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This review examines 233 articles published in Chinese academic journals between 2011 and 2021, documenting the state of research concerning flipped classrooms (FCs) in foreign language teaching within the context of higher education in China. Employing the methodological approach of a scoping review, the investigation is underpinned by the five-stage framework articulated by Arksey and O'Malley. The results reveal a notable surge in FC-related studies between 2013 and 2017, with a subsequent decline in scholarly attention. The majority of the reviewed studies on FCs focused on English instruction at the college level, with a conspicuous dearth of inquiry into the application of FCs in the teaching of other foreign languages. All studies were categorized as either empirical or non-empirical, and the most frequently used instruments for data collection were surveys and interviews; case studies were underrepresented in the literature. Early studies focused on the introduction of the new model, while more recent investigations focused on the impact of its implementation. The findings of the in-depth content analysis unearthed a prevailing trend of high learner satisfaction with the FC model, along with favorable direct and indirect educational outcomes. Noteworthy factors influencing the efficacy of FCs included learners' foreign language proficiency and their self-regulation or self-discipline abilities. The paper concludes with a discussion of the challenges in FC implementation and a call for future research on this promising pedagogy. [ABSTRACT FROM AUTHOR]

Entrepreneurship education (EE) has rapidly evolved within higher education and has emerged as a pivotal mechanism for cultivating innovative and entrepreneurial talent. In China, while EE has made positive strides, it still faces a series of practical challenges. These issues cannot be effectively addressed solely through the efforts of universities. Based on the triple helix (TH) theory, this study delves into the unified objectives and practical content of EE in Chinese higher education. Through a comprehensive literature review on EE, coupled with educational objectives, planned behavior, and entrepreneurship process theories, this study introduces the 4H objective model of EE. 4H stands for Head (mindset), Hand (skill), Heart (attitude), and Help (support). Additionally, the research extends to a corresponding content model that encompasses entrepreneurial learning, entrepreneurial practice, startup services, and the entrepreneurial climate as tools for achieving the objectives. Based on a single-case approach, this study empirically explores the application of the content model at T-University. Furthermore, this paper elucidates how the university plays a role through the comprehensive development of entrepreneurial learning, practices, services, and climate in nurturing numerous entrepreneurs and facilitating the flourishing of the regional entrepreneurial ecosystem. This paper provides important contributions in its application of TH theory to develop EE within the Chinese context, and it provides clear guidance by elucidating the core objectives and practical content of EE. The proposed conceptual framework serves not only as a guiding tool but also as a crucial conduit for fostering the collaborative development of the EE ecosystem. To enhance the robustness of the framework, this study advocates strengthening empirical research on TH theory through multiple and comparative case studies. [ABSTRACT FROM AUTHOR]

The internationalisation of higher education (HE) worldwide has led to an expansion of courses using English-as-a-medium-of-instruction (EMI) in non-native-English-speaking countries. Research has identified complex challenges facing EMI educators in implementing EMI policies and suggested separately the significant roles educators' agency and perceptions of EMI play on their EMI practice. However, little is known about how individual educators exercise agency in response to the perceived demands of EMI teaching and the role of their interpretations and perceptions of EMI in the process. Adopting a cultural-historical theory perspective, this study explores how Chinese educators exercise agency to respond to perceived demands of EMI practice. Data included questionnaires and written interviews with ten academics teaching in EMI courses at three Chinese universities. Manifest in their engagement and commitment, deliberate actions and responsibilities towards themselves and students, their agency is unfolded in acts to improve their pedagogy and student learning of academic content, but not necessarily to develop students' English proficiency. Educators' perceptions of EMI appear to play a vital role in orienting their agency as they respond to demands from EMI practice when enacting EMI policies. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has popularized online learning as a mode of teaching and learning in universities, thereby exacerbating college students' stress levels in multiple ways. To enhance the quality of college student training, it is crucial to investigate the impact of perceived stress on their online self-directed learning. Using questionnaire data from 969 college students across China, this study performed an empirical analysis of the influence of perceived stress on their online self-directed learning, while also exploring the mediating role of phone dependence and the moderating role of self-management ability. The findings indicate that, firstly, perceived stress has a significant and positive effect on college students' online self-directed learning. Secondly, phone dependence masks the positive impact of perceived stress on students' self-directed learning, thereby weakening the effects of employment and learning stress on their online self-directed learning. Thirdly, self-management ability positively moderates the relationship between employment, social, interpersonal, and learning stress and college students' online self-directed learning. Fourthly, rural college students' online self-directed learning is more susceptible to employment, social, and interpersonal stress; vocational college students' self-directed learning is more influenced by employment, social, and learning stress; and students in the "Double First-Class" initiative universities are more likely to develop phone dependence. Therefore, this paper asserts that using stress reasonably, controlling stress appropriately, channeling stress properly, and enhancing self-management abilities can aid college students in learning autonomous online.

Ancient Chinese civilisation developed two ideas about the ordering of large human spaces. The first was tianxia or 'all under heaven', the inclusive and cosmopolitan world as a whole, with no exterior, and governance on the basis of shared values and benefits, which first shaped statecraft in the Western Zhou dynasty (1047–1771 BCE). Second, the centralised nation-state which emerged in the Qin dynasty (221–206 BCE). Both strands have been influential through Chinese history. In the last twenty years discussion of tianxia has revived, especially through Zhao Tingyang, stimulated by globalisation and the need for practical relations beyond the nation state. This paper proposes one version of tianxia as a heuristic for understanding, rethinking and remaking ethical relations in worldwide higher education. It reviews different understandings of tianxia in China, identifies a world-centred (rather than China-centred) tianxia , and discusses the potentials of tianxia in higher education. Tianxia is appropriate to world higher education because of its spatiality and its ethical commitment to universal benefit in diverse settings on the basis of mutual respect. The article suggests four clusters of relational values that could constitute a tianxia order in higher education, and compares tianxia to existing practices of globalisation. [ABSTRACT FROM AUTHOR]

