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This study involved 51 Chinese universities from the Quacquarelli Symonds (QS) World University Ranking 2021. With based the resource-based view (RBV) as a framework, it aimed to identify the determinants of human resource capital that were related to universities' production of MOOCs. Three determinants were detected--size, lifelong learning, and proximity to the political centre. Both size and proximity to the political centre proved to be significant. The findings provide timely implications for university managers and suggest that the variety of management spaces be expanded to increase the portfolio of high-quality Chinese universities that facilitate the production of MOOCs. In addition, universities should increase their proximity awareness to remedy the disadvantages of uneven resource allocation due to geographical proximity.

The high attrition rate of college counselors in Chinese colleges has evolved into a social problem that is receiving an increasing amount of attention. The current study aims to investigate the link between organizational justice and organizational commitment on turnover intention and whether this effect is mediated by job satisfaction, drawing upon the framework of Social Exchange Theory. Meanwhile, whether the relationship between organizational justice and turnover intention is moderated by job embeddedness based on the Job Embeddedness Theory. Data gathered from 161 college counselors in China were analyzed using a structural equation model. The results showed significant relationship between organizational justice, organizational commitment, and turnover intention. Furthermore, job embeddedness plays a moderating role in the relationship between job embeddedness and turnover intention; specifically, the higher the degree of job embeddedness, the weaker the effect of organizational justice on turnover intention. Most importantly, it is confirmed that job satisfaction partially mediates the link between organizational justice, organizational commitment, and turnover intention. These outcomes contribute valuable new knowledge that can be employed to improve counselor retention in colleges. Meanwhile, the findings are examined in detail, and recommendations for future studies are provided.

The objectives of this study were to (1) investigate the efficiency of blended teaching online according to the Super Star Learning Pass model on Basic computer application for Shunde Technical Vocational College, (2) compare students' achievements before and after learning through blended teaching online according to the Super Star Learning Pass model on Basic computer application, and (3) examine students' satisfaction with of using blended teaching online according to the Super Star Learning Pass model on Basic computer application. The sample comprised 30 students at Shunde Technical Vocational College in China, derived through purposive sampling. The instruments used to collect the data were (1) blended teaching online according to the Super Star Learning Pass model on Basic computer application for enhancing learning achievement, a student's pretest and a posttest, and a teacher's satisfaction form. The data analysis statistics were percentage, mean, standard deviation, and the t-test for the dependent sample. The research findings revealed that applying blended teaching online according to the Super Star Learning Pass model on Basic computer applications for enhanced learning achievement was efficient by E1/E2 (81.40/81.23). The evaluation of content blended teaching online according to the Super Star Learning Pass model on Basic computer application teaching by the experts was appropriate at the excellent level ([x-bar]=4.78, SD. = 0.58). The evaluation of students' satisfaction with blended teaching online according to the Super Star Learning Pass model on Basic computer applications in China by 30 students. The overall students' satisfaction was a strongly agreeing level ([x-bar]=4.51, SD. = 0.50). When considering each item, it was found that blended teaching online according to the Super Star Learning Pass model on Basic computer application methods was strongly agreeing level ([x-bar]=4.67, SD. = 0.48) and combined teaching online according to the Super Star Learning Pass model on Basic computer application was strongly agree level ([x-bar]= 4.60, SD. = 0.50), respectively. According to Shunde Technical Vocational College, teachers' satisfaction with blended teaching online according to the Super Star Learning Pass model on Basic computer applications for enhanced learning achievement was high, with a mean of 4.51.

This article focuses on the relationship between elite British boarding schools and the overseas branches ('satellites') that they have established around the world. While British schools are categorised as charities, the satellites are operated as commercial ventures through subsidiaries. The UK-based schools can thus profit from the export of their 'brands', extracting capital from their satellites overseas and channelling it back to the UK. Drawing on interviews with staff of these satellite schools and on documentary analysis (including Charity Commission reports), we use the lens of racial capitalism to analyse the relationships between British elite schools and their overseas branches. We argue that through their overseas operations, British elite schools engage in extractive practices and are complicit in processes of enclosure and dispossession. These processes are premised along racialised lines and ultimately ensure that the promised 'British eliteness' remains out of reach for those who subsidise its social reproduction.

