Search

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]

At this stage, there is a big gap between the cognition and practice of smart devices in universities and the theoretical development of universities. Theoretical and practical scientific research on university wisdom factors from the perspective of wisdom culture education can sort out the essential attributes of university wisdom in terms of actual practice and appearance and give references for the development of university theory and within the field of wisdom practice. In the age of the information explosion, modern education is developing toward an intelligent system approach. In this cultural education environment, universities in China are paying close attention to the construction of smart schools. Among them, the national Ministry of Education policy document emphasizes the construction of "intelligent education demonstration parks" and promotes the construction and implementation of smart campuses in all aspects. Given this, the paper takes university culture education as an example and explains how to build smart classroom teaching to promote the development of modernization and intelligence in China's education and improve its quality of teaching. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between the student-supervisor relationship (SSR) and postgraduate students' subjective well-being. Based on a longitudinal survey of Beijing college students, the present study suggests that in China, the SSR is a supervisor-centred, top-down hierarchical relationship. The reciprocity level of the SSR is positively related to the students' subjective well-being. The trust level of the SSR also has a positive relationship with students' subjective well-being; improving the trust level may also mitigate the possible negative implications of the low level of reciprocity in the relationship. The present study further reveals that it is more difficult for first-generation students to establish sound SSR than non-first-generation students. Additionally, a good SSR is more important for first-generation students' positive well-being. The findings provide implications for educational practices on how to improve postgraduate students' subjective well-being by improving the SSR. [ABSTRACT FROM AUTHOR]

This paper presents new evidence on how enrollment expansion affects higher education access and production with a focus on social inequality and institutional stratification. From 1999 to 2012, the world's largest higher education expansion happened in China that annual college enrollment dramatically increased from 1,083,600 to 6,888,300. We evaluate this exogenous, unprecedented policy using nationally representative student-level survey data and newly available confidential institution-level data. Enrollment expansion, which reduced per-student resources, negatively impacted college quality as measured by value-added on graduates' employment and earnings. The inequality in access between high- and low-SES students and the stratified production between college institutional tiers persisted during expansion. [ABSTRACT FROM AUTHOR]

Theoretical ideas about globalization and internationalization of higher education emphasize the tension among different ideologies of higher education. According to literature, a competition among states, economy, knowledge, and status generates this tension to drive higher education development. This theoretical understanding not only shapes our global imaginations but also permeates the organizational behavior of universities. In this paper, we focus on the institutional logics that motivate universities in Kazakhstan to engage with China's ambitious Belt and Road Initiative (BRI). We investigate the ways that Kazakhstani higher education interprets and responds to China's vision of a global order. Based on interviews conducted at 10 higher education institutions (HEIs) in Kazakhstan, we argue that Kazakhstan's engagement with the BRI circumvents the cultural connectivity and global cooperation that are embraced by Chinese policy discourse and perpetuated by academic literature. Rather, institutional leaders in Kazakhstan operate with a utilitarian logic that seeks revenue generation, links with industry, and opportunities for students in employment and further education. The pursuit of these strategic outcomes demonstrates a bilateral engagement with China rather than the multilateral cooperation envisioned by policymakers. In a higher education system dominated by the state, the institutions in our study exhibit partial agency to accrue pragmatic benefits rather than concede to isomorphic pressures or mimic internationalization from neoliberal contexts. The discrepancy between policy discourse from China and policy reception in Kazakhstan raises questions about the rhetoric of a multipolar global order and the realities of international cooperation in higher education. [ABSTRACT FROM AUTHOR]