In this modern era of commercialized higher education, learning and qualifications have become the essential commodities that drive nations' economic progress. Free market principles related to consumerism appear to dictate and shape the operational framework of higher education. While a market-driven strategy may yield benefits in promoting the internationalization of higher education, it could potentially come at the expense of sustainable development of universities and proper learning. Employing a qualitative method, this study explores whether the commercialized nature and marketing of internationalized higher education contributes to or hinders its viability. It does this by comparing the practices between a Double First-Class university and a non-Double First-Class university. Findings underscore the need for more attention to be paid to creating a sustainable higher education system. Colleges and universities should strategically rebrand themselves by innovating their management and teaching systems to foster more competent international human resources, leading to sustainable universities and better prepared international students. [ABSTRACT FROM AUTHOR]

Higher vocational education is the core component of China's national education system and shoulders the mission of cultivating high-skilled and applied talents. The wide application of Massive Open Online Courses (MOOCs) has effectively improved the curriculum system of China's higher vocational education. In the meantime, some MOOCs suffer from poor course quality. Therefore, from the perspective of sustainable course quality improvement, we propose a data-driven framework for mining and analyzing student reviews in China's higher vocational education MOOCs. In our framework, we first mine multi-level student demands hidden in MOOC reviews by combining web crawlers and text mining. Then we use an artificial neural network and the KANO model to classify the extracted student demands, thereby designing effective and sustainable MOOC quality improvement strategies. Based on the real data from China's higher vocational education MOOCs, we validate the effectiveness of the proposed data-driven framework. [ABSTRACT FROM AUTHOR]

Introduction: This study addresses the gap in evaluating labor literacy amongst vocational students in China's higher vocational education system. It aims to develop a comprehensive framework for assessing essential labor competencies, thereby contributing to a nuanced understanding of vocational education's role in skill development. Methods: Employing amultifaceted researchmethodology, this study integrates questionnaire surveys, econometric analyses, and the Delphi method to assess labor literacy among 749 students from three leading vocational institutions. A pioneering labor literacy assessment model is introduced: S = 0.5466B1 + 0.1816B2+0.1623B3+0.1095B4, where S denotes the overall labor literacy score. Here, B1 represents labor concepts, B2 denotes habits and qualities, B3 signifies knowledge and skills, and B4 encapsulates emotions and attitudes, illustrating a comprehensive approach to measuring labor literacy. Results: Our findings reveal pronounced disparities in labor literacy across the identified dimensions, with particular deficiencies in labor concepts. The study also identifies six determinants--gender, political profile, academic performance, internship and training base utilization, inclination towards innovation and entrepreneurship, and labor education evaluation mechanisms--that significantly influence labor literacy outcomes. Discussion: Highlighting the imperative for a contextually informed and holistic approach to labor literacy, this study's insights advocate for educational strategies that are both aligned with labor market demands and cognizant of socio-cultural nuances. The developed assessment model not only propels the theoretical discourse in vocational education forward but also provides a pragmatic guide for educators and policy makers, aiming to mitigate disparities and enhance labor competencies through refined educational practices. [ABSTRACT FROM AUTHOR]

To inform interventions against academic cheating among college students, the study tests the moderating role of the construct of perceived behavioral control as originally proposed yet seldom tested in the Theory of Planned Behavior, and further tests the cultural boundary conditions for this moderating role with a focus on the four horizontal-vertical individualism-collectivism orientations. Using multicampus survey data collected from 2293 Chinese undergraduate students, the moderation analyses suggest a significant and negative joint effect of perceived behavioral control with the construct of subjective norm and a positive yet insignificant joint effect with the construct of attitude towards cheating. Further moderated moderation analyses identify a pattern from comparing the four significant three-way interactions: the positive effects of attitude towards cheating and subjective norm on academic cheating are stronger under the conditions of a combination of low subjective norm with low horizontal individualism and horizontal collectivism, respectively. The study contributes to a nuanced understanding of the utility of Theory of Planned Behavior in predicting academic cheating and supports a multivariable intervention approach that closely integrates administrative measures with students' attitudinal and normative beliefs with a concern for the subtle yet significant influences of cultural orientations. [ABSTRACT FROM AUTHOR]

Over the past several decades, Chinese universities have introduced various Western-style human resource management (HRM) practices to improve organizational performance. Such HRM innovations have resulted in new employment relations and paradoxical HR practices, which cannot be explained by the unitary institutional logic assumed by conventional HRM theories. Based on in-depth interviews of academic and administrative members, this study examines how Chinese universities struggle to reconcile competing institutional logics through HR innovations for ambidexterity. Our research reveals a unique transformation trajectory of personnel management in Chinese public universities. The findings indicate that human resource management in Chinese universities has been influenced by multiple logics of socialism, market, and corporation, heading along the neoliberal and managerial route while being shaped by strong state regulations. Chinese universities still have a long way to go to reconcile multiple institutional logics and achieve ambidexterity. [ABSTRACT FROM AUTHOR]

In China, higher education institutions (HEIs) have a governance arrangement in which the university president and the party secretary occupy key roles. However, their legal roles as institutional leaders are vaguely specified in existing legal frameworks. Based on a four-dimensional theoretical model, this paper (i) clarifies the leadership roles in the dual governance structure, (ii) explores how HEI leaders (i.e. presidents and party secretaries) perceive their leadership, and (iii) applies the unique Chinese practices as a valuable test bed for critical reflections on how existing theoretical models of leadership are relevant in Chinese contexts. Through in-depth interviews with six top-level leaders from six Chinese public HEIs, our findings indicate that Chinese HEI leaders apply more structural than symbolic dimensions in their leadership practices. Whereas studies on institutional leadership conducted outside China tend to highlight the symbolic dimensions of leadership practices, our study suggests that top-level Chinese HEI leaders may assume the role of university managers rather than institutional leaders. We offer some reflections on the relevance of existing theoretical models of leadership and suggest the directions for further theoretical enhancement. [ABSTRACT FROM AUTHOR]