Under the tendency of the marketisation of tertiary education, universities/colleges and governments across the world have increasingly regarded international education as an education services export sector. Vietnam has always been regarded as a country of importing rather than exporting international education. Nevertheless, more and more evidence shows that Vietnamese tertiary education institutions are increasingly successful in recruiting international students. To gain further insight into international students in Vietnam, we conducted a survey with 49 tertiary education institutions in Vietnam. Our findings reveal that while most full-time international students in Vietnam are intra-regional (i.e., coming from Asian countries), short-time international students are both intra-regional and extra-regional. Using a Bayesian analysis as a method, we found that, first, the main concerns of international students in Vietnam do not revolve around academic-related factors; and second, the success of Vietnamese tertiary education institutions in attracting international students was mainly associated with operation-related factors.

"Global Engineering Education Accreditation" (GEEA) is an internationally accepted quality assurance system for engineering education in universities, and technology competitions for college students are also considered important approaches to achieve the educational objectives and meet graduation requirements of GEEA in practice aspects. In this paper, the competency of guiding teachers of technology competitions for Chinese college students is evaluated through a case of "National Competition of Transportation Science and Technology for Students" (NACTranS). Firstly, 7 theoretical hypotheses of the modified "structural equation modeling" (SEM) for competency were developed by concentrating on some principles pertaining to the key concepts of GEEA. Secondly, competition results were set as the dependent variable and 3 dimensions of competition (topic selecting, works producing and team managing) were set as the independent variables under the modified SEM. Meanwhile, both administrative ranks and regional locations of universities where guiding teachers work were set as intervening vectors so as to explain the formation mechanisms of competency. Thirdly, a case study of NACTranS data from 68 universities in China's mainland was done through modified SEM calculating. The conclusions indicate that competency of guiding teachers is not only represented by 3 dimensions but also indirectly manipulated by 2 intervening vectors. According to the case calculating by modified SEM, the determinant of guiding teachers' performance in topic selecting is the administrative ranks of universities, whereas their performance in works producing is dictated by the regional locations of universities. Various improvements on the competency of guiding teachers can be carried out in schools of engineering in Chinese universities, such as sufficient academic communications, efficient industry-university-research cooperation and so on.

Colleges and universities have been playing an increasingly important role in regional innovation-driven development. Based on panel data (1999-2016) of 287 cities in China, this study conducted an empirical analysis of the influences of the new campuses which were built for the expanded college enrollment on the city's patentable inventions and innovations. The Time-varying DID model was adopted in the analysis. The regression results demonstrate that newly built campuses have boosted inventions and innovations in their cities, benefiting various innovators including individuals and firms; that the impact of newly built campuses increases over time; the newly built campuses of vocational colleges have mainly influenced innovation actors like businesses, while those of regular colleges and universities have impacted both individuals and organizations; that the new campus built in the different city from its headquarter exerts greater promoting effects on the innovation of the city than the campus relocated in the original city and the campus of a newly established university; that the indirect effect of newly built campuses on the invention of all innovation actors is more significant than the impact of their direct collaboration with the latter; that a newly built campus have a more prominent effect on regional innovation when it is situated in an area with a high concentration of universities; and that the existence of the old campus of a university amplifies the promoting effect of its newly built campus on local innovation and the amplifying function strengthens over time.

This study used the historical research method to explore the Chinese government's role in building world-class universities. We traced the government's role in pushing policies for: (1) accelerating academic improvement; and (2) enhancing the involvement of provincial governments in achieving universities' world-class status. The findings revealed the effectiveness of using both direct and indirect interventions on establishing universities of world-class status. Talented Chinese academics working in flagship universities overseas returned and signed tenure contracts with key Chinese universities following national strategies. However, publication requirements tended to deter academics' quality publications. Moreover, the national priority on achieving world-class status resulted in the concentration of the best Chinese students in major cities for studying and working, consequently leading to regional stratification. Graduates from elite Chinese universities also have more opportunities to earn higher incomes and better career prospects than other graduates. Future studies may adopt a similar strategy to investigate conditions in other countries.

