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The role of education-focused university-industry collaboration (UIC) in facilitating higher education quality has been increasingly documented by empirical studies in the last decade, and yet existing systematic reviews of UIC are all focused on other non-education related aspects of collaboration, such as joint research, technology transfer, knowledge block building, or patent issues. This systematic review fills such a research gap by synthesising extant research on educational collaboration between the industry sector and higher education sector. Following the PRISMA guidelines, the authors searched literature across multiple databases and screened publications according to the following eligibility criteria: (1) publications should be peer-reviewed journal articles; (2) the publications should involve educational collaboration between the two sectors; (3) the content should provide information on at least one of the four major aspects, namely, the manifestations of industry's involvement, the manifestations of higher education's involvement, critical determinants of successful education-focused UICs, and the challenges or barriers to the implementation. Finally, a total of 65 qualified publications from 25 countries are included, from which seven types of industrial engagement, five types of universities' engagement, five critical determinants, and four challenges to the implementation across the globe are synthesised. The findings and implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Alumni can offer authentic perceptions of how university education is relevant to career requirements with direct educational experiences and frontline work experiences. This study captures the experiences of alumni in the engineering field to illuminate the multi-faceted distinctions between the higher education and employment systems. Based on semi-structured interviews and artefact collection, the findings reveal that the university system focuses more on fragmented and theoretical knowledge in course goals, using classical textbooks as the main means of instruction, while the workplace system emphasises the whole picture and application competence, using cutting-edge instruments and project-based approaches to enhance employees' abilities. Students at universities are less incentivised to work hard and collaborate with each other than employees at companies due to different incentive rules and different community milieu. The workplace system also has a better division of labour than universities in cultivating talents. Practical implications are discussed regarding aspects of higher education reform. [ABSTRACT FROM AUTHOR]

This paper explores the components of Chinese college counsellors' mental models in their daily work based on a rich content analysis of the story accounts of 152 exemplary college counsellors over the past 8 years. On the basis of a rigid three‐step coding procedure, this study reveals that Chinese college counsellors' mental models generally comprise four common constituents, namely a love‐filled faith system, a rule‐based thinking system, a professionalism‐based knowledge system and action‐based performance. These components jointly illustrate the general landscape of Chinese college counsellors' internal well‐being and fill a research gap regarding the sparse attention given to counsellors in the global literature on faculty professionalism. [ABSTRACT FROM AUTHOR]

This study explores the large-scale involvement of Chinese enterprises in teaching-focused university-industry collaboration (TFUIC), drawing upon the theoretical perspective of resource dependency. Based upon content analysis of Ministry of Education-selected exemplary cases and semi-structured interviews with corporate insiders, the study not only delineates multiple approaches companies take to boost higher education quality, but also unravel the role of economic resources, technological and professional resources in underpinning the implementation of TFUIC. Resources underpinning enterprises’ long-term incentives for participation and the primacy issue between the university sector and industry sector remain challenges to TFUIC. [ABSTRACT FROM AUTHOR]

This study examines how Chinese postgraduate students' personal worldviews are separately and collectively shaped by the interplay of neoliberalism, Confucianism and patriotism. The findings reveal that neoliberalism contributes to Chinese postgraduates' enterprising self by shaping their subjectivity in pursuing personal goals, influencing their thinking with the market logics of efficiency, effectiveness and -quantifiable outcomes, and leaving them with a predisposition toward deregulation. Confucianism prompts the postgraduates to self-strengthen at the individual level and guides them with interaction norms at the interpersonal level. Patriotism underpins the postgraduates' psychological and emotional power based on strengthened memories of historical events and pride in national achievements, thereby generating a deep-seated collective identity. Counteracting and consolidating forces are identified based on the interplay of the three isms, resulting in the Chinese postgraduates' partial individualization. The partial individualization reflected in today's Chinese postgraduates features a consistent rather than divisible dual-self. [ABSTRACT FROM AUTHOR]

Against the backdrop of teaching being downplayed in higher education, this study unravels how the university faculty members' implementation of teaching excellence is influenced by the interplay of objective structural conditionings and subjective internal deliberations, drawing upon Margaret Archer's social realist framework and her distinction between human reflexive modalities. By exploring 21 faculty members from three Chinese universities with different structural constraints and enablements, the study shows that dual modalities are manifest in all faculty members, among which meta-reflexivity applies to everyone. However, autonomous reflexivity and communicative reflexivity play more dominant roles in generating purposeful actions under the same structure. Furthermore, some structural forces are non-negotiable constraints, and people having the same reflexivity modality may act differently under different structural conditionings. The study calls for universities to cater to both structural arrangements and reflexive deliberations to transform constraints into enablements for teaching excellence. [ABSTRACT FROM AUTHOR]

