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The quality assurance of higher education in China is an issue of vital international interest. To improve the international reputation of the nation's universities, steps must be taken to ensure a sustained focus on the quality assurance within its ranks. This paper is primarily focused on the quality assurance models operational in Chinese universities, the Big data challenges and the legal framework backing them. The paper also discusses the implementation of the models, the extent to which they meet international standards, and how they adhere to prevailing laws. The degree of success in attaining and maintaining quality and evaluation of quality improvement opportunities are also discussed. Some of the solutions recommended in this study are the participation of more teachers and students in quality management, more emphasis of Higher Education Institution (HEI) quality assurance on self-regulation and a learning-oriented approach and conducting sessions to collect anonymous feedback from students to reward staff with best practices. Some of the Quality Assurance practices/models adopted in Chinese Universities are the Ministry of Education (MOE) reviews; the Academic Degree Committee oversight; Higher Education Evaluation Center (HEEC) overview, University self-evaluation according to HEEC Indicators, and the Webometric Ranking Model. [ABSTRACT FROM AUTHOR]

As part of a larger study, this paper presents findings from my exploration of discourses about China-US geopolitics through popular discussions on Chinese international students (CIS) who are attending American universities during the ongoing global COVID-19 pandemic. The study seeks to advance scholarship for international students attending American colleges, with particular implications for Chinese students, as agents of geopolitical relations. In doing so, it investigates (a) how these students are represented in American media and (b) the criticality of international geopolitics in the mobility of international students. The findings reveal that American popular media sources assume a tone when writing about CIS that may stem from a deeper anti-Chinese sentiment that exists in the US. They also suggest that American institutions of higher education, and American companies that employ CIS after graduation, treat these students as imported subjects/objects that support America's intellectual and economic advancement. In doing so, the media perpetuates narratives of geopolitical tensions between the United States and China, while representing CIS as unwitting agents of those tensions. The study seeks to advance scholarship on international students attending US colleges, particularly those from China, during an era of rising populism and right-wing movements in the US coupled with rapidly deteriorating US-China relations. [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]

Taking China's "Chengde Petroleum College" as an example, this paper analyzes the current situation of computer room monitoring in colleges and universities. The Internet of Things technology is used to remotely and automatically monitor the environment of the network computer room. This paper studies and puts forward the method and model of edge calculation in the network computer room monitoring system. The monitoring methods of critical parameters such as thermal environment and energy consumption of computer room are given. The practical application shows that, compared with the historical data in the same period, the energy saving rate of the scheme is as high as 15% ~ 27%, and has good market promotion value. [ABSTRACT FROM AUTHOR]

The construction of green campus is related to the global sustainable development. Under the guidance of campus energy-saving policy, China's green campus mainly focuses on campus' energy saving. In contrast, the green campus in the USA pays more attention to environmental problems. This study focuses on the impact of "energy saving" on the sustainable development of green campus. On the one hand, it puts forward targeted optimization suggestions for the Chinese universities. On the other hand, it provides the experience reference and new development ideas for the global campus sustainability. Based on the characteristics of the development mode of green campus in China and the USA, this paper studies the motivation of "energy saving" to "sustainability" in the construction of green campus in China. In terms of research methods, this paper selects Zhejiang University a typical representative of China's green campus that combined with the comparative group of four American universities and conducts a quantitative analysis of G-value and S-value that represented energy consumption and sustainability, respectively. Zhejiang University's G-value (0.019) in 2016 is one-sixth of that of the comparative group in the same period, indicating that the implementation effect of the energy-saving monitoring platform is remarkable. From 2014 to 2017, the G-values are basically stable at 0.02, indicating that its future development potential is insufficient. Zhejiang University's scores in the four categories of S-value are significantly lower than those in the comparative group, showing that there are great differences in the construction achievements of the five universities. According to the score rate of 17 sub-items of S-value, the five universities have different advantages and disadvantages. Therefore, the green campus construction of China's case university is too one-sided and only stays at the level of energy conservation. The diversification of construction and the balanced development of all aspects should be paid more attention in the future. [ABSTRACT FROM AUTHOR]