The global food crisis has made food waste reduction an important area for research and practice. In China, food is frequently wasted in university canteens. Identifying the factors involved is critical for reducing waste and preserving resources and the environment. In contrast to previous studies of canteen food waste, which have mainly used quantitative research methods, this study adopted a qualitative approach to reveal the self-reported causes of food waste by students who eat at the canteens of a university in South China. The study identified material, economic, psychological, social, cultural, and health dimensions that influence food waste in university canteens. The results validate some previous findings and add novel factors not previously identified. This study argues that food waste is embedded in a complicated socio-cultural context, and hence it is difficult to take simple and direct management measures to reduce waste. Measures should be implemented to improve both the consumers' consciousness of frugality and ecological conservation, and the quality and palatability of the served food.

The paper looked into concepts claimed to be essence of Chinese residential college, an on-going institution presumed to be a solution towards undergraduates' issues in some pioneer universities in China. It's analyzed that Chinese residential college today in China is not a Shuyuan that was ever striving as a unique education mode in ancient China, even if it's named after Shuyuan in Chinese, concerning on its nature, function and goal, while it's not a conventional residential college in English speaking countries neither. By investigation and comparison of its origin, function and features among Shuyuan and Chinese residential college, the spirit of development of a human with goodness and well-being through pursuit of knowledge and culture inherited and transmitted in Shuyuan is unearthed, which is supposed to be the resource of inspiration when the pioneer universities and educators designed and operate residential college on Chinese campus, though the effects couldn't be accounted as appealing as what Shuyuan produced in ancient China. The research aims to depict a real Shuyuan, an education legacy every being alive in Chinese history, which were featured with paramount concepts and values that should be correctly recognized and implemented when there is great concern around undergraduates.

Decades of research have been conducted on the factors [i.e. family socioeconomic status (SES), urban-rural divide (household registration) and high-school type] associated with higher education selection. However, few studies have disentangled the relationship between each factor and the mechanisms of inequality among these factors in higher education selection. The present study, analysing China Family Panel Studies data (N = 3043), first examined the factors that predicted higher education selection and then ascertained the interplay of family SES, household registration and high-school type. The two major findings were: (1) family SES and high-school type (key/non-key schools) were positively associated with the predicted probability of students' access to higher education and elite universities, while household registration (the urban-rural divide, hukou) was only associated with the predicted probability of students' access to higher education; and (2) either urban or rural students and either key or non-key school students from socioeconomically advantaged families had a higher probability of access to both higher education and elite universities compared to their counterparts from socioeconomically disadvantaged families. The study also found that family SES did not drive the urban-rural attainment gaps (access to both higher education and elite universities), while the key/non-key school attainment gap in access to higher education was primarily attributable to family SES. However, the attainment gap between key and non-key high schools in admission to elite universities was not dependent on family SES. The present study contributes to the existing literature on higher education by shedding light on the determinants of educational attainment in terms of higher education selection and by enabling a greater understanding of the real possibility of confounding between family SES, household registration and high-school type in higher education selection.

This paper described how university students from Macau took social responsibility in China through Service-Learning project. It was an introductory experience for the student participants and for the children in the mountain area as well. This study aimed at raising children's interest in learning and their desire of continuing study. Results were reported in four themes: (1) increasing personal competence of teamwork spirits, leadership and service skills; (2) students' perception towards poverty issue and education in China rural and mountain areas; (3) having commitment to the next service; (4) realizing that Service-Learning must be a mutual process. This paper also provides an overview of how a living-learning community dedicated itself to community service to educate residents holistically.

The Belt and Road Initiative (B&R) has provided a brand new opportunity for the International Education of Chinese Language (IECL) since 2013. For the purpose of promoting Chinese language education, this article analyzes the status quo of the IECL and problems in the development of IECL, and then proposes constructive strategies for its better development under new circumstances. It is believed that the IECL should adopt "bringing in" and "going out" development strategies as well as actively explore new modes of Chinese language education. Valuing the roles of non-profit organizations and enterprises in Chinese language education under the guidance of Chinese government is also of great importance.