This article reports on a study that analysed multiple logics behind the development of doctoral education in China, Japan, South Korea, Singapore and Thailand. The analysis focused on the development over the past two decades and general measures to ensure quality. Research materials analysed in this article consisted of semi‐structured interviews with insiders in the doctoral education system in each of the five countries. The findings reveal that the growth of the doctoral education sector in China follows state logic, profession logic and corporation logic. Doctoral education in Japan shows state logic, profession logic and market logic. State logic, market logic and corporation logic are manifested in South Korea's doctoral education sector, whereas state logic and profession logic are prominent in Singapore. Doctoral education in Thailand mostly follows state logic and market logic. Establishing and completing the external and internal quality mechanisms, tightening quality inspection procedures and raising requirements for students are common measures put in place for quality assurance throughout East and Southeast Asia. [ABSTRACT FROM AUTHOR]

This article reports on a study in which the legitimisation of shared governance in the Chinese higher education sector was investigated. Norman Fairclough's three‐level discourse analysis was used for analysing documents and interviews. The research materials consist of thirteen Chinese university statutes and qualitative semi‐structured interviews with 22 university administrators, faculty members, students and social representatives. The research focused on how university statute texts articulate shared governance, and how shared governance is practically implemented. Study findings demonstrate that Chinese university statute discourses officially legitimise shared governance in various manifestations, by replacing the term management with the term governance in statute texts, explicitly using democracy‐related phrases, especially establishing a joint meeting mechanism at both institutional and departmental levels, and by using the wording multiple‐stakeholder participation in university affairs. In practice, shared governance is a recognised ideal of governance structures to embrace among all different stakeholders. Chinese universities have, more than ever before, taken up shared governance practices. Yet, the degree of participation, or sharing, in policy implementation in general, remains to be further improved compared with the ideal state stipulated in discourses. Findings identify tokenism as a feature of policy implementation. Insufficient administrative professionalism is identified as a catalyst for such tokenism—a reason for why shared governance efforts remain incomplete thus far. [ABSTRACT FROM AUTHOR]

This paper investigates the power landscapes within Chinese universities, against the larger backdrop of China's attempt to build modern university governance systems for developing world-class universities. Drawing upon Fairclough's three-dimensional conceptions of discourse and informed by Pierre Bourdieu's key conceptual notions of field and capital, the paper provides a critical discourse analysis of statutes of 10 top Chinese universities in terms of their texts, discursive practices and social practices and thus analyses existing power relations. The statute texts construct a hierarchical field of power by wording the 'core' stakeholder Party Committee as the leadership, using content sequence as a measure of power ranking, and including only limited stakeholders in the joint governance mechanism. Regarding discursive practices, faculty members' participation in the formulation and distribution of university statutes is insufficient. The social practices identify with statute texts in terms of power relationships between Party Committee members, administrators and academics. [ABSTRACT FROM AUTHOR]

This article addresses the policy intents regarding inclusive education in the Chinese basic education sector, prestigious school principals’ and teachers’ understanding of inclusion, and their current enactment of inclusion in delivering education. Through document analysis and semi-structured interviews, we find that inclusion in China can be understood in two broad categories. One concerns even development and equal access to educational opportunities between regions of different economic development, while the other concerns equal rights and educational opportunities between students with special educational needs and students in regular classrooms. In terms of enactment, the teachers and principals at the prestigious schools sampled focus on different issues to those highlighted in policy documents. Inclusion is often discussed in relation to competition, quality, and outcomes in the schools, rather than access to education and the learning process. When it comes to inclusion criteria, prestigious schools substantively exert their influence to exclude certain students, due to their self-image of excellence. However, based on the ideology of human capital theory, excellence and equity are not seen as incompatible goals in the Chinese educational system. [ABSTRACT FROM AUTHOR]

This study investigated the impact of Personal Learning Environments (PLE) on the development of self-regulated learning (SRL) skills among postgraduate learners in China. 213 participants, divided into an experimental group (n = 113) using a researcher-designed PLE platform and a control group (n = 100) employing face-to-face instruction, joined a course on International English Language Testing Systems (IELTS). A mixed-methods approach was adopted, utilizing the Online Self-Regulated Learning Questionnaire (OSLQ) to explore SRL experiences, and weekly goal-achievement reports. Results demonstrated improvement in SRL skills in both groups, with the experimental group exhibiting significantly greater gains. Quantitative and qualitative results revealed that participants excelled in goal fulfillment but struggled with time management, help-seeking and self-evaluation skills. The study confirmed the positive influence of the PLE on postgraduates' SRL skills, with implications for online learning design and the potential for PLEs to effectively promote SRL skills in online learning contexts. [ABSTRACT FROM AUTHOR]