Emerging studies on university stratification have often attributed the developmental gaps between universities to the popularization of new public management in contexts where market mechanisms prevail in higher education governance. However, less attention has been paid to how state powers continue to mediate university stratification alongside market influence. Embracing the competitive emphasis of new public management, the Chinese state has launched a new world-class university scheme, the Double World-class (DWC) Project, replacing the past one, Project 985/211. Tracing the continuities and changes from Project 985/211 to the DWC Project, this study examines the mechanisms and outcomes of China's university stratification at two levels. Firstly, the DWC Project has reproduced and reinforced the overall stratified landscape of China's universities. The state-designated hierarchy of elite and non-elite universities is reproduced in a more complex form of market-based stratification through what we propose as a "lock-in cycle" mechanism. Secondly, the DWC Project is nonetheless reshuffling the internal stratification of elite universities in three aspects: privileged identities are becoming volatile, which catalyzes inter-university competition financed by local governments; the distinction between central and local universities is collapsing when stratification becomes increasingly discipline-based; and the rising market-based stratification is challenging the state-designated hierarchy and the lock-in cycle. [ABSTRACT FROM AUTHOR]

LGBT students continue to be vastly invisible in the international higher education literature and often face hostile learning environments, both in the classroom and in the larger university environment. This study follows a narrative inquiry approach to explore and document the experiences of tongzhi–the most widely embraced identity label among individuals romantically and sexually attracted to people of their same gender in contemporary Chinese societies–students in Mainland China. We interviewed six male university students who identify as tongzhi in order to understand their educational experience, the learning environments they experience in the classroom, and their interactions with the academic staff. Despite very different individual narratives, the findings reveal a resilient student population and a strategic approach to managing complex relationships and navigating self-disclosure. We offer recommendations for future research and for practitioners invested in promoting inclusive learning environments for all students. [ABSTRACT FROM AUTHOR]

China has become a main host country for international students, but its international programmes for higher education still need improvement. This study aimed to examine the academic challenges that international postgraduates in China face based on Luc Boltanski's idea of ordinary critique. A qualitative research approach was adopted, and data were collected from 18 international students in two universities in China through semi structured interviews. The ordinary critique of academic difficulties by international postgraduates suggests that Westernized learning content is not sufficiently present in curricula, teachers do not have strong academic recognition from Western journals, the value of diplomas is questioned, and English is not regarded in local institutions as a mark of internationalization.Thus, they equate higher education internationalization with Westernization. These findings are analysed in light of common standards for the internationalization of higher education and offer possible implications for higher education internationalization in the future. [ABSTRACT FROM AUTHOR]

Teaching quality assurance has become a common concern and a common pursuit for institutions of higher learning around the world. This paper takes teaching quality as a governance issue in higher education, as different governance systems entail different approaches to quality assurance. Through a detailed examination of the Chinese system in teaching administration in comparison with the Canadian system, this study aims to provide insights on different approaches to teaching quality assurance in more centralised and decentralised governance structures. Based on the findings of this study, no winner can be declared between centralised and decentralised systems in the area of teaching quality assurance. Instead, the study points to different strengths in each system. With more local autonomy, the decentralised system better respects disciplinary uniqueness and academic freedom in teaching. With more national planning, the centralised system secures a system-wide threshold in teaching quality and an optimal long-term development. [ABSTRACT FROM AUTHOR]

The largest group of international students pursuing their overseas higher education in the UK come from China; and yet, little qualitative research has explored the experiences of Chinese students who have recently made this transition, with even less focusing on the experiences of both undergraduate and postgraduate students. The present article set out to explore the unique perspective of a small sample of first-year undergraduate and first-year postgraduate students (N = 18), on their experience of transitioning to a higher education institution in the UK. Semi-structured interviews were conducted, and thematic analysis was used to explore their experiences in greater depth. Two superordinate themes are reported here: "Education Dialogues and Scholarship" and "Intercultural Relations and Notions of Difference." The findings suggest that despite advances in institutional practices to support international students' transition to higher education in the UK, more work needs to be done to redress the sociocultural (and other) challenges that continue to exist for international Chinese students. [ABSTRACT FROM AUTHOR]

Introduction: This research aims to investigate the impact of students' language assessment literacy (LAL) on their cognition. The study specifically examines how different levels of LAL influence two critical factors: test anxiety and motivation to learn a second language. Methods: To achieve the research objectives, a questionnaire was administered to a sample of 415 university students in China. The questionnaire utilized a five-point Likert scale to assess students' levels of LAL, test anxiety, and motivation to learn a second language. Descriptive data were examined to reveal students' proficiency in LAL, along with their levels of test anxiety and motivation. Multilevel regression analyses were performed using Mplus to investigate whether students' LAL proficiency can predict their levels of test anxiety and motivation. Results: The findings indicated that the participating students had a proficiency level of approximately 60% in the content of the LAL questionnaire. The analysis further revealed the relationships between specific dimensions of LAL and both test anxiety and second language motivation. The multilevel regression analysis suggested that theoretical knowledge about language and language learning, the understanding of the impact and social value of language assessments, and the uses of assessments to enhance learning, positively predicted students' extrinsic motivation. Furthermore, students' understanding of the uses of assessments to learn and their theoretical knowledge about language learning were identified as positive predictors of intrinsic motivation. Additionally, it was observed that students' LAL did not significantly predict test anxiety. Discussion: These findings emphasize the significance of enhancing students' LAL due to the identified relationships between LAL dimensions and motivation to learn a second language. The study suggests pedagogical implications for improving LAL, with a focus on specific dimensions that positively impact students' motivation. The absence of a significant relationship between LAL dimensions and test anxiety prompts further exploration and consideration of additional factors influencing students' anxiety in language assessments. [ABSTRACT FROM AUTHOR]