The establishment of national experimental teaching demonstration centers (NETDCs) in China has played an important role in improving the experimental teaching level in universities and colleges, promoting scientific research, and cultivating innovative talents for national- and region-level innovations. However, how to promote the sustainable development of NETDCs in China is becoming a critical issue. This paper constructs a new theoretical model for evaluating the sustainable development of NETDCs in China. This model consists of 5 dimensions (i.e., environmental, structural, human, teaching, and output entropies), 11 primary indicators, and 34 secondary indicators. A multidimensional scale for evaluating the sustainable development of NETDCs was developed and validated based on 24,483 questionnaires from 895 NETDCs in China. The results show that the development level and overall level of NETDCs in China for all 11 primary indicators are uneven. Policy measures for promoting the sustainable development of NETDCs are proposed and discussed.

The key purpose of this research is to discuss the role of trajectory movements from education and awareness of sustainability perspective in the higher educational sector. The study analyzes how the trajectory movement of students in various academic places of their interest influences sustainable academic performance. A person-administered survey approach was conducted initially followed by a focus group interview. The results of this research revealed that there are innumerable differences among university learners in terms of trajectory movement, and most of the students care only about a few common learning places like classrooms or laboratories. However, there are other trajectory movements that directly or indirectly influence sustainable academic performance. The research findings suggest that students and academicians are aware of not only the frequent trajectory movements, such as in the classroom, laboratory, and library but also the other trajectory movements inside and outside the campus which may severely affect sustainable academic performance. This study focuses on discovering the relationship between university students' trajectory movement tendencies and sustainable performance in higher educational institutions to fulfill sustainable development goals and how trajectory movements affect students' educational performance in various ways to ensure a better academic outcome for sustainable development.

This study investigated the places of origin of international students and their distribution in the United States higher education. The data concerning the population of international students were obtained from the official website of International Institution of Education (IIE), and transferred into three maps using geographic information systems (GIS) software so that a more direct view of the data was available. The results of the study showed that (1) A larger proportion of international students come from Asian countries; (2) California, New York, and Texas are the top three states hosting international students; (3) most of the universities enrolling international students are located in the eastern part of the country; and (4) the states with already large international student populations experienced a faster growth in the population of international students over the past five years. Some implications for policy planning are discussed at the end of this paper.

This article investigates the association between cultural capital and the likelihood of attending an elite university within the Chinese socio-educational context. Drawing on data from the Beijing College Students Panel Survey, we show that: (1) objectified cultural capital is negatively correlated with the likelihood of attending an elite university whereas embodied cultural capital shows a positive effect; (2) both types of cultural capital enhance the proficiencies of extracurricular activities, which, however, are negatively associated with different quantiles of the National College Entrance Examination (NCEE) score; (3) learning capabilities can be strengthened by both types of cultural capital, but they cannot guarantee the attendance of an elite university since they only raise the middle and lower quantiles of the NCEE score; and (4) only embodied cultural capital helps one attend an elite university by virtue of the channel of the NCEE exemption.

Yali College, a four-year institution operating under the aegis of Yale University, offered a US-style undergraduate education in China's Hunan province from 1914 to 1927. It developed a robust curriculum and an impressive physical plant but collapsed after a little more than a decade. This paper, drawing on new archival research, focuses on the circumstances leading to that collapse. It argues that a deep divide emerged over Yali's form and function, pitting modernisers at the institution's helm against its tradition-minded faculty and trustees, eventually crippling the college. The case of Yali helps us understand the perils of ideological misalignment in education, especially when it occurs in challenging sociopolitical contexts like 1920s China.

An increasing number of Chinese students pursue their higher education degree in an overseas university. This research paper sets out to raise a discussion about some of the major challenges that such Chinese postgraduates might experience when studying at universities in English speaking countries drawing from ethnographic and sociological perspectives. The paper seeks to enhance understanding of a growing phenomenon amongst student communities in Higher Education institutions in English speaking countries. The challenges faced by Chinese students can be disorientating and stressful but overcoming them can lead to opening up of a range of opportunities from which the students can benefit particularly after they have graduated from their study. As many HE institutions come to depend upon the growing number of Chinese students enrolling with them the paper touches upon an issue of cross national concern. Both authors have experience of students seeking to study in English-speaking countries. They are currently pursuing research at the Institute of Education, University College London. The present paper is drawn from a wider programme of research into student exchanges and flows.

