Search

This paper examines the Canada-China Management Education Program (CCMEP, 1983-1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a "Three Levels/Four Parameters" analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST's needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors' understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter. [ABSTRACT FROM AUTHOR]

This paper reports the impact of a new Canada and China school network on its participating teachers in the context of the Canada−China Partnership Grant Project. Eight schools formed four pairs of sister schools, and teachers in these schools created collaborations embedded in their practices. The data include interviews of teachers and principals in both countries and records of teachers' cross-cultural collaborations. Informed by the literature on teacher learning and professional learning communities, this paper shows benefits of international teacher communities. Also, it explores a new approach to research that features spatiality considerations reflecting a new trend in the comparative education literature. Focusing on teacher knowledge and practice, it shows reciprocal effects of collaboration in the international school network. Finally, this paper links the research results to the literature in a way that highlights the potential of international teacher professional learning communities and contributions of this kind of practice and research. [ABSTRACT FROM AUTHOR]

This paper is based on a study of three Confticius Institutes in Canada. The research aims to explore the nature of operations at Confucius Institutes, ranging from the selection of partnering Chinese universities, to the program planning at each individual site. Specifically, it focuses on the perceived impacts of the Confucius Institute partnership on the Canadian hosting institutions. Data was collected through interviews with key administrative staff from three Canadian universities. The theoretical fi-amework of constructivism from international relations theory and concepts drawn from the literature on the internationalization of higher education were used to analyze the findings. Key issues revealed from the data include the host's perception of Confucius Institutes as China's cultural diplomacy and soft power strategy, the progression of partnerships between Canada and China over time, and university autonomy. [ABSTRACT FROM AUTHOR]

In this introduction we describe the purpose and structure of the Canada-China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada (SSHRC) in 2013−2020, and describe the project's practice-based methodology along with a discussion of selected preliminary results. The papers presented in this special issue of Frontiers of Education in China animate our discussion by bringing forward important school-based activities and results. The heart of this work is the collaborative activity and voices of Chinese and Canadian educators. We illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant Project. We believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project. [ABSTRACT FROM AUTHOR]

Through funding from the Canadian International Development Agency's (CIDA) China Program, the University of Regina (UofR), Canada, implemented two major development projects with the Educational Institute of Jilin province (EIJP) from 1990 to 2001. This paper re-examines this historic cooperation. The paper argues that prevailing theories of sustainable development which had been percolating in education faculties of Canadian universities in the 1990s allowed the UofR/EIJP program to transcend a simple international aid paradigm and to focus on the mutual benefit of the partners. At the same time, we observe that despite the enormous goodwill and institutional learning achieved through the UofR/EIJP program the project failed to live up to its significant potential. The paper concludes with some practical measures that institutions might implement to ensure important cooperative projects can build robust international capacity sustainable for the long term.

This paper examines the Canada-China Management Education Program (CCMEP, 1983-1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a "Three Levels/Four Parameters" analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST's needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors' understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter.

This article examines the outcomes of the overseas experiences of Chinese visiting scholars and the implications of visiting scholar programs for faculty development at Chinese universities. On the basis of semi-structured interviews with 17 returned Chinese visiting scholars who spent six to 12 months in a faculty of education at one of five Canadian universities, the following significant aspects of their experiences and related outcomes were highlighted: The cycle of overseas experiences and associated outcomes of Chinese visiting scholars, factors influencing the outcomes of their overseas experiences, visiting scholar programs as a type of faculty development, and China-Canada academic collaboration through visiting scholar programs. The findings support the literature-based conceptual model for investigating the experiences and outcomes of visiting scholars. In the new era of sending university faculty abroad, we suggest that visiting scholar programs should be treated as an important approach to professional development for faculty and be incorporated into a comprehensive faculty development package for Chinese university faculty. [ABSTRACT FROM AUTHOR]

The Fujian Agriculture and Forestry University-Nova Scotia Agricultural College (FAFU-NSAC) 2 + 2 undergraduate program initiated in 2003 is a model for creative collaboration between China and Canada in undergraduate education. This paper addresses the achievements of the program development and highlights the process for successful curriculum development in the joint program. The authors also discuss some issues and challenges related to the Chinese-Canadian experience in undergraduate education, and propose some recommendations for further collaborations including: enlarging the scale of qualified programs; proposing a systematic baseline to control the program at a macro-level; simplifying coordination procedures with foreign partners; and adjusting the emphasis of courses introduced by the cooperative partner from quantity to quality.

This paper is based on a study of three Confucius Institutes in Canada. The research aims to explore the nature of operations at Confucius Institutes, ranging from the selection of partnering Chinese universities, to the program planning at each individual site. Specifically, it focuses on the perceived impacts of the Confucius Institute partnership on the Canadian hosting institutions. Data was collected through interviews with key administrative staff from three Canadian universities. The theoretical framework of constructivism from international relations theory and concepts drawn from the literature on the internationalization of higher education were used to analyze the findings. Key issues revealed from the data include the host's perception of Confucius Institutes as China's cultural diplomacy and soft power strategy, the progression of partnerships between Canada and China over time, and university autonomy.

Copyright of Frontiers of Education in China is the property of Higher Education Press Limited Company and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article looks at a series of university linkages between Canadian and Chinese universities that were supported by the Canadian International Development Agency as a result of a development agreement signed in 1983 between the two governments. It first reviews relevant theoretical literature on higher education in a global context, and discusses the methodology adopted for the study. Then it provides an overview of a major program of collaboration in management education between 1983 and 1996, presenting views of leaders and participants on both sides. The next section overviews parallel linkages in the areas of education, engineering, agriculture, and medicine over the period from 1988 to 2001, and draws on the literature around university partnerships to identify factors that led, in some cases, to long-term sustainable relationships, but not in all. The final section of the paper reviews two major culminating linkages in environment and law, and suggests that these may have significant lessons for current and future cooperation between Chinese and Canadian universities in a new era of global geo-politics.