The medical field is prone to research misconduct, with serious cases exposed in China in recent years. In compliance with the guidelines from the Ministry of Education requiring higher education institutions to establish dedicated websites for research integrity, this study conducted online statistics on 466 universities to investigate the status of research integrity in Chinese universities with medical programs. Analysis of the data collected from official websites revealed progress in research integrity construction, but numerous issues persist, including scattered information, infrequent publication of warning cases or advanced deeds, lack of dedicated research integrity personnel, and limited disclosure of contact, whistleblowing channels and annual reports. Therefore, this paper proposes four improvement recommendations and provides incentive measures to ensure their implementation. [ABSTRACT FROM AUTHOR]

Fierce, ever-increasing competition has prompted universities to pay more attention to their academic brand. Since the 1980s, top Chinese universities have begun to register trademarks and manage academic brands. After more than 20 years of hard work, what have they achieved? This paper, which conducts research based on big data on the trademarks and litigation of the 42 first-class universities, is the first systematic analysis of the trademark practices and strategies of Chinese universities. Our data show the following dimensions of top Chinese universities: the timing of the first trademark application, core trademark, non-core trademarks, trademark elements, distribution of trademarks in the Nice Classification, number of trademarks, legal status, and trademark litigation. Additionally, several typical universities, offering both positive and negative examples, were studied. Through the above analysis, we found that the application has some blind spots, there is a lack of initiative in trademark litigation, and the trademark management systems in universities are not considered relevant. To solve these problems, a range of suggestions from macro to micro is offered to help universities formulate a systematic and reasonable trademark protection strategy, strengthen the legal protection of their trademark rights, and improve their internal trademark management system. [ABSTRACT FROM AUTHOR]

This paper documents the structure and operations of student governments in contemporary Chinese higher education and their effect on college students' political trust and party membership. We first investigate the structure and power distribution within student governments in Chinese universities, specifically focusing on the autonomy of student governments and the degree to which they represent students. Second, using a large sample of college students, we examine how participating in student government affects their political trust and party membership. Our results show that student government in Chinese higher education possesses a complex, hierarchical matrix structure with two main parallel systems—the student union and the Chinese Communist Party system. We found that power distribution within student governments is rather uneven, and student organisations that are affiliated with the Chinese Communist Party have an unequal share of power. In addition, we found that students' cadre experience is highly appreciated in student cadre elections, and being a student cadre significantly affects their political trust and party membership during college. [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]

Drawing on the stimulus-organism-response theory, the present study aims to investigate the mediating role of environmental self-identity on the relationship of collectivism-organizational culture and green empowerment with employee's workplace green behavior. By adopting procedural remedy and purposive sampling approach, data was collected from 207 administrative employees in higher education institutions of China. Response rate in this study is 41.40%. The authors employed partial least square -structural equation modelling to validate the proposed hypotheses. The current empirical findings confirmed the direct effect of collectivism-organizational culture and green empowerment on employee's environmental self-identity. It is also proven that environmental self-identity significantly and positively influence employee's workplace green behavior. This study concludes with significant positive indirect impact of collectivism-organizational culture and green empowerment on the employees WGB through environmental self-identity. This study enriches the literature on sustainable development by examining the integrated relationship of collectivism-organizational culture, green empowerment, self-identity and green behavior. The limitations and implications have been elaborated at the end of research. [ABSTRACT FROM AUTHOR]

Following the West, China exhibits a proactive attitude and conservative actions to developing entrepreneurial universities. This article deconstructs such a paradoxical approach by analysing the scholarly literature, policy discourses, and empirical data and their various perceptions of entrepreneurial universities in the Greater Bay Area (GBA). We conducted 71 interviews in four case universities to obtain empirical data for triangulation with the literature and policies. Our main research findings include the following: (1) there is a desire to introduce the concept of entrepreneurial universities from the West, along with their characteristics and aims; (2) China's policy discourse of excellence and pragmatism affects entrepreneurship education and technology transfer; and (3) an emerging identity of entrepreneurial universities is constrained by attitudes and barriers at the institutional level. China's perceptions and practices reflect a lack of sustainability of and fragmented approach to developing entrepreneurial universities, with strong implications for establishing entrepreneurial universities elsewhere. [ABSTRACT FROM AUTHOR]