The construction of university teaching faculty directly affects and restricts the long-term development of universities. Since the reform and opening up, China's university teaching faculty construction has realized marvelous achievements. However, in comparison with the higher education in developed countries, in China the construction of university teaching faculty still faces quite a lot problems needed to be solved. In this paper, the author systematically analyzes the current situations of China's university teaching faculty construction, as well as the problems, and puts forward suggestions for how to optimize university teaching faculty construction and how to improve the overall level of university teaching faculty.

Globalization has driven growth in the market for cross-border students. Mainland China, with a burgeoning economy and the largest national population, has become an important source of cross-border students. This study identifies ideal attraction in mainland China to destinations for cross-border tertiary education, as expressed by ideal first and second choice destinations in 2008. It then compares ideal interest with the actual destinations of students over the ten-year period between 1999 and 2008. Findings indicate that the USA and South Korea are under-performing while Japan and Australia are over-performing against the mainland Chinese public's ideal demand. Countries, territories and higher education institutions hoping to attract mainland Chinese cross-border students could optimize their draw by raising their awareness and addressing the concerns of this increasingly important market.

This paper analyzes a higher education policy issued in China in 2002: "the Quality Assessment of Undergraduate Education Policy." It examines students' perceptions of the policy impacts and students' roles in the evaluation process by semi-structured interviews and questionnaire surveys. It reveals that the quality assessment in China has facilitated the improvement of teaching infrastructure and led to the intensification of school discipline in evaluated higher education institutions significantly. However, its impacts on teaching/learning are not noticeable. As an information publisher, quality assessment seems not very influential for students. Moreover, students do not think their voices have been demonstrated in the current quality assessment sufficiently, and expect their roles to be enhanced. Based on students' perceptions of the policy impacts, this study ends up with an examination of the problems with quality assessment approaches and related suggestions to improve them.

Along with China's economic growth, the notable rise of its universities and innovation system has inspired growing interest in how the higher education institutions (HEIs) of the European Union (EU) cooperate with Chinese HEIs. Beginning with a review of China-EU higher education relations, this paper presents a case study of a Sino-Danish collaborative programme in which cooperation and programme quality were limited by both partners' different aims over time, and their alternate quality assurance systems. We suggest a proper collaborative level and discipline should be developed before the establishment of cooperation by taking relevant policies, merits and disadvantages of both partners, into consideration. This paper also points out that limits in collaboration can be alleviated, if a number of elements can be used effectively, such as China's significant EU knowledge diaspora. Given this and other listed factors, including favorable policies introduced by the Chinese government, there are substantial prospects for extending China-EU collaborative relations and exchanges.

While academics and university administrators often criticize rankings, league tables have become important tools for student decision-making, especially in the Chinese sector. Yet, research has not fully explored how students in China have engaged with both global and local rankings, as most studies have focused on one setting or the other. Likewise, researchers have not tested students' knowledge of rankings, despite the intense focus on these actors by universities. Using a survey of over 900 students from Chinese universities, the author explored how knowledge of rankings varies in different student populations. Through multivariate analysis, it is found that students from elite institutions and those with educated parents were more attuned to university rankings in general. However, when testing students' knowledge of rankings, elite university students performed better in knowing their domestic ranking, but worse when guessing their global ranking, while associations to parental education disappeared. This study, the first of its kind in terms of testing student knowledge, illustrates that the impact from university rankings are mitigated by local and individual characteristics.

As the tourism industry has gradually become the strategic mainstay industry of the national economy, the scope of the tourism discipline has developed rigorously. This paper makes a predictive study on the development of the scope of Guangdong provincial tourism discipline based on the artificial neural network BP model in order to find out how the branch of tourism studies can better adapt to the development of the tourism industry. The research findings indicate that the BP model can be applied to the predictions of the scope of the tourism discipline and provide a quantitative basis for decision making with regard to the spatial layout and optimal allocation of the tourism discipline.

With the rapid development of information technologies, distance education has become "another form of product differentiation in the output mix produced by the multi-product university or college" (Cohn & Cooper, 2004, p. 607). This article aims at analyzing the economies of scope of distance education (as an educational output) in Chinese research universities. The empirical results show that a) product-specific economies of scope do exist in distance education programs offered by Chinese research universities; b) there are economies of scale in distance education; and c) there are weak cost complementarities between distance education and research output, meaning that distance education and academic research can promote each other to reduce the costs in Chinese research universities. (Contains 4 tables, 1 figure and 14 footnotes.)