This study is centered on investigating the acceptance and utilization of AI Chatbot technology among graduate students in China and its implications for higher education. Employing a fusion of the UTAUT (Unified Theory of Acceptance and Use of Technology) model and the ECM (Expectation-Confirmation Model), the research seeks to pinpoint the pivotal factors influencing students’ attitudes, satisfaction, and behavioral intentions regarding AI Chatbots. The study constructs a model comprising seven substantial predictors aimed at precisely foreseeing users’ intentions and behavior with AI Chatbots. Collected from 373 students enrolled in various universities across China, the self-reported data is subject to analysis using the partial-least squares method of structural equation modeling to confirm the model’s reliability and validity. The findings validate seven out of the eleven proposed hypotheses, underscoring the influential role of ECM constructs, particularly “Confirmation” and “Satisfaction,” outweighing the impact of UTAUT constructs on users’ behavior. Specifically, users’ perceived confirmation significantly influences their satisfaction and subsequent intention to continue using AI Chatbots. Additionally, “Personal innovativeness” emerges as a critical determinant shaping users’ behavioral intention. This research emphasizes the need for further exploration of AI tool adoption in educational settings and encourages continued investigation of their potential in teaching and learning environments. [ABSTRACT FROM AUTHOR]

In this paper, we take the "university enrollment expansion" policy implemented by the Chinese government in 1999 as a quasi-natural experiment and use the difference-in-differences method to identify the effect of human capital expansion on firm innovation. Findings suggest that human capital expansion significantly improves firm innovation performance. More innovation is realized by promoting firms' invention patent applications than their design and utility model patent applications. Further analysis highlights the varying impact of human capital expansion on the innovation performance of firms of different types, thus indicating significant heterogeneity. This study enriches the innovation literature on the drivers of firm innovation by identifying the role of human capital while providing new empirical evidence from the perspective of firm innovation to further understand the microeconomic effects of human capital. [ABSTRACT FROM AUTHOR]

Introduction: This study delves into the multifaceted components of talenttraining models within China's physical education domain through Sino-foreign cooperative initiatives. Employing a mixed-methods approach, it systematically evaluates the innovative systems developed by pilot units and outlines their experiential insights. Methods: Using a mixed-methods approach, this research extensively evaluates the situation of pilot units by collecting and analyzing data from closed-ended and open-ended questionnaires as well as interview responses. The study categorizes and analyzes the data to comprehensively understand cooperative talent-training models. Results: The findings are classified into three main themes: Learning, Integration, and Binary Evaluation and Practice Reform. Under the Learning theme, the study observed a selective integration of foreign educational paradigms into the local context, respecting the distinctiveness of Chinese education and aligning with national policies promoting unique educational systems. Additionally, the Integration theme underscores the necessity of meticulously assimilating introduced educational resources into China's educational fabric, highlighting the need for adaptability when integrating foreign educational elements. Furthermore, the Binary Evaluation and Practice Reform theme reveal the establishment of a dualistic evaluation and reform system tailored to cooperative education specifics, outlining challenges associated with ideological and cultural disparities when integrating certain foreign education aspects into the Chinese context. Discussion: This research provides insightful exploration into the complexities of collaborative talent-training models in Physical Education. It not only elucidates the assimilation of foreign paradigms but also highlights nuanced challenges and prospects for developing tailored educational systems within specific regional and national contexts. [ABSTRACT FROM AUTHOR]

Higher education not only enhances people's well-being, but also plays an important role in the in-depth implementation of the innovation-driven development strategy. In this paper, we use Chinese urban data for 1995-2020, utilizing the higher education expansion policy implemented in China in 1999 as an external shock. Using Double/Debiased Machine Learning (DML), we examine the impact of the aforementioned policy on urban innovation and its mechanisms. The results show that: (1) The higher education expansion policy significantly promotes urban innovation; (2) the policy promotes human capital expansion and strengthens government financial support, thereby significantly fostering urban innovation; (3) the impact of the policy varies across cities with different geographic locations, population densities and levels of marketization. Therefore, the findings of this paper provide empirical evidence that higher education expansion policy stimulates urban innovation. It also offers useful insights for China's transition from "Made in China" to "Created in China" during its high-quality development phase. [ABSTRACT FROM AUTHOR]

This paper contributes to debates about the globalisation of higher education by providing a pioneering geographical exploration of Chinese–foreign cooperation in running transnational higher education, or TNHE, programs. Departing from widespread neoliberal and postcolonial critiques of TNHE, which tend to emphasise liberal market forces and Anglo‐American hegemony in the circulation of academic knowledge, our study examines how the Chinese state's developmental targets, strategic policies, and political–ideological considerations have shaped the evolutionary trajectory, geographical distribution, and cross‐border connections of China's TNHE programs. We demonstrate that the place‐based development of TNHE is mediated by governments' interventionist policies and embedded in existing higher education regimes, especially in the context of East Asian developmental states. By maintaining a higher education system dominated by public universities and by being the ultimate examination and approval authority, the Chinese government both determines the status of TNHE in the national higher education system, constrains the typologies and sources of knowledge flows, and shapes the national landscape of TNHE development. The territorial geographies of TNHE thus reflect complicated interactions between the state and the market, the global and the local, and economic and political/cultural forces. [ABSTRACT FROM AUTHOR]

International higher education branch campuses (IBCs) in China and elsewhere possess dual identity. There are stakeholders on both the home and host sides. While international branch campuses receive scholarly attention, there has been little study of their research and the role of institutional dual identity in research capacity building. This paper develops a conceptual framework that brings the conditions, practices, and outcomes of research together with dual institutional identity, to study research capacity building at NYU Shanghai. Data from 16 semi-structured interviews with academics, administrators, and university leaders indicate that institutional dual identity is central to what the institution has achieved in building research, influencing every aspect of the process. NYU Shanghai's American identity has shaped academic practices and workloads, and NYU's multi-site structure provides significant networks and resources, yet the institution has also adapted to its Chinese identity and local stakeholders. Dual identity has generated policy conflicts and logistical hurdles yet has also opened institutional and academic opportunities unavailable to other US institutions. While every IBC is embedded in a complex and partly unique context, this study suggests a reflexive understanding of research capacity building in such settings, and contributes to empirical knowledge of cross-border institutions, especially in China. [ABSTRACT FROM AUTHOR]

