language and culture programs for decades. However, between 2008 and 2010, a new Master’s degree program for international
students was established. This attracted 75 graduate students from different disciplinary backgrounds, from 21 developing
countries in Africa, Asia, Latin America, and Oceania. English is the common language to both students and faculty, but a
foreign language to all. This program marks a significant shift for China’s higher education as it reaches out to the world.
The paper describes this cohort’s lived experiences in China, including academic, linguistic and sociocultural learning. It
analyzes the challenges such programs pose for the Chinese higher education system, explores how these challenges have become
opportunities for growth and how barriers have been overcome. It also discusses the implications of this case for the upgrading
of higher education quality in China. 相似文献
4.
《Journal of Further & Higher Education》2012,36(2):193-205
This article explores the challenges presented in using the scholarship of teaching as a model of teaching excellence when devising an appropriate approach to reward. It argues that the complexity of staff motivation has to be addressed by a critical evaluation of institutions' commitment to the scholarship of teaching. An expectancy model of motivation drawn from organizational behaviour literature is suggested as an approach to analysing the distance between espoused commitment to the scholarship of teaching and academic staff perspectives. The context of the discussion is set against the background of the UK Government's approach to funding incentives to promote reward for teaching excellence in higher education and the literature related to practices employed in HEIs. The views of academic staff drawn from seven focus groups across all subject areas in one institution demonstrate the need to take account of the motivation process and the need to have a shared understanding of what constitutes excellence. 相似文献
5.
Jian-hua Hu 《Frontiers of Education in China》2006,1(3):402-416
After the founding of the People’s Republic of China, the administrative system of higher education then was characterized
as “centralized”, “Tiao and Kuai” were segmented (some higher education institutions were directly administered by provincial
governments, and some were affiliated to the relative administrative departments of the state) and higher education institutions
(HEIs) were government-run. The reform in the administrative system of higher education launched in the 1980s broke down the
segmentation of “Tiao and Kuai”, and changed it into a new administrative system emphasizing the role of the provincial governments
(“Kuai-oriented mode”). Thus, HEIs gained more autonomy and tremendous changes have taken place in the relation between HEIs
and the government. However, weakening the government’s administrative control over HEIs and readjusting government-HEIs relations
are still the main concerns in reforming the administrative system of Chinese higher education.
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Translated from Journal of Nanjing Normal University (Social Science), 2005 (4) 相似文献
6.
高校兼职教师管理的制度视角 总被引：1，自引：0，他引：1
Part-time faculty has become an important labor force in Chinese colleges and universities. The number of them has risen rapidly
and its structure varies in different types of higher education institutes (HEIs), which results from integration of the social
motivation and the inner motivation of schools’ reform. From the institutional point of view, some problems related to the
management of part-time faculty members are as follows: defects of institution design, deficiency of appointment institution
mechanism, unreasonable wage treatment institution and unscientific evaluation institution. The institution construction of
pat-time staff includes aspects such as qualification examination, appointment, wage, reward and punishment, evaluation, professional
development and so on. 相似文献
7.
Su-Yan PAN 《Frontiers of Education in China》2011,6(1):106-138
This is a documentary study of education abroad policy in the People’s Republic of China (PRC) between 1978 and 2009. By examining
the dynamics underpinning the PRC state’s efforts to shape the flow of Chinese students and scholars from and into China,
this article reveals the major strategies that have enabled education abroad to become a source of brain gain. It argues that
China’s brain gain strategies feature three characteristics: a proactive diplomatic approach to international educational
relations; strategic dependence on foreign higher education resources and a decentralized economic mechanism to raise foreign-trained
human capital. The paper concludes by discussing the implications of Chinese experience for our understanding of the complex
and dynamic relations between the state, the market, universities and international relations as relating to cross-border
academic mobility, international educational relations, and national development in a globalizing world. 相似文献
8.
9.
Zenawi Zerihun Jos Beishuizen Willem Van Os 《Educational Assessment, Evaluation and Accountability》2012,24(2):99-111
The purpose of the study was to develop an improved teaching evaluation questionnaire based on students’ learning experiences
and selected teacher characteristics identified as indicators of teaching quality. Teaching evaluation questionnaires are
commonly designed either based on agreed indicators of teaching excellence, students’ suggestions of characteristics of excellence,
or dimensions identified from interviews conducted with excellent teachers. In this study, however, students’ evaluation of
their own learning experiences in learner centered classes and a hypothesized framework derived from the literature were used
to develop the items for the questionnaire. Students attended to courses designed in a learner centered paradigm and evaluated
their learning experiences. Based on the hypothesized framework and students’ reflections of their experiences, items were
designed and validated at various levels. Exploratory factor analysis resulted in a 24-item Student Evaluation of Learning
and Teaching Questionnaire (SELTQ) that comprises four factors: assessment and feedback; course organization and presentation;
student self evaluation; and students’ level of engagement. As opposed to the questionnaire widely used in higher education
institutions in Ethiopia that focuses on the evaluation of selected teacher characteristics, the new measure enables students
to evaluate teaching in terms of their own learning progress. 相似文献
10.
Yezhu Zhao 《Frontiers of Education in China》2007,2(3):415-429
This paper examines the changing status of women faculty through an analysis of statistics on China’s universities from 1994
to 2004. This paper first presents the trend of a drastic increase in women faculty members in recent years. Further details
on the academic ranks of women faculty, their age and highest degrees obtained are also presented. A comparison of female
representation in faculty ranks is made between China and a few selected countries. Lastly, this paper attempts to account
for the low percentage of female professors in higher education. Recommendations for the professional development for women
faculty are made in the end.