This paper first introduces the background of the AACSB (Association to Advance Collegiate Schools of Business) accreditation, and then analyzes the current status of the participation of Chinese business schools in AACSB accreditation. Based on the data analysis, the paper points out that there are two main problems in the Chinese business schools AACSB accreditation: low participation rate and low success rate. The causes of these problems are concluded as language factor, standard factor as well as the misconception of the accreditation. Suggested solutions from the aspects of learning, communication, and ability enhance are given at the last part of the paper.

The strategic transformation from traditional formal education to modern teacher education starting in mid-1980s has been initially realized in China, meanwhile, some problems still exist, which can be seen from the following five aspects: (1) The teacher educational function of normal universities or colleges has been more or less decreased; (2) The teacher educational task of comprehensive universities has not achieved completely; (3) The teacher educational resources of secondary normal schools have been lost seriously; (4) The level of teacher education of colleges in charge of teacher further education needs to be improved urgently; and (5) The teacher education model of all levels of colleges and universities remains outdated and simplistic. It is necessary to consult the process and trend of foreign teacher educational reform and development, seek countermeasures, lay emphasis on the system innovation and explore the modern teacher system of Chinese characteristic that aims to combine internationalization and localization, directionality and openness, professionalizing and generalization, teacher education's specialty-based feature and its realization in universities, stage-by-stage education and lifelong education, teacher education system's standardization and multiplicity, so that it can make some new historical contributions to the scientific development of China's education cause. (Contains 2 footnotes.)

The increasing diversity of US higher education has brought greater language diversity to institutions nationwide. While writing studies researchers have increasingly paid attention to the linguistic diversity of student writers, little attention has been paid to the growing numbers of writing teachers who speak English as a second language. This article reports on a study in which we surveyed seventy-eight nonnative English-speaking instructors and conducted follow-up interviews with eleven of them. Following a presentation of the survey data and profiles of selected interviewees, we recommend ways of working with instructors and students in order to decrease language prejudices and better facilitate the professional development of nonnative English-speaking teachers in writing programs.

This study examines a timely yet under-studied area of language curriculum implementation in classroom settings. It explores teachers' enactment of content by focusing on the use of prescribed textbooks for planning instruction in higher education by teachers of English as a foreign language in mainland China. This qualitative case study involved two Chinese teachers of English as a foreign language. Drawing on data from interviews with the teachers and their students, lesson observations and documents from one semester, the teachers' use of curriculum materials was fleshed out into four interactional processes: "reading", "evaluating", "appropriating" and "adapting". This study attempts to uncover the mediated relationships among the teachers, students and curriculum materials via these four processes. By conceptualising this ubiquitous pedagogical practice, our understanding of language teachers' enactment of curriculum materials is deepened. Theoretical and practical implications are also addressed.

Both in mainland China and around the world, regional anatomy stands as one of the most important basic science courses in medical school curricula. As such, dissection of human cadavers and use of prosected specimens remains the most essential teaching method in anatomy education. However, medical educators have raised increasing concerns about an ongoing shortage of cadavers for medical use in mainland China, a problem which may seriously limit the future development of human anatomy education. Based on a survey on cadaver usage in anatomy education in mainland China, this study found that the cadaver resources of most given medical schools in mainland China are associated with their geographic location, academic ranking, and local support for body donation policies. Effective measures to alleviate this shortage of cadavers may include future efforts to promote national-level body donation legislation, broader acceptance of body donation among Chinese citizens, and an efficient and humane protocol for body donation.