One million international students study in the United States each year, and the majority of them compete in global labor markets after graduation. I conducted a large-scale field experiment and a companion employer survey to study how employers in China value U.S. college education. I sent more than 27,000 fictitious online applications to business and computer science jobs in China, randomizing the country of college education. I find that U.S.-educated applicants are on average 18% less likely to receive a callback than applicants educated in China, with applicants from very selective U.S. institutions underperforming those from the least selective Chinese institutions. The United States-China callback gap is smaller at high-wage jobs, consistent with employers fearing U.S.-educated applicants have better outside options and would be harder to hire and retain. The gap is also smaller at foreign-owned firms, consistent with Chinese-owned firms knowing less about American education. Controlling for high school quality, test scores, or U.S. work experiences does not attenuate the gap, suggesting that the gap is not driven by employer perceptions of negative selection. A survey of 507 hiring managers at college career fairs finds consistent and additional supporting evidence for the experimental findings. This paper was accepted by Yan Chen, behavioral economics and decision analysis. Funding: This work was supported by the Industrial Relations Section at Princeton University and the Prize Fellowship in Social Sciences awarded by Princeton School of Public and International Affairs. Supplemental Material: The data files and online appendices are available at https://doi.org/10.1287/mnsc.2023.4745. [ABSTRACT FROM AUTHOR]

Schizophrenia occurs worldwide, and the health, and economic burden is substantial. As one of the common proxies of socioeconomic status (SES), education was reported to be associated with the risk of developing schizophrenia. However, there is no causal evidence about the relationship. This paper explores the health benefits of college education for schizophrenia. Based on exogenous variation in college enrollment across regions and cohorts induced by college enrollment expansion policy, we use instrument variable (IV) estimate strategy to estimate impacts of college education on the risk of schizophrenia with the data from Second National Sample Survey on Disability. We find that college education reduces the risk of developing schizophrenia by 4.2 percentage points. Some further analyses suggest the causal protective effect is only found among men, rural, and low-income individuals. These findings provide new evidence for the causal relationship between college education and schizophrenia, and add to the literature on the health benefits of education. [ABSTRACT FROM AUTHOR]

Chinese higher education institutions have adopted a US-style tenure track system since the 1990s. This is an important reform aimed at modernizing China's higher education system. In response, authors have begun to carry out close examination of the career system and analyse its implications in a national context (Republic of China). This study aims to present the key research themes, identify research gaps and offer recommendations from the increasing pool of Chinese-language literature on the tenure track system. A scoping review of Chinese language papers was conducted using the China National Knowledge Infrastructure (including the China Academic Journals Full-text Database, China Core Newspapers Full-text Database, China Doctoral Dissertations Full-text Database, China Masters' Thesis Full-text Database, and China Yearbooks Fulltext Database) (CNKI) database. Four major research themes were identified in Chinese discourse: (1) examining the tenure track system, (2) providing suggestions for better adaptation of the tenure track system in the Chinese context, (3) analysing the negative effects of the tenure track system, and (4) analysing the positive effects of the tenure track system. Generally, authors were concerned with the adaptation and cultivation of the US-originated tenure track system in the Chinese context and emphasized the importance of acknowledging its perceived negative influences on early-career scholars who have not received adequate attention. Overall, the authors demonstrate increasing interest in the tenure track system in China, and the literature is of variable quality. Further empirical studies are needed to analyse, evaluate and guide future improvement of the career system in the Chinese context in practice. [ABSTRACT FROM AUTHOR]

China's higher education system is one of the largest and most complex in the world, with a vast number of higher education institutions scattered across different provinces. Evaluating the efficiency, productivity change, and technology gaps of these institutions is significant for understanding their performance and identifying areas for improvement. In this context, this study employs three different approaches, DEA super-SBM, Malmquist Productivity Index, and Meta-Frontier Analysis, to evaluate the efficiency, productivity change, and technology gaps of China's provincial higher education systems. The study results revealed that the average higher education efficiency in China is 1.0015 for the study period of 2010–2021. A rapid and continuous increase was witnessed in higher education efficiency in China from 2014 to 2020. Meta-frontier and Group-frontier, higher education efficiency scores of low-level literate provinces are greater than middle and high-level literate provinces. However, the TGR of higher and middle-level literate provinces is greater than low-level literate provinces, indicating a superior technological level. The average MI score is 1.0034, indicating growth in productivity change. Efficiency change is the main determinant in higher education productivity growth instead of technological growth. The Middle and Low-level literate provinces witnessed growth in higher education productivity, while high-level literate provinces observed a decline in productivity change. The Kruskal-Wallis test provides evidence that a significant statistical difference exists among the three groups of education levels for the average scores of MI, EC, TC, and TGR. [ABSTRACT FROM AUTHOR]

Despite the large quantity of research projects about online learning, studies on students' language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners' metacognitive strategies, language learning motivation, self-efficacy belief, and their perceived progress in English learning. Responses to surveys were administered two times. The collected data were subject to longitudinal mediation analysis. The participants were a total of 627 university students in China. Results showed a positive and significant relationship among the four variables. The findings highlighted four significant longitudinal mediation patterns. Overall, self-efficacy belief predicted the use of metacognitive strategies, which in turn predicted their language learning motivation and perceived online English learning progress. The findings supported the mediating role of language learning motivation and metacognitive strategies. The findings showed the potential to enhance online English learning by facilitating learners' self-efficacy belief, language learning motivation, and metacognitive strategies.