Teachers' professional identity has an important impact on the career development of university teachers. The returnee teachers have both domestic and overseas study experience, so they show particularity in professional identity in China. This study adopted the mixed-methods approach to investigate returnee teachers' professional identity and the influencing factors. In the quantitative part, it took some returnee teachers from universities in China as samples, and in the qualitative part, it carried out one-to-one interviews with 8 returnee teachers. The results showed that the overall level of professional identity of returnee teachers was relatively high. Specifically, returnee teachers had the highest degree of identity in professional behavior inclination and the lowest degree of identity in the sense of occupational belonging. Besides, we found the professional identity of returnee teachers was affected by professional emotion, professional ability, professional expectation, professional environment and material conditions. Among them, material conditions and professional environment have greater influence on the professional identity level of returned teachers. We discuss the implications of these findings for research and practice in an educational context. [ABSTRACT FROM AUTHOR]

During the Republican era, when China faced internal and external difficulties and was impoverished, social education was considered crucial to revive and strengthen the country. After social education was introduced to China from the West, many universities participated in social education and became the main promoters and implementers of social education, giving it localized characteristics. Thus far, there remains a void in the social education of Chinese universities in the English-speaking world. The present study explores the historical motivations for universities in the Republic of China (ROC) to join the wave of social education development from 1912 to 1949. Herein, Yenching University, Jiangsu Provincial College of Education, National Sun Yat-Sen University, and National North-West United University were selected for case studies to demonstrate the methods and achievements of social work, literacy, political, and life education through the establishment of rural experimental areas. The "university experimental area" model of education created by universities differs from other models and reflects a close relationship between the university and the state and society. This model makes up for the shortage of foreignization, aristocracy, and urbanization of school education within the specific time and space. Moreover, the model enriches the connotation of " education throughout society". In addition, the social education experiences of universities in ROC provide a valuable solution for exploring rural education, rural renewal, social construction, and national governance. Furthermore, it is one of the historical preludes of China's rural revitalization strategy in the new era as well as a practical reference for countries in the world with similar problems. [ABSTRACT FROM AUTHOR]

Although studies have been conducted on educators' perceptions of assessment practices, few studies explored students' perceptions of the ethical issues in classroom assessment. A mixed design research method was used to examine factors associated with students' perceptions of the ethicality of classroom assessment practices. A sample of 1996 undergraduate students enrolled in 177 colleges and universities in China participated in the quantitative phase of the study to complete a survey measuring students' perceptions regarding the ethicality of classroom assessment. In the qualitative phase, 579 participants responded to the open-ended questions concerning their justification of the ethicality of the individual assessment situations. Quantitative analyses indicated that students' gender, grade level, major, and program were associated with their perceptions of the ethicality of multiple assessment practices (i.e., multiple assessment, surprise items, considering effort and attendance in grading, and giving feedback). Qualitative analyses showed that conflicting needs of different stakeholders in classroom assessment (i.e., student needs vs. assessment needs, teacher needs vs. assessment needs, student needs vs. student needs) were associated with their perceptions. Findings of the current study offer insights for teachers regarding how to make classroom assessment practices ethical based on diverse needs of stakeholders involved in assessment. [ABSTRACT FROM AUTHOR]

The 2010s witnessed unparalleled policymaking and development in international higher education in China. Whilst research has shed light on the broader historical spectrum of China's international higher education policies, few studies have focused exclusively on those of the 2010s. This study builds upon the theoretical perspectives of wenjian zhengzhi and institutional logics to offer a timely and comprehensive analysis of the dynamics between Chinese policies on international higher education, practices of higher education institutions, and macro-societal orders. It examines two research questions through in-depth analysis of policy documents and scholarly literature: what institutional logics underpin China's international higher education policies of the 2010s? How have Chinese higher education institutions negotiated multiple and sometimes competing institutional logics in response to these policies? Findings show the ways that the state, market, corporation, profession, and community logics are embedded in the international higher education policies of the 2010s. Two specific areas of HEI practices are discussed to illustrate how higher education institutions blend and negotiate the competing logics in a search for compatibility. [ABSTRACT FROM AUTHOR]