Purpose: This study aims to examine the cross-institutional variation in university greenness and analyze its underlying dynamics. Design/methodology/approach: This study constructs a University Greenness Index (UGI) and conducts multivariate regression. Findings: This study finds variation within two dimensions; in the vertical dimension, top-tier universities have significantly higher UGIs than tier-2 universities, and in the horizontal dimension, agricultural and forest, engineering and technology and generalist universities have significantly higher UGIs than other specialist universities. The dynamics underlying the greenness variation lies in different universities' motivations and resources, which are associated with China's higher education administrative system, especially the mechanism by which funding is allocated. Research limitations/implications: The Internet-search-based greenness index has some inherent limitations. First, there exists a gap between green information expression and real green achievement. Second, this research may be difficult to apply to other countries, because of the specific characteristics of China's higher education system. Practical implications: Based on the empirical results, two policy implications can be generated. First, for the problem of the vertical dimension variation, related institutional transformation should be launched to promote university greenness. Second, for the problem of the horizon dimension variation, specialist universities can take advantage of an interdisciplinary approach to promote greenness. Originality/value: This research helps scholars and administrators to better understand the progress being made and the achievements realized with regard to green university initiatives in China.

To make breakthroughs, obtain further development, and win in the fierce competition, higher vocational colleges must apply scientific outlook on development, set up students-and-teachers oriented educational concept, enhance connotation construction, create competition advantages so as to fully improve education and teaching quality and realize sustainability development.

Along with the development of linguistic science, the second language acquisition (SLA) has become an independent subject. Its theory is widely accepted and applied to the foreign language-teaching field. The mark theory, the mother tongue transfer theory, language input theory, cultural introject theory and so on have important enlightenment and the value to the foreign language teaching and the study in vocational colleges and can promote the solution of the present problems.

This article analyzes the People's Republic of China's elite-making higher education policies that began in the early 1990s, notably with the 211 Project and then 985 Project, which led to the formation of the C9 League, a group of nine leading institution's dubbed China's "Ivy League." This elite grouping is compared with other Chinese universities in terms of global rankings from 2003 to 2015 to ascertain the separation by these top tiered institutions. Furthermore, the C9 League will be compared with other global elite coalitions in the United States, Canada, Australia, and the United Kingdom over the same period. University rankings, despite considerable criticism, have provided the Chinese leadership with key benchmarks for their vision of world-class higher education. This article finds that the C9 League has made some separation from other Chinese universities and has also caught up with its Western peers (notably passing Canada's U15) in terms of international rankings.

Based on the achievements from the educational and teaching reforms conducted in Yanshan University in recent years, and considering the problems arisen from the University's development, this paper attempts to explore and illustrate the significance of conducting the teaching-oriented study and discussions, most importantly it provides some reflections on the basic issues in subject construction. Finally, this paper firmly holds the view that strengthening the central position of teaching is of strategic importance to local universities and colleges, therefore, only through placing teaching on the center stage of leaders of various levels and center of all the university's activities, at the same time carrying out the guideline for intensifying the principal status of undergraduate education, can Yanshan University rank in well-known high level university in China.

China opened its market to the world after it entered The World Trade Organisation (WTO) at the turn of the last century. The Chinese Ministry of Education recently reviewed a series of policies about international cooperation in higher education with foreign countries in an effort to standardise their practice through centralised control. The purpose of this paper is to analyse current features and trends in international cooperation in Chinese higher education. This paper also develops a benefit-driven model of the internationalisation of Chinese higher education, and attempts to address the reasons for the marketability of cooperative programs in China. Finally, this paper discusses the issues related to the internationalisation of Chinese higher education, and makes recommendations for Australian universities intending to enter the Chinese higher educational market successfully. (Contains 5 tables, 2 figures, and 1 footnote.)

This article begins with a review of relevant literature and a brief introduction to dependency theory and center-periphery theory, and then it will outline major changes in general education in the United States. In the third part, the article analyzes how U.S. general education has been transferred to Japan, China, and Hong Kong; its impact on the three places; and similarities and differences in the acceptance and implementation of U.S. general education in Japan, China, and Hong Kong. The study concludes by identifying characteristics of general education in these three systems and to what extent dependency theory or center-periphery theory can explain the transfer of U.S. ideas to Japan, China, and Hong Kong with regard to the changes in their respective higher education curricula.

At present, there are many problems in the bilingual teaching of colleges and universities. Because of these problems, the bilingual education looks so difficult that it doesn't achieve wanted goals. Sometimes the colleges and universities have to give up the bilingual teaching halfway. This paper argues that the key manner to improve effectiveness of bilingual teaching is how to do the bilingual education. This paper discusses the current problems and relevant measures for improving the effect of bilingual education.