Collaborative learning (CL) is widely used in higher education around the world because it is associated with increases in students' knowledge and social skills. Low student engagement in CL activities has been identified as a common issue, while there is no CL-specific engagement scale to measure and understand engagement in such settings. Additionally, although western countries have been investigating student engagement since the 1950s, there have been comparatively few studies of this important construct in China. To address these imbalances, the present paper adopted a mixed methods approach to developing and validating a Chinese CL engagement scale. In the quantitative study, Chinese university students (N = 405) completed an anonymous online survey to assess their engagement in CL activities. Results from exploratory and confirmatory factor analyses supported a hierarchical (second-order) three-factor model of student engagement (behavioural, cognitive and emotional engagement), consistent with the tripartite conception of student engagement in Western countries. Participants were further divided into three unique groups based on engagement scores, and in the qualitative study, 12 participants from three groups were interviewed about CL experiences. Interviews served to further validate the quantitative results. The significance, limitations, and implications of these findings are discussed.

The medical field is facing a physician-scientist shortage, threatening future medical research and development. Medical institutions can contribute to developing physician-scientists by stimulating students' involvement in research. In this study, a medical undergraduate teaching module to develop research skills and encourage interest in research was held in Chongqing, China. Undergraduate medical students at Chongqing Medical University completed research skills training. Before and after the training, an online, anonymous, self-reported questionnaire was administered. The self-reported questionnaire investigated students' demographic characteristics, students' perception of attitudes toward conducting research, research skills (e.g., identifying and utilizing information, critical appraisal of literature, paper writing, and understanding of research), and feedback on scientific research training. The module was implemented with 25 students from July 2019 to October 2019, and 96.0% (N = 24) of participants responded to the questionnaire both prior to and after the training. In the evaluation of research skills, results showed that use of appropriate tools for research (Z = -3.340, p < 0.01), students' ability to undertake a focused literature search (Z = -3.40, p < 0.01), identifying and utilizing information (Z = -3.34, p < 0.01), and paper-writing skills (Z = -3.49, p < 0.01) were significantly improved after the undergraduates participated in the scientific research training. A qualitative analysis of the feedback showed that students found that the training helped to enhance their knowledge, improve their study scores, and motivate them to conduct research in the future. Early scientific research ability training strengthened the research skills of medical undergraduates and motivated them to pursue research.

Fairy tales have been an essential ingredient in children's literature. Canonical fairy tales passed down from generation to generation not only enrich children's imagination but connote significant values typical of the community. However, as time passes, contemporary writers often challenge these traditional values when they work on the same topic. This changing face is evidenced by Emma Donoghue's rewriting of classical tales. Based on my teaching of Donoghue's story 'The Tale of the Bird' alongside Andersen's 'Thumbelina' at a university in Hong Kong, this paper discusses the ever-evolving cultural values and the benefit of reading Donoghue via Andersen or vice versa in the literature class and beyond.

Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.

The adoption of English medium instruction (EMI) in higher education has gained popularity in China's tertiary education as a result of globalization. International students in Chinese universities are celebrated as part of soft power projection to extend China's global impact. Informed by Piller and Cho's concept of "Neoliberalism as language policy" (2013) and Collins' "social reproduction theory" (2009, 2012), this study attempts to explore the EMI learning experiences of a cohort of international students at a border university in China. The policy documents, in-depth interviews, classroom observation, reflective journals and online interactions converge to reveal that, international students in EMI programmes experience exclusion and inequality despite the welcoming discourses of diversity. The paper highlights the necessity to pay attention to the ways in which higher education institutions reproduce inequalities of social stratification of international students through explicit and implicit institutional practices. It is argued that EMI policy in China's peripheral regions targeting international students from less-developed countries tends to perpetuate and accentuate educational inequalities. The study sheds light on a more inclusive pedagogical approach to alleviating international students' marginalisation and educating students of diverse linguistic, cultural, socioeconomic backgrounds for global citizenship in the context of China's Belt and Road Initiative.

Since the 2010s, Portugal has experienced a considerable growth in the number of Chinese international students, who have been attracted by the country's image of tolerance and openness for diversity. However, as it was reported in other contexts, throughout the health crisis, these students were blatantly confronted with racial microaggressions in their daily routines inside and outside their higher education institutions' facilities. Drawing on evidence from 30 in-depth interviews conducted with Chinese international students in Portugal and following a thematic analysis approach, this paper analyses how they frame and perceive their encounters with racism in their daily lives during the pandemic. We argue that Chinese international students resort on distinct discursive strategies to negotiate their encounters with racism during their sojourns in Portugal throughout the health crisis and to negate their "otherness" as a racial minority in the country.

This paper proposes a distance-based doctoral supervisory model to support students in the process of navigating self, agency, and emotions over their doctoral journey. The model emerged through our examination of the lived experiences of three Chinese female doctoral students who, though enrolled as internal students in our New Zealand university, were prevented by the pandemic from returning from their Spring Festival sojourn to China, and continued their study by distance. We employed narrative analysis to deeply engage with their stories shared in diaries and one-on-one interviews, alongside social media interactions. These revealed a strong commitment to study emanating from answerability toward their research projects, already underway, and agentive actions to maintain peer-to-peer academic and emotional support, enabling resilience and reflexivity about personal values and needs. Learning from this experience, we emphasize in our model the need to nurture important bonds between students, their peers and their supervisors in online environments.

While the positive role of engagement in students' learning achievements has been well documented, limited studies have examined whether or how learner engagement would vary with their achievements over time, especially within an unstructured digital learning context. This paper using a purposive sampling method reported an exploratory study on how English as a foreign language (EFL) undergraduate students with lower and upper proficiency levels (LP and UP) behaviorally engaged in their self-initiated mobile-assisted English learning (MAEL) beyond the classroom. Participants were senior-year undergraduate students from universities in central China. Quantitative analysis based on 409 questionnaires showed that there were significant differences in both how long and how often students participated in MAEL across proficiency levels, with LP learners investing more time on a more frequent basis than UP learners. However, there was no significant effect of language proficiency on the number of students' MAEL resources employed. Besides, EFL proficiency was also found to play a mediating role in students' learning preferences despite their common interest in receptive learning practices. Qualitative data from 36 follow-up semi-structured interviews revealed students' cognitive and emotional rationales behind these learning behaviors. This study might offer some fresh insight into the complexity of foreign language learner engagement with self-initiated mobile-assisted learning in Chinese higher education.