相似文献
11.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
12.
13.
Across the field of U.S. higher education, regional teaching and comprehensive universities are striving for national research status. This tendency has most often been explored at the organizational level, but in this paper, the views and actions of faculty members are the unit of analysis. Based on qualitative data, I put forward a three pronged frame-work that organizes overarching faculty responses to one university’s transition. I focus most specifically on one faculty response, which I call operationalizing in order to show how faculty members take agency in a moment of complex change that illuminates tensions between faculty, university leaders and the field of higher education, more generally. Contributing to the literature on faculty agency, mission creep/striving and change in higher education, I unpack specific ideas and practices that faculty used as they took agency over their careers. 相似文献
14.
Jinyu Qi 《Frontiers of Education in China》2008,3(1):97-114
China’s Western Development is a policy adopted to boost its less developed Western regions, that is, a systematic project
and a longterm and arduous task. The development of compulsory education in China’s minority areas is the key to it. This
paper attempts to use the beneficial experience of developing compulsory education support system of other countries for reference
so as to explore financial support system suitable for the situation of China’s compulsory education in minority areas.
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Translated from Minzu Jiaoyu Yanjiu 民族教育研究 (Journal of Research on Education for Ethnic Minorities), 2007, 18 (2): 16–23 相似文献
15.
美国高校战略规划过程模式评析 总被引：2，自引：0，他引：2
选择合适的方法与模式来进行战略规划,是高校管理者与规划者都关注的问题。20世纪70年代以来,美国高校战略规划形成了6种代表性模式。这些模式各有优劣。中国高校战略规划应立足科学、工于前瞻、注重过程、推动实施、加强评估,以发挥积极的引导作用。 相似文献
16.
17.
Li Li-xu 《Asia Pacific Education Review》2001,2(2):106-113
When looking at the reasons for China’s rapid development, it is necessary to make a thorough analysis on the formation and
development of Chinas education so that we can make out what its educational system has done in the process of helping China
achieve its success.
Since 1949, when the Chinese Communist Party gained control of mainland China, they needed a new kind of educational model
to replace the old one, which was basically based on Western models. Naturally, the Soviet model of education became the inevitable
choice for the “New China”. The writer of this paper will focus on how New China transplanted the Soviet model of education
into the Chinese environment and what kind of positive and negative effects occurred in the process of transplantation.
Before 1958, China basically adopted the educational systems created by the former U.S.S.R. However, since 1958, China began
to criticize and deny the systems created by the Soviet Union, along with the deterioration of the relations between China
and the former U.S.S.R. This paper will describe the main facts and characteristics that existed before 1958, and then analyze
and summarize what the Soviet model of education has brought about to the education environment of China. The writer believes
that from this background, we can not only make clear the relationship between the recent rapid development achieved by China
and the educational tradition that had taken shape in the process of following Soviet footsteps, but also understand the causes
for China to push forward with large-scale reform of education since the late 1990’s.
This paper relies mainly on much historical data originated mainly from China, especially from a book named “The Important
Educational Documents of P. R. China”, which included in it much restricted or secret documents that hadn’t been made open
to the public before due to the special identity of its editor-in-chief, i.e., Mr. He Dong-Chang, a former Minister of Education
of China, who actually dominated the education of China more than 10 years, from 1982 to 1992.
A paper presented at the 2nd iAPED International Conference on Education Research, Seoul National University, Korea, Oct 25~6,
2001. 相似文献
18.
Borrowing from banks has become a common practice among Chinese higher education institutions (HEIs), and operating with a
heavy debt load has become a characteristic of Chinese higher educational development. Substantial financial commitments acquired
by HEIs during their rapid expansion since 1998 are now having serious consequences: numerous universities and colleges have
found themselves with major debt problems. Some are even facing insolvency. This paper describes the background of Chinese
HEIs’ debt problems, assesses the present debt and repayment situation, and suggests a possible solution for the university
debt crisis, using empirical evidence from one HEI in China. 相似文献
19.
Lili Dong David W. Chapman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,1(4):155-173
This study investigates the effectiveness of Chinese international education assistance through an examination of student
experience in the Chinese Government Scholarship Program, an important mechanism of Chinese foreign aid. Grounded in Pascarella’s
(1985) model of the impact of college on students, the study investigates participants’ level of satisfaction with their higher
education experience in China and their perception of the role of the scholarship program in promoting positive relationships
between China and the scholarship students’ home countries. Findings indicate that participants are generally satisfied with
their experiences in China and are positive about the impact of the program in building friendships with their home countries.
The authors discuss the implications of these findings in terms of China’s emerging prominence as a provider of international
development assistance. 相似文献
20.
This case study of Yanbian University, a Korean minority university in China, examines the challenges faced, strategies employed,
and resources mobilized by a minority university in its attempt to become a world-class university. Specifically, this case
study focuses on how the University is attempting to reach its goals within the context of the 211 Project, China’s plan to
create 100 world-class universities capable of meeting the challenges of the 21st century. The rise of the knowledge economy
has resulted in an increased link between economic prosperity and higher education. Thus, higher education reform has explicitly
tied higher education to economic development and attempted to transform economic structures by turning the labor force into
a highly skilled, technologically competent, educated work force capable of competing in a global economy. The socioeconomic
changes that have occurred as a result of globalization and China’s transition to a market economy have also created new imperatives
and challenges for higher education institutions, particularly among minority higher education institutions endeavoring to
carve out a unique place in China’s higher education landscape. 相似文献