The objectives of this work are to investigate the impact of automating the student assessment process using the Schoology web-based learning management system as an example and determine its effectiveness and usability by performing a comparative analysis between the survey results of educators and students. The research methodology is based on an exploratory survey using a data collection questionnaire composed of closed-ended questions. The respondents are 630 students and 159 faculty members from three Chinese higher education institutions. The data analysis enables the conclusion that the overall student and faculty satisfaction with Schoology is high (83.4% and 55%, respectively). The students and educators indicate that with the introduction of Schoology, learning and teaching became easier (82.5% and 53.4%, respectively). In line with this, the analysis of the effect of the automated performance assessment implementation on student academic performance find that learners are more prone to better learning outcomes after this system's launching. The practical significance of this paper is that it demonstrates the positive influence of the Schoology system on educational process effectiveness.

Since its origin in the 1950s, artificial intelligence (AI) has evolved from technological to educational applications. AI is emerging as an essential tool in education. Its integration into education promises the personalization and the globalization of learning. Despite its potential, it is crucial to consider its ethical challenges and uses. This bibliometric study sought to understand the current state of AI in higher education in order to provide a basis for future research. A bibliometric analysis was conducted between 2017 and 2023, using the Scopus database. The query was performed on 23 October 2023 and focused on titles, keywords, and abstracts. A total of 870 articles were found, and their metadata were analyzed after removing incorrect data. VOSviewer software was used to visualize the similarities, and the publications were studied by country, authors, and collaborations. A steady growth in AI studies in higher education was found, highlighting areas such as computer science and social sciences. China and the United States led in production and citations. Keywords such as "artificial intelligence", "chatgpt", and "machine learning" indicated trends and areas of interest. [ABSTRACT FROM AUTHOR]

This paper addresses the perceptions and mechanisms of doctoral student job decisions regarding the pursuit of careers in the government sector in China. Through the lens of social cognitive career theory (SCCT), we analysed 30 semi-structured interviews that had been conducted with doctoral students from two prestigious Chinese universities who wish to work as civil servants. This study describes doctoral students' understanding of careers in government employment from the perspectives of work content, promotion channels and professional norms. The mechanisms influencing student career choices include personal goals, self-efficacy, outcome expectations and environment. The clear goal of political ambition and work--life balance directly drives doctoral students to choose government institutions for employment. The diploma signal of doctoral degree itself and academic training give doctoral students a high sense of self-efficacy, which is necessary for their choice of employment in the government. Occupational safety, occupational benefits and occupational value constitute the expectations of positive outcomes providing doctoral students with good feedback. In the current environment, the labour market situation and the impetus of universities combine to form a push force and the preferential recruitment policies of the state form a pull force, which jointly promote doctoral students to make decisions to work in government sector. In this paper, the fact that the Chinese government introduced the 'special selected graduates' scheme for doctoral students from prestigious universities in hope of recruiting intellectual elites to improve the quality of civil servants and the modernization level of social governance. Universities encourage PhD graduates to enter the government, hoping that this would enhance their social influence and reputation, thereby safeguarding their status as prestigious universities. From an institutional perspective, the process of doctoral students becoming civil servants can be said to be a form of cooperation between the government and universities.

Global science is more networked and connected than ever before. The rise of research collaborations occurs not only in the established Euro-American science systems that hold 'central' nodes in the globally networked science, but also in other parts of the world as science systems pluralise and multipolarise. Yet, research collaborations between traditionally non-central science systems are understudied. This paper examines factors leading to increased research collaborations between scientists in China and Turkey, two "traditionally" non-central science systems. A multiple regression analysis was conducted using an original dataset of 2256 collaborative papers and 605 China-based and Turkey-based scientists. The analysis reveals the statistically significant role of in-person mobility to the other system in increasing research collaborations. Additionally, being male instead of female and working in a university instead of a research institute are statistically significant predictors of increased research collaborations. The paper adds further nuances to the literature, suggesting that having obtained a PhD abroad or being in a large city may not lead to increased collaborations among traditionally non-central systems, although they may increase international collaborations at the conflated global level.

To tackle the problem of graduate employability (GE), higher education researchers and practitioners are suggesting the inclusion of employability modules in university curricula. However, the orthodoxy of the major-based undergraduate curriculum (MBUC) has rarely been challenged in the GE literature. Drawing on Clarke's (2018) [Clarke, M. (2018). Rethinking graduate employability: The role of capital, individual attributes and context. "Studies in Higher Education," 43(11), 1923-1937. https://doi.org/10.1080/03075079.2017.1294152] integrated employability model, this paper explores how MBUC affects undergraduate students' GE development. The data were 27 interviews with undergraduates majoring in Portuguese at six Chinese universities. Findings show that the MBUC weakens students' perceived employability by cultivating a single rather than compound skill set, limiting their social circles and, therefore, horizons for action and delaying their career self-management. More directly, it affects GE in some cases by overproducing a homogeneously skilled workforce. We argue that in many fields of the current world of work, the MBUC may have contradicted its original, and once achieved, goal of enhancing GE for a particular profession; rather, in practice, it has become an obstacle to GE development.

This article presents an ethnographic case study of pre-service teachers' transformative learning in a Culture-Writing course at a Chinese university. In recounting three stories with fieldwork data gleaned from moments of students' pre-class discussions, reflective writings, and reports on term-paper projects, this study showcases how a group of student-teachers transformed "the self" through getting to know and/or re-understanding "other(s)." Learning to 'write culture', as their teacher led them to see, is to appreciate the lifeworlds of others and further to destabilise taken-for-granted assumptions, beliefs, and understandings, thereby leading towards transformation. I argue that transformative learning takes place in the process of knowing and rebuilding the self in relationships with other(s). It constitutes moments of critical shift that place the self and identity in a more reflexive, relational, and reversible position within specific socio-cultural contexts. This study contributes to the ongoing discussions on transformative education by illuminating how other(s) play a role in promoting pre-service teachers' transformation in a classroom-based course.

In China, higher education institutions (HEIs) have a governance arrangement in which the university president and the party secretary occupy key roles. However, their legal roles as institutional leaders are vaguely specified in existing legal frameworks. Based on a four-dimensional theoretical model, this paper (i) clarifies the leadership roles in the dual governance structure, (ii) explores how HEI leaders (i.e. presidents and party secretaries) perceive their leadership, and (iii) applies the unique Chinese practices as a valuable test bed for critical reflections on how existing theoretical models of leadership are relevant in Chinese contexts. Through in-depth interviews with six top-level leaders from six Chinese public HEIs, our findings indicate that Chinese HEI leaders apply more structural than symbolic dimensions in their leadership practices. Whereas studies on institutional leadership conducted outside China tend to highlight the symbolic dimensions of leadership practices, our study suggests that top-level Chinese HEI leaders may assume the role of university managers rather than institutional leaders. We offer some reflections on the relevance of existing theoretical models of leadership and suggest the directions for further theoretical enhancement.

This paper aims to study the features of vocal improvisation using interactive musical technologies. The survey method contributed to determining the level of vocal skills of 214 respondents auditioned before the experiment. The authors developed a training programme based on previously received information. It included breathing, technical, aesthetic, and vocal improvisation skills. The results showed that 93% of the experimental group believed that interactive technologies had advantages in the educational process, and 63% of the control group believed that they had no advantages. The survey of the students allowed identifying elements that required improvement or changes in the curriculum. The students of the experimental group showed that using national Chinese instruments for accompaniment was important for 32% of the respondents, 27% chose the answer "other", which included systematic and more frequent cross-sections of knowledge, the involvement of foreign approaches to learning. The calculation of the level of knowledge obtained showed that 88% of the students demonstrated a high level in the experimental group, a low one was only in 2%. Study prospects relate to studying technical and aesthetic elements to be applied during classical and folk vocal performance.

Recently, researchers have proposed to leverage technology-supported data (log files) to investigate temporal and sequential patterns of interaction behaviors in learning processes. There are two major challenges to be addressed: clarifying the positioning of interaction levels and identifying the evolution of the interaction action patterns in learning processes, particularly for students with differing achievements. This paper explores the use of sequential pattern mining to address the evolution of student action patterns in Massive Private Online Courses (MPOCs) and compare these patterns between different achievement groups. The study was conducted with first-year undergraduate computer science students enrolled in a computer application course at a traditional open university in one of the Chinese provinces (N = 1375). The results showed the development of various action patterns in each phase of the course and the distinct action patterns for high-achieving and low-achieving students. The findings of study provide a new perspective for instructors and students to understand interaction patterns at the fine-grained level, and can help instructional designers develop learner-cantered courses and platforms to improve online learning.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Hands-off data-driven learning is a data-based, student-oriented learning model characterized by inquiry and discovery. English context vocabulary teaching is the key to English teaching in colleges and an important indicator to evaluate the quality and level of college English teaching, which is a language teaching paradigm focusing on the language environment. Combining the two approaches can give students a more realistic, practical, and meaningful language learning experience. This paper analyzes the vocabulary learning level of two non-English major undergraduate classes at Southwest University of Political Science and Law before and after the application of the context experiment. The positive effect of context vocabulary teaching in the control groups is verified by comparing and analyzing the influence of context teaching based on hands-off data-driven learning on their scores and learning results between the experimental and control groups. It shows that the combination of context in English vocabulary teaching with hands-off data-driven learning can help to improve students' ability to understand, absorb, and apply English vocabulary.

Translanguaging goes between linguistic and/or modal boundaries and beyond them (Li, W. (2011a). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. "Journal of Pragmatics", 43(5), 1222-1235. https://doi.org/10.1016/j.pragma.2010.07.035). The appearance of this new concept marks a significant development of multilingualism studies. This paper is based on an empirical study of creating a translanguaging space and positive 'classroom climate' (Gabrys-Barker, D. (2014). Success: From failure to failure with enthusiasm. "Studies in Second Language Learning and Teaching", 4(2), 301-325. https://doi.org/10.14746/ssllt.2014.4.2.7) by allowing for students' emotional expression and supporting their emotions to benefit EFL (English as a Foreign Language) learning in the Chinese context. The visual data are multilingual and multimodal student-made artefacts called "emotional curves" completed by newly registered university students as descriptive homework of their emotions about English learning in the classroom. These emotional curves create a translanguaging space where students adopt multiple linguistic and semiotic resources to express emotions and identities freely and creatively. The multimodal discourse analysis of emotional curves is combined with (auto)ethnographic observations and interviews, which shed light upon the emotional motivation for translanguaging and manifest effective teacher-student communication owing to the teacher's 'emotional scaffolding' (Park, M. H. (2014). Increasing English language learners' engagement in instruction through emotional scaffolding. "Multicultural Education", 22(1), 20-29.) strategies. Theoretically, this paper highlights the transformative power of translanguaging space and clarifies emotional representations of translanguaging theory. Pedagogically, this study advocates acknowledging and scaffolding students' emotions to establish better teacher-student relationships and create a flexible translanguaging space and harmonious classroom climate.

The vast majority of Chinese universities have embraced higher education reform that emphasizes a "publish or perish" ideology. This brings challenges to the early-career academics, especially those working in language-related fields. This paper employs a multiple case study to explore the identity tension of early career academics in applied linguistics. The three cases had diverse backgrounds and demonstrated different identity trajectories. Data were triangulated through narrative frames, interviews, and documents. Data analysis was conducted using an inductive approach that focused on interpreting the underlying meanings within the data, drawing upon relevant theoretical frameworks for guidance. The findings revealed an array of identity options (e.g., "temporary worker", "blind follower", "green pepper", "leek"). The factors that shaped the identity construction included the shifting value of being a teacher and researcher, intensified "publish-or-perish" ideology, and changing institutional and societal systems and requirements. Implications on teacher development for early-career academics in applied linguistics were proposed based on the findings.